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ERIC #:
A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number). EJ830908
Title:
The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. Practitioner Research or Descriptions of Classroom Practice? A Discussion of Teachers Investigating Their Classrooms
Authors:
Personal author, compiler, or editor name(s); click on any author to run a new search on that name. Bartlett, Steve; Burton, Diana
Descriptors:
Terms from the Thesaurus of ERIC Descriptors; used to tag materials by subject to aid information search and retrieval. Click on a Descriptor to initiate any new search using that term. Teacher Researchers; Elementary School Teachers; Foreign Countries; Evaluation; Role Playing; Mentors; Networks; Action Research; Validity
Source:
The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. Educational Action Research, v14 n3 p395-405 Sep 2006
More Info:
Help Peer-Reviewed:
An indication of whether the document came from a peer-reviewed journal or U.S. Department of Education publication. Note: Used from 2005 onward. More Info:
Help Yes
Publisher:
Publisher name and contact information, as provided by the publisher; updated only if notified by the publisher. Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:
The date the document or article was published. 2006-09-00
Pages:
The total number of pages including all front-matter. 11
Pub Types:
The type of document (e.g., report) or publication medium. Journal Articles; Reports - Descriptive
Abstract:
A brief narrative description of the journal article, document, or resource. This article outlines how a group of primary school teachers from a cluster of nine schools in a networked learning community enquired into their classroom teaching. The teachers each identified an area of practice that they were developing in their classroom and wanted to evaluate, such as the benefits of pupils working in teams, or the creation of role-play areas. They decided what evidence they needed to collect and how to collect it. They met as a group and also individually with a mentor several times to share experiences and to discuss progress. At the end of their projects they presented findings and their analysis to each other. Their evidence and conclusions were also presented to other teachers at their school and sometimes at other schools within the cluster. The article considers whether, in the light of critiques of other similar teacher researcher projects, these data gathering and analytical activities may be legitimately described as research. The authors conclude by suggesting that the investigative processes carried out by these teachers constitute an effective form of professional learning. The authors contend that it is the systematic collection of evidence and the critical examination of the teachers’ own practice that characterise such enquiry as research notwithstanding the emergent, rather than well-developed, use of traditional research conventions.
Abstractor:
Source of the abstract: ERIC or Author; prior to 2005, abstractor initials appeared at the end of the abstract. As Provided
Reference Count:
The number of bibliographic references included in the indexed item. 24
Note:
Additional information about the document that does not fit in any of the other fields; not used after 2004. N/A
Identifiers:
An indexing term that provides specific identifying information in a category: geographic names, laws and legislation, or tests and testing. United Kingdom
Record Type:
A high level indicator of the type of material processed, e.g., non-journal, in the ERIC collection. Journal
Level:
An indication of whether or not the document can be accessed in an ERIC microfiche collection. Applicable only to those documents indexed prior to 2005. N/A
Institutions:
The names of authoring organizations, e.g., a research foundation, government agency, school district, or university responsible for the intellectual content of the document. N/A
Sponsors:
The agency or organization that supported or funded the work or production of the document via a contract or grant. N/A
ISBN:
International Standard Book Number (ISBN) – a unique number assigned to the document. N/A
ISSN:
International Standard Serial Number (ISSN) – a unique number assigned to the serial or journal. ISSN-0965-0792
Audiences:
The author’s intended audience. N/A
Languages:
The name of the primary language in which the document was written. From 2005 forward, primary language is English. English
Education Level:
The level of education that is addressed in the document or article. N/A
