LEADER 01719oam 2200541Ia 450 001 9910703815503321 005 20150806123845.0 035 $a(CKB)5470000002435580 035 $a(OCoLC)784961705$z(OCoLC)654462350$z(OCoLC)760345214 035 $a(EXLCZ)995470000002435580 100 $a20120408d1903 ua 0 101 0 $aeng 135 $aurbn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aOil fields of the Texas-Louisiana Gulf Coastal Plain$b[electronic resource] /$fC.W. Hayes and William Kennedy 210 1$aWashington, D.C. :$cDept. of the Interior, U.S. Geological Survey,$d1903. 215 $a1 online resource (174, III pages) $cillustrations, plates 225 1 $aU.S. Geological Survey / Bulletin ;$vno. 212 225 1 $aSeries A, Economic geology, 23 300 $aTitle from title screen (viewed Aug. 6, 2015). 300 $aIncludes bibliographic references and index. 606 $aOil fields$zTexas 606 $aOil fields$zLouisiana 606 $aOil fields$2fast 607 $aLouisiana$2fast 607 $aTexas$2fast 615 0$aOil fields 615 0$aOil fields 615 7$aOil fields. 700 $aHayes$b C. 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Kincheloe 205 $a2nd ed. 210 $aLondon ;$aNew York $cRoutledgeFalmer$d2003 215 $a1 online resource (304 p.) 225 1 $aTeachers' library 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-415-27645-4 311 08$a1-85000-853-1 320 $aIncludes bibliographical references and indexes. 327 $a1. 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 Education 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 8. Verifiability and the Concept of Rigor in Qualitative Research 9. The Value of the Qualitative Dimension 10. Values, Objectivity, and Ideology The Foundations of Teacher Research: A Sample Syllabus 330 8 $aThis book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves. Teachers are now 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. The author, a leading proponent of qualitative research, 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. Postgraduate students of education and experienced teachers will find much to inspire and encourage them in this book. Updated and revised for this new edition, it retains both its clarity and insistence on sound research practice. Joe L. Kincheloe is Professor of Education at the City University of New York Graduate Center and Brooklyn College. he is the author and editor of many books on critical pedagogy and qualitative research in education. Series Editor: Ivor F. Goodson. This book urges teachers - as both producers and consumers of knowledge - to engage in the debate about educational research by undertaking meaningful research themsleves. Teachers are now 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. 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