Research and development in school : grounded in cultural historical activity theory / / By May Britt Postholm

• Record Nr.: UNINA9910793783203321
• Autore: Postholm May Britt
• Pubbl/distr/stampa: Leiden Boston : , : Brill | Sense, , 2019
• ISBN: 90-04-41021-X
• Descrizione fisica: 1 online resource (161 pages)
• Disciplina: 370.72
• Soggetti: Action research in education; Constructivism (Education); Educational change - Research; Education - Research - Methodology; Qualitative research - Methodology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front Matter -- Copyright page -- Preface -- List of Illustrations -- Introduction -- Theoretical Perspectives and Cultural Historical Activity Theory -- The Qualitative Method -- Researcher Roles and Access to the Research Field -- Qualitative Research Approaches and Analysis -- Data Collection -- Analysing the Data Material Using the Constant Comparative Analysis Method and D-Analysis -- Quality and Ethics -- Writing up the Research Project -- Back Matter -- References -- Index.
• Sommario/riassunto: Research and Development in School: Grounded in Cultural Historical Activity Theory intends to give student teachers, teachers and school leaders research knowledge about which methodologies (research approaches) and methods (data collection and analysis methods) they can use as tools when researching the day-to-day affairs of school and classroom practice. Cultural historical activity theory (CHAT) is presented as the framework. When grounded in CHAT the intention of the research will be to produce useful knowledge whether the aim is to promote development when the research is conducted or incoming development processes. The text is useful in connection with CHAT-informed development work research (DWR), where development work and research are combined in a common project, and in connection ; with on-going practices in school without the person studying them supporting the on-going development work there and then, but with the intention and understanding that the constructed knowledge can be used in subsequent development processes. This book is also useful for teacher educators/researchers who supervise student teachers or collaborate with practitioners in schools. The wish is that CHAT and its models will be able to contribute to the development processes we want to see in school, which in turn will promote the pupils’ learning outcome.