Reframing educational research resisting (24 resultados)

Condición: Used - Very Good. VG hardback. 1st edition. A bright, tidy copy in tight binding.

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Condición: New. Editor(s): Farnsworth, Valerie; Solomon, Yvette. Num Pages: 264 pages, 19 black & white illustrations, 8 black & white tables. BIC Classification: GPS; JN. Category: (P) Professional & Vocational. Dimension: 233 x 156 x 15. Weight in Grams: 420. . 2013. 1st Edition. paperback. . . . . …

Paperback. Condición: Brand New. 1st edition. 264 pages. 9.17x6.18x0.63 inches. In Stock.

Condición: New. Editor(s): Farnsworth, Valerie; Solomon, Yvette. Num Pages: 264 pages, 19 black & white illustrations, 8 black & white tables. BIC Classification: GPS; JN. Category: (P) Professional & Vocational. Dimension: 233 x 156 x 15. Weight in Grams: 420. . 2013. 1st Edition. paperback. . . . . Books ship from the US and Ireland. …

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Condición: As New. Unread book in perfect condition.

Condición: As New. Unread book in perfect condition.

Condición: New. Editor(s): Farnsworth, Valerie; Solomon, Yvette. Num Pages: 264 pages, 19 black & white illustrations, 8 black & white tables. BIC Classification: JHBC; JN. Category: (P) Professional & Vocational. Dimension: 234 x 156. Weight in Grams: 521. . 2013. 1st Edition. hardcover. . . . .

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Condición: New. Editor(s): Farnsworth, Valerie; Solomon, Yvette. Num Pages: 264 pages, 19 black & white illustrations, 8 black & white tables. BIC Classification: JHBC; JN. Category: (P) Professional & Vocational. Dimension: 234 x 156. Weight in Grams: 521. . 2013. 1st Edition. hardcover. . . . . Books ship from the US and Ireland. …

Hardcover. Condición: Brand New. 1st edition. 264 pages. 9.50x6.50x0.75 inches. In Stock.

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Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - It is generally agreed that the problem of research use in education is multifaceted, involving a combination of issues attributed not only to the user end but also to the production end of research itself. This book uses a variety of context-sensitive theoretical approaches (e.g. Cultural Historical Activity Theory, discourse analysis, and Communities of Practice) to understand practice, enabling us to interrogate assumptions and to consider the possibilities for the application of research in the pursuit of evidence-based practice.At its core this book focused on two commonly held assumptions:that 'best practice' is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. As the writers show these assumptions betray misconceptions about theory and practice which need to be explicitly addressed and unpacked. To understand better the realities of the situation the international contributors provide a range of perspectives on theorising and practicing which explicitly consider the relationships between these activities which are too often, and mistakenly, treated separately. …

Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - It is generally agreed that the problem of research use in education is multifaceted, involving a combination of issues attributed not only to the user end but also to the production end of research itself. This book uses a variety of context-sensitive theoretical approaches (e.g. Cultural Historical Activity Theory, discourse analysis, and Communities of Practice) to understand practice, enabling us to interrogate assumptions and to consider the possibilities for the application of research in the pursuit of evidence-based practice.At its core this book focused on two commonly held assumptions:that 'best practice' is readily identifiable in a way that is then transferrable to new contexts for use by practitioners more widely, and that theory will not help with what to do on Monday morning in the classroom or in developing policies with direct and visible impact. As the writers show these assumptions betray misconceptions about theory and practice which need to be explicitly addressed and unpacked. To understand better the realities of the situation the international contributors provide a range of perspectives on theorising and practicing which explicitly consider the relationships between these activities which are too often, and mistakenly, treated separately.…