Research Methods for the Self-study of Practice
This volume presents 13 studies that provide concrete and authentic illustrations of self-study as it naturally unfolds across different educational settings. Each chapter provides in-depth descriptions of the context, method choices and processes used fo
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Self-Study of Teaching and Teacher Education Practices Volume 9 Series Editor John Loughran, Monash University, Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands Tom Russell, Queen’s University, Canada
For further volumes: http://www.springer.com/series/7072
RESEARCH METHODS FOR THE SELF-STUDY OF PRACTICE
Edited by
Deborah L. Tidwell University of Northern Iowa, Cedar Falls, IA, USA
Melissa L. Heston University of Northern Iowa, Cedar Falls, IA, USA and
Linda M. Fitzgerald University of Northern Iowa, Cedar Falls, IA, USA
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Editors Dr. Deborah L. Tidwell University of Northern Iowa Dept. Curriculum & Instruction 618 Schindler Education Ctr. Cedar Falls IA 50614-0606 USA [email protected]
Dr. Linda M. Fitzgerald University of Northern Iowa Dept. Curriculum & Instruction 618 Schindler Education Ctr. Cedar Falls IA 50614-0606 USA [email protected]
Dr. Melissa L. Heston University of Northern Iowa Dept. Educational Psychology & Foundations 617 Schindler Education Ctr. Cedar Falls IA 50614-0607 USA [email protected]
ISBN 978-1-4020-9513-9
e-ISBN 978-1-4020-9514-6
DOI 10.1007/978-1-4020-9514-6 Library of Congress Control Number: 2008940336 c Springer Science+Business Media B.V. 2009 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper 9 8 7 6 5 4 3 2 1 springer.com
Series Editor’s Foreword
This series was initiated as an extension of, and support for, the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran, Hamilton, LaBoskey, & Russell, 2004). As such, the books that comprise the series are designed to offer new and engaging ways of examining issues (both theoretical and practical), associated with self-study research. Through this text, the editors have taken a bold stand in holding up to scrutiny the work of a number of scholars in ways that shed new light on the methods, practices and outcomes of their self-study endeavours. They have assembled an outstanding array of authors that demonstrates well the way in which the self-study community functions as a collaborative and supportive enterprise in the work of teacher education. Deborah Tidwell, Melissa Heston and Linda Fitzgerald are an experienced and talented team of editors who have accepted responsibility for a number of the recent Castle proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston, Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, & Heston, 2004, the bi-ennial conference of AERA’s S-STEP SIG). Through that wo
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