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Twenty-first Century Learning by Doing.
Qualitative research has emerged from a twentieth century 'paradigm war' at the doctoral level to become a significant and real opportunity for undergraduate, masters', and doctoral students at colleges and universities around the world. ESL researchers, first generation college stude...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer,
2012.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 008 | 130323s2012 ne o 000 0 eng d | ||
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| 100 | 1 | |a Meloy, Judith. | |
| 245 | 1 | 0 | |a Twenty-first Century Learning by Doing. |
| 260 | |a Dordrecht : |b Springer, |c 2012. | ||
| 300 | |a 1 online resource (178 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Twenty-first Century Learning by Doing; TWENTY-FIRST CENTURY LEARNING BY DOING; PREFACE; TABLE OF CONTENTS: GENERAL; TABLE OF CONTENTS: SPECIFIC TOINTRODUCTION; ACKNOWLEDGEMENTS; INTRODUCTION; WHY THIS BOOK?; HISTORY; THEMES; The Overarching Theme; Questions as Explicit and Subtle Themes; Summary; AUDIENCES; STRUCTURE; The Original Questions; Framework; STYLE; Abbreviations; Figure 1; Contractions; Third to First Person "Glide"; LETTER FROM AN ANGLO RESEARCHER -- BY LISA HEUVEL; CONCLUSION; INTRODUCTION TO THE CORRESPONDENTS; SECTION ONE: ESTABLISHING A CONTEXT; INTRODUCTION. | |
| 505 | 8 | |a Part one: qualitative and quantitativeintroduction; question one: how did you learn about qr?; assignments -- or not?; conclusion; part two: qualitative or quantitative; introduction; question two: why did you choose qr?; conclusion; part three: the qualitative dissertation; introduction; question six: what does the final form of your dissertationlook like?; conclusion; establishing a context: conclusion; section two: decisions, decisions, decisions; introduction; part one: beginnings; introduction; honoring interests; justifying qr; literature review; organization; faculty resources. | |
| 505 | 8 | |a DEVELOPING QUESTIONSVOICE; SETTING LIMITS; SELECTING A SITE; INSTITUTIONAL REVIEW BOARD (IRB); GAINING ENTRY; SAMPLE; JOURNALS; CONCLUSION; PART TWO: GETTING INTO IT; INTRODUCTION; METHODOLOGY; DATA COLLECTION; INTERVIEWS; DATA ANALYSIS AND THEORETICAL FRAMEWORKS; DATA ANALYSIS; WHAT NEXT?; CONCLUSION; An Interview with Rosaire Ifedi (abridged); PART THREE: STILL INTO IT; INTRODUCTION; DATA ANALYSIS (CONTINUED); TO TRANSCRIBE OR NOT TO TRANSCRIBE?; CODING, CODING, CODING; TECHNOLOGY; TIME; SURPRISES?; CONCLUSION; DECISIONS, DECISIONS, DECISIONS: CONCLUSION; SECTION THREE: FACETS OF SUPPORT. | |
| 505 | 8 | |a INTRODUCTIONQUESTION FOUR: WHAT SUPPORTS FOR QR EXIST AT YOUR UNIVERSITY?; BUILDING A COMMITTEE; Amplifying the Text: Hilary Levey Friedman; COMMITTEE AND FINANCIAL SUPPORT; GENERAL SUPPORT; DEPARTMENT SUPPORT; COHORT/ALUMNI/PEER SUPPORT; Dissertation Study Groups (DSG); LITERATURE REVIEW/SUPPORT FROM AUTHORS/RESEARCHERS; Books; CONFERENCES; FACULTY SUPPORT; Amplifying the Text: Karen Hammel (slightly abbreviated); FACULTY SUPPORT (CONTINUED); LIBRARY SUPPORT; WORKING FROM A SATELLITE CAMPUS; Concluding Section Three: Angela Lopez-Velasquez; SECTION FOUR: REFLECTIONS ON METHODOLOGY. | |
| 505 | 8 | |a INTRODUCTIONQUESTION FIVE: WHAT METHODOLOGICAL ISSUES DID YOU FACE?; " ... and Theory" -- Xyan Neider; Joining the Text: "Context as a Dissertation Study" -- Cassie Quigley(abridged, titled); I pick up Cassie's letter where she describes herself related to the context:; LANGUAGE; METHOD/OLOGY; THEORETICAL FRAMEWORKS; "Assert Yourself!" -- Sheila Fram's letter (abridged and titled); RELATED ISSUES; CONCLUSION; SECTION FIVE: WRITING ABOUT WRITING; INTRODUCTION; CONCLUSION; SECTION SIX: "IN THE END ... "; INTRODUCTION; QUESTION SEVEN: IS THERE ANYTHING ELSE YOU WOULD LIKE TO TELL?; THE DEFENSE. | |
| 500 | |a Since the defense. | ||
| 520 | |a Qualitative research has emerged from a twentieth century 'paradigm war' at the doctoral level to become a significant and real opportunity for undergraduate, masters', and doctoral students at colleges and universities around the world. ESL researchers, first generation college students, and individuals identifying themselves as "quants" are discovering the capacity of their own thinking as they learn about and simultaneously undertake qualitative research for their theses. This book is the result of a general query; it is composed almost entirely of the thoughts, concerns, and wisdom of sixt. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Dissertations, Academic. | |
| 650 | 0 | |a Research. | |
| 650 | 2 | |a Academic Dissertations as Topic | |
| 650 | 2 | |a Research | |
| 650 | 6 | |a Thèses et écrits académiques. | |
| 650 | 6 | |a Recherche. | |
| 650 | 7 | |a research (function) |2 aat | |
| 650 | 7 | |a Dissertations, Academic |2 fast | |
| 650 | 7 | |a Research |2 fast | |
| 758 | |i has work: |a Twenty-first century learning by doing (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGHJRP3kPJrT3VjqbyRk6q |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Meloy, Judith. |t Twenty-first Century Learning by Doing. |d Dordrecht : Springer, ©2012 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=3034786 |z Texto completo |
| 936 | |a BATCHLOAD | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL1156934 | ||
| 994 | |a 92 |b IZTAP | ||