標(biāo)題: Titlebook: Exploratory Practice in Language Teaching; Puzzling About Princ Judith Hanks Book 2017 The Editor(s) (if applicable) and The Author(s) 2017 [打印本頁(yè)] 作者: Sinuate 時(shí)間: 2025-3-21 19:10
書目名稱Exploratory Practice in Language Teaching影響因子(影響力)
書目名稱Exploratory Practice in Language Teaching影響因子(影響力)學(xué)科排名
書目名稱Exploratory Practice in Language Teaching網(wǎng)絡(luò)公開度
書目名稱Exploratory Practice in Language Teaching網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Exploratory Practice in Language Teaching被引頻次
書目名稱Exploratory Practice in Language Teaching被引頻次學(xué)科排名
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書目名稱Exploratory Practice in Language Teaching讀者反饋
書目名稱Exploratory Practice in Language Teaching讀者反饋學(xué)科排名
作者: voluble 時(shí)間: 2025-3-21 21:42 作者: 運(yùn)動(dòng)吧 時(shí)間: 2025-3-22 02:34
https://doi.org/10.1057/978-1-137-45344-0TESOL; Researching Practice; Exploratory Practice; Quantitative research; Qualitative research; Practitio作者: 價(jià)值在貶值 時(shí)間: 2025-3-22 05:21
https://doi.org/10.1007/978-94-017-6107-9ice (EP) recommends commencing with ‘puzzlement’, and encourages the practitioners themselves to investigate, rather than relying on external researchers, as a way of developing understandings. In 2009, we merely touched on these issues:作者: 盲信者 時(shí)間: 2025-3-22 10:23 作者: breadth 時(shí)間: 2025-3-22 14:07
Anders Fjeld,Matthieu de NanteuilThis chapter is about understanding . practice – if you want to try Exploratory Practice (EP) (and hopefully this book has convinced you that it is worth considering), what do you need to think about? How to access those elusive puzzles that fly around our brains? How to capture life ‘a(chǎn)s it flies’?作者: breadth 時(shí)間: 2025-3-22 21:02
Puzzles, Puzzling, and TrustThis chapter is about understanding . practice – if you want to try Exploratory Practice (EP) (and hopefully this book has convinced you that it is worth considering), what do you need to think about? How to access those elusive puzzles that fly around our brains? How to capture life ‘a(chǎn)s it flies’?作者: lipids 時(shí)間: 2025-3-22 23:21
https://doi.org/10.1007/978-3-322-91398-2se three aims might be achieved, however, has been the subject of much debate. Over the decades, practitioner research has been increasingly recognised as a force for developing understandings of educational processes and practices (see Cochran-Smith and Lytle 2009; Tudor 2001; Zeichner and Noffke 2作者: engagement 時(shí)間: 2025-3-23 01:27
https://doi.org/10.1007/BFb0073448 benefits that may be gained in this field of activity. As Zeichner and Noffke (2001), in their seminal article on practitioner research, maintain, there is a need for greater understanding of the implications of, and for, practitioners wishing to engage in research into their own educational practi作者: 死亡 時(shí)間: 2025-3-23 06:04 作者: 擴(kuò)張 時(shí)間: 2025-3-23 12:50
https://doi.org/10.1007/BFb0069773ch. What are the questions, answered, unanswered, and unanswerable, that are raised here? To begin with, I consider a range of approaches to practitioner research, focusing particularly on two closely related movements: Action Research (AR) and Reflective Practice (RP). Each of these is clearly diff作者: FLEET 時(shí)間: 2025-3-23 17:46 作者: Canopy 時(shí)間: 2025-3-23 21:03 作者: Arthritis 時(shí)間: 2025-3-24 01:11 作者: 同義聯(lián)想法 時(shí)間: 2025-3-24 04:26 作者: NEG 時(shí)間: 2025-3-24 10:09 作者: 轉(zhuǎn)向 時(shí)間: 2025-3-24 11:44
Private Property and Communism, scope beyond language teaching itself, to include continuing professional development – and to acknowledge the importance also of continuing personal development – to include others, not only language learners and teachers but also educational psychologists, teacher educators, and teacher trainers.作者: 多嘴多舌 時(shí)間: 2025-3-24 15:50 作者: 粘土 時(shí)間: 2025-3-24 22:11
