By Colin Lankshear, Michele Knobel
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Additional resources for A Handbook for Teacher Research
Readers will immediately recognize this, and the comments that follow, as a description that applies to a large corpus of contemporary teacher research publications. The first thing we noted about the chapters is that they address topics that have very large and diverse literatures. These literatures are by no means exclusively theoretical and academic in nature. Open learning and autonomous learning have been popular themes for an educational ‘lay’ audience since at least the late 1960s. Despite the size of the available literature and the ready physical and intellectual accessibility of much of it, the authors of one chapter provide no references whatsoever to other work, and the author of the other chapter provides just one reference.
What specific questions does it generate? Which of these questions can I hope to address well? How can I research data must I collect? How will these data help me address my purposes? How will I collect these data? How much data will I collect? How will I identify the key validate these elements of my data or establish research problem that they are of and questions in good quality? order to specify a . How will I succinct set of organize these research aims data so they will and objectives, be in good shape and a finite set for being of research analysed?
At a general level, these standards are pretty well exactly the same for professional-practitioner research as for academic research. The difference will be in emphasis and in detail, but the commitment to being systematic will be the same. And in many cases the kinds of ‘tools’ used to collect and analyse data and advance interpretations will be similar in kind and, often, in detail. AN INTRODUC TION TO TE ACHER RESE ARCH 21 We identify six generic features of research as systematic investigation that apply as much to teacher research as to any other research category.