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English Teaching: Practice and Crit
English Teaching: Practice and Critique May, 2012, Volume 11, Number 1 http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art1.pdf pp. 7-25
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT: This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. Readers’ representations of reading and readership were also analysed from multiple theoretical perspectives: sociocultural, spatial and historical. The article focuses specifically on some of the implications of undertaking multi-faceted research in English classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study; English teaching; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009), or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011). Related to the effectiveness of research, there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011), rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, research specifically into the teaching of English has had further pressures with which to contend, in particular the introduction of statutory national curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers have had to plot courses which acknowledge but are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007). Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT: This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. Readers’ representations of reading and readership were also analysed from multiple theoretical perspectives: sociocultural, spatial and historical. The article focuses specifically on some of the implications of undertaking multi-faceted research in English classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study; English teaching; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009), or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011). Related to the effectiveness of research, there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011), rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, research specifically into the teaching of English has had further pressures with which to contend, in particular the introduction of statutory national curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers have had to plot courses which acknowledge but are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007). Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
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english teaching: practice and critique may, 2012, volume 11, number 1 http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art1.pdf pp. 7-25
research and the teaching of english. : spaces where reading histories meet gabrielle cliff hodges university of cambridge faculty of education
abstract:.i elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. readers' representations of reading and readership were also analysed from multiple theoretical perspectives:.english teaching; spatial theoretical perspective; historical theoretical perspective.
Debates, concerns and challenges recent debates about educational research include a number of issues pertinent to the research i discuss in this article, for example, the relevance of case studies (simons, 2009), the perceived tensions between insider and outsider perspectives (bridges. , 2009; smeyers, 2009),.or the merits of qualitative versus quantitative methodologies (hammersley, 2008; smeyers, 2008). more broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (smeyers & burbules, 2011). related to the effectiveness of research,.there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. it is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (hogan, 2011),.rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. research needs, above all, to feed back into the quality of teaching and learning in the classroom. in addition to being affected by all the above concerns, research specifically into the teaching of english has had further pressures with which to contend,.finding potentially transformative ways to
copyright © 2012, issn 1175 8708.
research and the teaching of english. : spaces where reading histories meet gabrielle cliff hodges university of cambridge faculty of education
abstract:.i elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. readers' representations of reading and readership were also analysed from multiple theoretical perspectives:.english teaching; spatial theoretical perspective; historical theoretical perspective.
Debates, concerns and challenges recent debates about educational research include a number of issues pertinent to the research i discuss in this article, for example, the relevance of case studies (simons, 2009), the perceived tensions between insider and outsider perspectives (bridges. , 2009; smeyers, 2009),.or the merits of qualitative versus quantitative methodologies (hammersley, 2008; smeyers, 2008). more broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (smeyers & burbules, 2011). related to the effectiveness of research,.there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. it is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (hogan, 2011),.rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. research needs, above all, to feed back into the quality of teaching and learning in the classroom. in addition to being affected by all the above concerns, research specifically into the teaching of english has had further pressures with which to contend,.finding potentially transformative ways to
copyright © 2012, issn 1175 8708.
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English Teaching: Practice and Critique May, 2012, Volume 11, Number 1 http://education.waikato.ac.nz/research/files/etpc/files/2012v11n1art1.pdf pp. 7-25
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT: This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. Readers' representations of reading and readership were also analysed from multiple theoretical perspectives: sociocultural, spatial and historical. The article focuses specifically on some of the implications of undertaking multi-faceted research in English classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study; English teaching; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009), or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011). Related to the effectiveness of research, there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011), rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, research specifically into the teaching of English has had further pressures with which to contend, in particular the introduction of statutory national curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers have had to plot courses which acknowledge but are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007). Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT: This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I elected to work with young people who regularly read for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count reading as a habitual pursuit amongst the many other activities with which they engage. Readers' representations of reading and readership were also analysed from multiple theoretical perspectives: sociocultural, spatial and historical. The article focuses specifically on some of the implications of undertaking multi-faceted research in English classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study; English teaching; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009), or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011). Related to the effectiveness of research, there is concern about its dissemination and how it reaches those who do not have easy access to academic journals, for example, practising teachers and teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011), rather than as reactive to pressures of the economy or ranking of schools and universities in league tables. Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, research specifically into the teaching of English has had further pressures with which to contend, in particular the introduction of statutory national curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers have had to plot courses which acknowledge but are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007). Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
การแปล กรุณารอสักครู่..
English Teaching: Practice and Critique May, 2012, Volume 11, Number 1 http: /education.waikato.AC.nz/Research/files/etpc/files/2012 V 11 n 1 art 1.pdf pp 7 - 25
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT:article discusses This English interconnections between research methodology and pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging.I elected to work with young people who read regularly for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count as a habitual reading pursuit amongst the many other activities with which they engage. Readers' representations of reading and readership were also analysed from multiple theoretical perspectives:sociocultural, historical and spatial. The article focuses specifically on some of the implications of undertaking multi-faceted English research in classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study;teaching English; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this Article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009),or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011 ). Related to the effectiveness of research,there is concern about how it reaches its dissemination and those who do not have easy access to academic journals, for example, teachers and practising teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011,rather than reactive as to pressures of the economy or ranking of schools and universities in league tables.Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, specifically research into the teaching of English has had further pressures with which to contend,in particular the introduction of statutory National curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers plot courses have had to acknowledge but which are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007).Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
Research and the teaching of English: Spaces where reading histories meet GABRIELLE CLIFF HODGES University of Cambridge Faculty of Education
ABSTRACT:article discusses This English interconnections between research methodology and pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging.I elected to work with young people who read regularly for a variety of purposes and pleasures, in order to discover what construction of reading might be brought into relief by those who count as a habitual reading pursuit amongst the many other activities with which they engage. Readers' representations of reading and readership were also analysed from multiple theoretical perspectives:sociocultural, historical and spatial. The article focuses specifically on some of the implications of undertaking multi-faceted English research in classrooms, raising questions about how certain kinds of English pedagogy combined with case study research may lead to different constructions of young people as readers. KEY WORDS: Adolescent readers; reading; reading history; case study;teaching English; spatial theoretical perspective; historical theoretical perspective.
DEBATES, CONCERNS AND CHALLENGES Recent debates about educational research include a number of issues pertinent to the research I discuss in this Article, for example, the relevance of case studies (Simons, 2009), the perceived tensions between insider and outsider perspectives (Bridges, 2009; Smeyers, 2009),or the merits of qualitative versus quantitative methodologies (Hammersley, 2008; Smeyers, 2008). More broadly, there are also debates about the effect of competition for research funding on academic quality and what counts as research impact (Smeyers & Burbules, 2011 ). Related to the effectiveness of research,there is concern about how it reaches its dissemination and those who do not have easy access to academic journals, for example, teachers and practising teacherresearchers. It is, perhaps, little wonder that some scholars are urging the educational community to think again about educational research being conducted in its own right and for its own sake (Hogan, 2011,rather than reactive as to pressures of the economy or ranking of schools and universities in league tables.Research needs, above all, to feed back into the quality of teaching and learning in the classroom. In addition to being affected by all the above concerns, specifically research into the teaching of English has had further pressures with which to contend,in particular the introduction of statutory National curricula, for example in England and Australia, and government initiatives, for example, standards-based reforms in the United Kingdom (UK) and the United States of America (USA). Researchers plot courses have had to acknowledge but which are not necessarily determined by national agendas (Doecke, Green, Kostogris, Reid & Sawyer, 2007).Finding potentially transformative ways to
Copyright © 2012, ISSN 1175 8708
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ภาษาอื่น ