Doing Practitioner Research DifferentlyDoing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing. Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice. |
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academic action research analysis approach assessment autism became behaviour bias Carol Chapter child classroom clinical CLINICIAN communication concerns context conventional course creative criteria critical incident develop difficult discussion Donna Williams experience explore fable feel felt flower formal theory garden Greg Harried Hill ideas important individual innovative insights institutional interpretations interviews issues Jacqui judgements knowledge language learner Linda literacy literature lodah look mainstream Masters metacognition methods Middle Field Manor mother Mummy National Autistic Society National Curriculum Norfolk House norm-referenced tests observation ofthe one’s particular path patients perceived perceptions perspective Phoebe physiotherapy Postman Pat practitioner researchers professional pupils purposes questions realised Rebecca recognise reflective practice residents response risk seemed situation skills structure style supervisor Susan Hart TEACCH teacher teaching thinking Tish traditional trying tutors understanding validity wanted writing