LEADER 04127oam 2200697I 450 001 9910789909203321 005 20230801222451.0 010 $a1-136-62308-6 010 $a1-283-45948-5 010 $a9786613459480 010 $a0-203-80155-5 010 $a1-136-62309-4 024 7 $a10.4324/9780203801550 035 $a(CKB)2670000000175909 035 $a(EBL)958261 035 $a(OCoLC)798532133 035 $a(SSID)ssj0000647843 035 $a(PQKBManifestationID)11370610 035 $a(PQKBTitleCode)TC0000647843 035 $a(PQKBWorkID)10594221 035 $a(PQKB)11635475 035 $a(MiAaPQ)EBC958261 035 $a(Au-PeEL)EBL958261 035 $a(CaPaEBR)ebr10535210 035 $a(CaONFJC)MIL345948 035 $a(OCoLC)785417295 035 $a(EXLCZ)992670000000175909 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeachers as researchers $equalitative inquiry as a path to empowerment /$fJoe L Kincheloe 205 $aClassic ed. 210 1$aAbingdon, Oxon :$cRoutledge,$d2012. 215 $a1 online resource (298 p.) 225 0 $aRutledge education classic edition series 300 $aDescription based upon print version of record. 311 $a0-415-68657-1 311 $a0-415-68656-3 320 $aIncludes bibliographical references and index. 327 $aFront Cover; Teachers as Researchers; Copyright Page; Contents; Research as an act of enlightenment, empowerment, and resistance; 1. Introduction: positivistic standards and the bizarre educational world of the twenty-first century; 2. Teachers as researchers, good work, and troubled times; 3. Connecting knower and known: constructing an emancipating system of meaning; 4. Exploring assumptions behind educational research: defining positivism in a neo-positivist era; 5. What constitutes knowledge?; 6. Purposes of research: the concept of instrumental rationality; 7. The quest for certainty 327 $a8. Verifiability and the concept of rigor in qualitative research9. The value of the qualitative dimension; 10. Values, objectivity, and ideology; 11. The foundations of teacher research: a sample syllabus; References; Index 330 $a"Teachers as Researchers urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themselves. Teachers are being encouraged to carry out research in order to improve their effectiveness in the classroom, but this book suggests that they also reflect on and challenge the reductionist and technicist methods that promote a 'top down' system of education. It argues that only by engaging in complex, critical research will teachers rediscover their professional status, empower their practice in the classroom and improve the quality of education for their pupils. Now re-released to introduce this classic guide for teachers, the new edition of Teachers as Researchers now also includes an introductory chapter by Shirley R. Steinberg, McGill University, that sets the book within the context of both the subject and the historical perspective. In addition, she also provides information on some key writing that extends the bibliography of this influential book thereby bringing the material fully up to date with current research. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this definitive book"-- Provided by publisher. 606 $aEducation$xResearch$zUnited States 606 $aTeachers$zUnited States 606 $aQualitative research$zUnited States 615 0$aEducation$xResearch 615 0$aTeachers 615 0$aQualitative research 676 $a370.72073 686 $aEDU000000$aEDU003000$aEDU026000$2bisacsh 700 $aKincheloe$b Joe L.$0309010 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910789909203321 996 $aTeachers as Researchers$93700481 997 $aUNINA