01865cam a2200301 a 4500999001500000001000900015003000500024005001700029008004100046010001700087020002500104020002200129035002400151040006900175050002500244082001600269100001700285245013500302260004400437300003500481504006600516505070100582650003401283856008301317906004501400942001201445952010601457  c4037d403715298157Nust20170105101618.0080520s2009    enka     b    001 0 eng    a  2008021897  a9780415437943 (pbk.)  a0415437946 (pbk.)  a(OCoLC)ocn230801931  aDLCcDLCdBAKERdBTCTAdBWKdC#PdYDXCPdBWXdCDXdLMRdIAYdDLC00aLB1028.24b.N67 200900a370.72bNOR1 aNorton, Lin.10aAction research in teaching and learning :ba practical guide to conducting pedagogical research in universities /cLin S. Norton.  aLondon ;aNew York :bRoutledge,c2009.  axvii, 266 p. :bill. ;c24 cm.  aIncludes bibliographical references (p. [250]-260) and index.0 aPutting pedagogical action research into the university context: what are the pressures? -- Why be a reflective practitioner? -- Why engage with the scholarship of teaching and learning? -- What is the case for pedagogical action research? -- Where do you start a pedagogical action research study? -- What are the most suitable research methodologies? -- How can you analyse qualitative data in pedagogical action research? -- How can you analyse quantitative data in pedagogical action research? -- How can you develop and adapt pedagogical research tools? -- What are the ethical issues involved in pedagogical action research? -- Going public: how can you grow the influence of your findings? 0aAction research in education.413Table of contents onlyuhttp://www.loc.gov/catdir/toc/ecip0819/2008021897.html  a7bcbccorignewd1eecipf20gy-gencatlg  2ddccBK  00102ddc40708NFICaCLbCLcCARTd2016-12-09l0o370.72 NORpCL2404r2016-12-09t1w2016-12-09yBK