The Differences
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- Words: 292
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The differences Scope Sample
Journal 1 -English language teacher -two semester in the university
Setting
- Sino-British MA in English programme at Beijing Normal Universities -Teaching practice -ELT methodology such as video and audio -Workshop, seminar and discussion -Data collections -conduct 2 phase -using case study for collection of data
Method
Procedures
Finding
-the author made the changes of their research and accomplished the goals.
Journal 2 -20 preserve teacher and children from underserved populations -two semester of university period - College of education and Human Science in USA -Kemmis model -cooperative learning activity :jigsaw -On line discussion -Data collection -conduct 2 phase where is 1 phase for each semester -using kemmis model consist of reconnaissance, planning, first action step, monitoring, reflecting, and evaluation -the author achieve the goals - Longitudinal approach and future inquiries must continue to inform the practice.
Journal 1: Title: Action research in language teacher education Author: Christine Thorne and Wang Qiang ELT journal Volume 50/3 July 1996 Oxford university Press 1996
Journal 3 -A group of instructor(teaching team) and university student -three years - College of Education at the university of Florida - Collaboration problem solving -self determination -long term orientation -collegiality - activities -data collection -conduct 2 phase -using inquiry such as oriented practice, inquiry approach and practicum situation
- teaching team having to create course for a restructured teacher education program
Journal 2: Title: An action research project on preparing teachers to meet the needs of underserved student populations. The Author: Gayle A.Buck and Jeanene G.Cordes (University of NebraskaLincoln,NE,USA) Journal of Science Teacher education (2005) vol16:43-64 Springer 2005 Journal 3: Title: Teaching teams: creating the context for faculty action research The author: Elezabeth Bondy and Dorene Ross Innovative Higher Education, Vol.22, No 3, Spring 1998
Journal 1 -English language teacher -two semester in the university
Setting
- Sino-British MA in English programme at Beijing Normal Universities -Teaching practice -ELT methodology such as video and audio -Workshop, seminar and discussion -Data collections -conduct 2 phase -using case study for collection of data
Method
Procedures
Finding
-the author made the changes of their research and accomplished the goals.
Journal 2 -20 preserve teacher and children from underserved populations -two semester of university period - College of education and Human Science in USA -Kemmis model -cooperative learning activity :jigsaw -On line discussion -Data collection -conduct 2 phase where is 1 phase for each semester -using kemmis model consist of reconnaissance, planning, first action step, monitoring, reflecting, and evaluation -the author achieve the goals - Longitudinal approach and future inquiries must continue to inform the practice.
Journal 1: Title: Action research in language teacher education Author: Christine Thorne and Wang Qiang ELT journal Volume 50/3 July 1996 Oxford university Press 1996
Journal 3 -A group of instructor(teaching team) and university student -three years - College of Education at the university of Florida - Collaboration problem solving -self determination -long term orientation -collegiality - activities -data collection -conduct 2 phase -using inquiry such as oriented practice, inquiry approach and practicum situation
- teaching team having to create course for a restructured teacher education program
Journal 2: Title: An action research project on preparing teachers to meet the needs of underserved student populations. The Author: Gayle A.Buck and Jeanene G.Cordes (University of NebraskaLincoln,NE,USA) Journal of Science Teacher education (2005) vol16:43-64 Springer 2005 Journal 3: Title: Teaching teams: creating the context for faculty action research The author: Elezabeth Bondy and Dorene Ross Innovative Higher Education, Vol.22, No 3, Spring 1998
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