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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 |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Dordrecht :
Springer,
2012.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- 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.
- 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.
- 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.
- 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.
- 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.