Using grounded theory and action research to raise attainment in, and enjoyment of, reading

Autor:	Jill Butterfield
Rok vydání:	2009
Předmět:	Research design media_common.quotation_subject Primary education Educational psychology Solution focused brief therapy Grounded theory Reading (process) Pedagogy Developmental and Educational Psychology Mathematics education Action research Psychology Qualitative research media_common
Zdroj:	Educational Psychology in Practice. 25:315-326
ISSN:	1469-5839 0266-7363
DOI:	10.1080/02667360903315131
Popis:	This paper describes a small‐scale, qualitative research project that critically reflects on the process and impact of using both grounded and action research to enhance attainment and enjoyment of reading, in such a way as to raise awareness at an individual and whole school level. The purpose of the project was to ascertain if the selected research methodology has the potential to provide a framework for the process of embedding new practice in schools. A primary school was selected as a case study and a systematic, constructivist grounded theory methodology used in order to examine the school in relation to its success in meeting the needs of the school community in the attainment and enjoyment of reading. The research design involved the gathering of multiple sources of data by conducting a series of solution focused interviews, direct observation, and teacher assessments of reading within the school. The interviews were coded and theoretical questions developed from the data. These were reflected bac...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::f1ba5753e1cb6bc42bcbea5550681682 https://doi.org/10.1080/02667360903315131 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
Nepřihlášeným uživatelům se plný text nezobrazuje	K zobrazení výsledku je třeba se přihlásit.