Asia-Pacific Forum on Science Learning and Teaching, Volume 17, Issue 1, Article 5 (Jun., 2016) Khajornsak BUARAPHAN The development of qualitative classroom action research workshop for in-service science teachers
Previous Contents
References Bryman, A. (2004). Social research methods. New York: Oxford University Press. Capobianco, B. M. & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21, 909-915. Carr, W. & Kemmis, S. (1986). Becoming critical. education, knowledge, and action research. London: Falmer. Cox-Petersen, A. M. (2001). Empowering science teachers as researchers and inquirers. Journal of Science Teacher Education, 12(2), 107-122. Cox, Rebecca D. (2012). Teaching qualitative research to practitioner-researchers. Theory into Practice, 51, 129-136. Devetak, I., Glazar, S. A., & Vogrinc, J.. (2010). The role of qualitative research in science education. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 77-84. Dumas, M. J., & Anderson, G. (2014). Qualitative research as policy knowledge: Framin policy problems and transforming education from the ground up. Education Policy Analysis Archives, 22(11), 1-21. Gewirtza, S., Shapirob, J., Maguirea, M., Mahonyc, P., & Cribba, A. (2009). Doing teacher research: a qualitative analysis of purposes, processes and experiences. Educational Action Research, 17(4), 567-583. Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, Illinois: Aldine. Goodnough, K. (2010). Teacher learning and collaborative action research generating a "knowledge-of-practice" in the context of science education. Journal of Science Teacher Education, 21, 917-935. Gratch, A. (2002). Teachers doing qualitative research: Examining school practices. Educational Studies, 33(4), 422-435. Halai, N. (2012). Developing understanding of innovative strategies of teaching science through action research: A qualitative meta-synthesis from Pakistan. International Journal of Science and Mathematics Education, 10, 387-415. Klehr, M. (2012). Qualitative teacher research and the complexity of classroom contexts. Theory into Practice, 51, 122-128. Kyei-Blankson, L. (2013). Training math and science teacher-researchers in a collaborative research environment: Implications for math and science education. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-013-9444-6 Llewellyn, D., & Zee, E.. (2010). Action research: Expanding the role of classroom teachers to inquirers and researchers. Science Scope, 34(1), 10-15. Megowan-Romanowicz, C. (2010). Inside out: Action research from the teacher-researcher perspective. Journal of Science Teacher Education, 21, 993-1011. Mitchener, C. P., & Jackson, W. M. (2012). Learning from action research about science teacher preparation. Journal of Science Teacher Education, 23, 45-64. Office of the National Education Commission. (2002). The National Education Act B.E. 2542 (1999) and Amendments (Second National Education Act B.E. 2545 (2002). Bangkok: Pimdeekarnpim. Sallee, M. W., & Flood, J. T. (2012). Using qualitative research to bridge research policy. Theory into Practice, 51, 137-144. Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education, 21, 937-951.
References
Bryman, A. (2004). Social research methods. New York: Oxford University Press.
Capobianco, B. M. & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21, 909-915.
Carr, W. & Kemmis, S. (1986). Becoming critical. education, knowledge, and action research. London: Falmer.
Cox-Petersen, A. M. (2001). Empowering science teachers as researchers and inquirers. Journal of Science Teacher Education, 12(2), 107-122.
Cox, Rebecca D. (2012). Teaching qualitative research to practitioner-researchers. Theory into Practice, 51, 129-136.
Devetak, I., Glazar, S. A., & Vogrinc, J.. (2010). The role of qualitative research in science education. Eurasia Journal of Mathematics, Science and Technology Education, 6(1), 77-84.
Dumas, M. J., & Anderson, G. (2014). Qualitative research as policy knowledge: Framin policy problems and transforming education from the ground up. Education Policy Analysis Archives, 22(11), 1-21.
Gewirtza, S., Shapirob, J., Maguirea, M., Mahonyc, P., & Cribba, A. (2009). Doing teacher research: a qualitative analysis of purposes, processes and experiences. Educational Action Research, 17(4), 567-583.
Glaser, B. G. & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago, Illinois: Aldine.
Goodnough, K. (2010). Teacher learning and collaborative action research generating a "knowledge-of-practice" in the context of science education. Journal of Science Teacher Education, 21, 917-935.
Gratch, A. (2002). Teachers doing qualitative research: Examining school practices. Educational Studies, 33(4), 422-435.
Halai, N. (2012). Developing understanding of innovative strategies of teaching science through action research: A qualitative meta-synthesis from Pakistan. International Journal of Science and Mathematics Education, 10, 387-415.
Klehr, M. (2012). Qualitative teacher research and the complexity of classroom contexts. Theory into Practice, 51, 122-128.
Kyei-Blankson, L. (2013). Training math and science teacher-researchers in a collaborative research environment: Implications for math and science education. International Journal of Science and Mathematics Education. doi: 10.1007/s10763-013-9444-6
Llewellyn, D., & Zee, E.. (2010). Action research: Expanding the role of classroom teachers to inquirers and researchers. Science Scope, 34(1), 10-15.
Megowan-Romanowicz, C. (2010). Inside out: Action research from the teacher-researcher perspective. Journal of Science Teacher Education, 21, 993-1011.
Mitchener, C. P., & Jackson, W. M. (2012). Learning from action research about science teacher preparation. Journal of Science Teacher Education, 23, 45-64.
Office of the National Education Commission. (2002). The National Education Act B.E. 2542 (1999) and Amendments (Second National Education Act B.E. 2545 (2002). Bangkok: Pimdeekarnpim.
Sallee, M. W., & Flood, J. T. (2012). Using qualitative research to bridge research policy. Theory into Practice, 51, 137-144.
Subramaniam, K. (2010). Understanding changes in teacher roles through collaborative action research. Journal of Science Teacher Education, 21, 937-951.
Copyright (C) 2016 EdUHK APFSLT. Volume 17, Issue 1, Article 5 (Jun., 2016). All Rights Reserved.