Hegel’s Interpretation of Laozithemselves to becoming investigative tools? Essentially, this chapter is about ‘making it happen’ – how can busy practitioners begin, and continue, to engage in systematic, purposeful, . investigations into practice? And how are their activities deeply embedded in cultural and social beliefs, as wel作者: 六個(gè)才偏離 時(shí)間: 2025-3-25 03:13 作者: 外表讀作 時(shí)間: 2025-3-25 04:35 作者: innovation 時(shí)間: 2025-3-25 10:52
978-1-137-45711-0The Editor(s) (if applicable) and The Author(s) 2017作者: archaeology 時(shí)間: 2025-3-25 12:04
Exploratory Practice in Language Teaching978-1-137-45344-0Series ISSN 2946-2258 Series E-ISSN 2946-2266 作者: 消毒 時(shí)間: 2025-3-25 16:09 作者: Gum-Disease 時(shí)間: 2025-3-25 22:04
Introduction to Part One benefits that may be gained in this field of activity. As Zeichner and Noffke (2001), in their seminal article on practitioner research, maintain, there is a need for greater understanding of the implications of, and for, practitioners wishing to engage in research into their own educational practi作者: Dealing 時(shí)間: 2025-3-26 02:47 作者: ATOPY 時(shí)間: 2025-3-26 06:01
Perspectives on the ‘Family’ of Practitioner Researchch. What are the questions, answered, unanswered, and unanswerable, that are raised here? To begin with, I consider a range of approaches to practitioner research, focusing particularly on two closely related movements: Action Research (AR) and Reflective Practice (RP). Each of these is clearly diff作者: Generic-Drug 時(shí)間: 2025-3-26 11:11 作者: 不如樂死去 時(shí)間: 2025-3-26 15:33
Puzzles, Puzzling, and Puzzlementice (EP) recommends commencing with ‘puzzlement’, and encourages the practitioners themselves to investigate, rather than relying on external researchers, as a way of developing understandings. In 2009, we merely touched on these issues:作者: 運(yùn)動(dòng)的我 時(shí)間: 2025-3-26 20:05 作者: minaret 時(shí)間: 2025-3-26 21:14
Integrating Research and Pedagogyexts, with different groups of practitioners. In the following pages, we see EP inviting practitioners to use their research activities as a way of getting their work done as advocated by Allwright and Hanks (2009). We follow up the vignettes begun in Part One: What happened when teachers and learne作者: Endometrium 時(shí)間: 2025-3-27 02:00 作者: mortuary 時(shí)間: 2025-3-27 06:36
Continuing Personal and Professional Development scope beyond language teaching itself, to include continuing professional development – and to acknowledge the importance also of continuing personal development – to include others, not only language learners and teachers but also educational psychologists, teacher educators, and teacher trainers.作者: cancer 時(shí)間: 2025-3-27 12:55 作者: bibliophile 時(shí)間: 2025-3-27 16:40
PEPAs, Culture, and Identitythemselves to becoming investigative tools? Essentially, this chapter is about ‘making it happen’ – how can busy practitioners begin, and continue, to engage in systematic, purposeful, . investigations into practice? And how are their activities deeply embedded in cultural and social beliefs, as wel作者: 溺愛 時(shí)間: 2025-3-27 20:04 作者: vocation 時(shí)間: 2025-3-27 22:11
Exploratory Practice Voicesoratory Practice (EP), but also brings the field up-to-date with more recent developments. The book aims to take EP’s ethical, practical, theoretical framework, and analyse it thoughtfully, moving from practice to research and theory, back to practice. But as we have seen, there is more than one voi作者: 解脫 時(shí)間: 2025-3-28 02:42 作者: ticlopidine 時(shí)間: 2025-3-28 08:38 作者: Rotator-Cuff 時(shí)間: 2025-3-28 12:02
