東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Going public: The representation an...

White, Melissa Eiler.

FindBook

Google Book

Amazon

博客來

Going public: The representation and translation of teacher research.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Going public: The representation and translation of teacher research./
作者:	White, Melissa Eiler.
面頁冊數:	293 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3332.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145573
ISBN:	0496045350

Going public: The representation and translation of teacher research.
White, Melissa Eiler.

Going public: The representation and translation of teacher research. - 293 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3332.

Thesis (Ph.D.)--Stanford University, 2004.

In recent years, efforts at expanding the knowledge base for teaching to include the insights of teachers have become increasingly prominent in the discourse on educational reform. Advocates of such a plan suggest that knowledge developed by teachers can provide insights into the particulars of teaching, revealing authentic dilemmas and challenges of practice, as well as corresponding solutions and insights. Infusing practitioner-generated knowledge into the existing knowledge base, however, requires first imagining, then institutionalizing, ways for teachers to share the ideas and insights that they generate through classroom-based research and other forms of professional inquiry.

ISBN: 0496045350Subjects--Topical Terms:

626654
Education, Sociology of.

Going public: The representation and translation of teacher research.
LDR:03116nmm 2200325 4500 001 1841699
005 20050915140303.5
008 130614s2004 eng d
020 $a 0496045350
035 $a (UnM)AAI3145573
035 $a AAI3145573
040 $a UnM $c UnM
100 1 $a White, Melissa Eiler. $3 1929984
245 1 0 $a Going public: The representation and translation of teacher research.
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3332.
500 $a Adviser: Walter W. Powell.
502 $a Thesis (Ph.D.)--Stanford University, 2004.
520 $a In recent years, efforts at expanding the knowledge base for teaching to include the insights of teachers have become increasingly prominent in the discourse on educational reform. Advocates of such a plan suggest that knowledge developed by teachers can provide insights into the particulars of teaching, revealing authentic dilemmas and challenges of practice, as well as corresponding solutions and insights. Infusing practitioner-generated knowledge into the existing knowledge base, however, requires first imagining, then institutionalizing, ways for teachers to share the ideas and insights that they generate through classroom-based research and other forms of professional inquiry.
520 $a This study aimed to investigate these issues, concentrating on the ways in which teacher researchers codify and share what they come to know about their students, practice, and contexts; the channels through which this work reaches its audiences; and how others in the education community subsequently translate it. The research followed an embedded case study design to guide data collection and analysis, and an overarching analytic strategy rooted in analytic induction and grounded theory.
520 $a The study suggests a conceptualization of knowledge codification that accounts for the wide range of representations---including Web sites, manuscripts, narratives, videos and presentations---that teacher research can produce. The content of the representations includes research findings, instructional strategies, stances toward students and teaching, and the concept and process of teacher research. Dissemination channels provide a medium for the conceptual and material representations to travel to outside audiences.
520 $a Using translation theory, the study demonstrates how two teachers have found ways to actively integrate practice-based knowledge into the field of education and to contribute to local reform efforts that may help to close achievement gaps at their schools. Analysis of these teachers' efforts has indicated possibilities open to other teachers interested in disseminating teacher research and highlights the conditions that may promote or impede their efforts.
590 $a School code: 0212.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Information Science. $3 1017528
690 $a 0340
690 $a 0530
690 $a 0723
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 65-09A.
790 1 0 $a Powell, Walter W., $e advisor
790 $a 0212
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3145573