2946-2258 atory) practice-as-research.Judith Hanks is Lecturer in TESOL at the University of Leeds, UK. Her work bridges specialist areas in language teacher education, intercultural communication, TESOL and EAP.978-1-137-45711-0978-1-137-45344-0Series ISSN 2946-2258 Series E-ISSN 2946-2266 作者: 蔓藤圖飾 時(shí)間: 2025-3-28 15:43 作者: Generalize 時(shí)間: 2025-3-28 20:43
https://doi.org/10.1057/9781137485458is about developing our understandings for practice, in the sense of ‘What might an interested practitioner do (to start off, to continue, to take further) with EP?’, adding also ‘What questions do we still need to ask of/about EP?’. In sum: ‘What can we learn . practice?’作者: 補(bǔ)助 時(shí)間: 2025-3-29 01:47 作者: 認(rèn)為 時(shí)間: 2025-3-29 05:49
2946-2258 first time.Explores the evolution of the Exploratory PracticThis book tracks the development of Exploratory Practice since the early 1990s as an original form of practitioner research in the field of English language teaching. Drawing on case studies, vignettes and narratives from teachers and learn作者: colloquial 時(shí)間: 2025-3-29 09:31 作者: 朋黨派系 時(shí)間: 2025-3-29 11:37
,Weight Theory and Weighted Φ-inequalities,of practitioner research, I consider the reasons for its recent growth. Despite its popularity, a critical look shows that there are a number of questions which remain unanswered. In later chapters, we see how Exploratory Practice (EP) seeks to address some of these questions.作者: linear 時(shí)間: 2025-3-29 19:16 作者: Accord 時(shí)間: 2025-3-29 23:30 作者: Irascible 時(shí)間: 2025-3-30 03:43
Marvell and the Earl of Castlemaine,tting their work done as advocated by Allwright and Hanks (2009). We follow up the vignettes begun in Part One: What happened when teachers and learners like Bella, Cheer, John, Meow, and others tried out EP in their own classrooms?作者: Insubordinate 時(shí)間: 2025-3-30 07:05 作者: 流逝 時(shí)間: 2025-3-30 10:22 作者: Canopy 時(shí)間: 2025-3-30 13:26
https://doi.org/10.1007/978-3-322-91398-2he following areas: Action Research (Burns 2005, 2010, 2015; Nunan 1993; Wallace 1998), Reflective Practice (Edge 2011; Farrell 2007), and, most recently, Exploratory Practice (Allwright 2003; Allwright and Hanks 2009).作者: 愛哭 時(shí)間: 2025-3-30 18:49
General Introduction,he following areas: Action Research (Burns 2005, 2010, 2015; Nunan 1993; Wallace 1998), Reflective Practice (Edge 2011; Farrell 2007), and, most recently, Exploratory Practice (Allwright 2003; Allwright and Hanks 2009).作者: Overthrow 時(shí)間: 2025-3-31 00:02 作者: dragon 時(shí)間: 2025-3-31 03:55
https://doi.org/10.1007/BFb0069773erentiated, while also acknowledging the family relationships, and shared values, that tie these various family members together. In doing so, I critically consider the challenges that practitioner-researchers face, and raise further questions about practitioner research.作者: bourgeois 時(shí)間: 2025-3-31 06:08 作者: 萬神殿 時(shí)間: 2025-3-31 10:22
Nature and Capitalism’s Historical Limitsunts’ as research, who does it, who reports on it, and who benefits from it are a necessary ethical as well as practical part of any research, and they are thrown into sharp relief by the work reported on here.作者: 多山 時(shí)間: 2025-3-31 14:04
Perspectives on the ‘Family’ of Practitioner Researcherentiated, while also acknowledging the family relationships, and shared values, that tie these various family members together. In doing so, I critically consider the challenges that practitioner-researchers face, and raise further questions about practitioner research.作者: Adj異類的 時(shí)間: 2025-3-31 21:08
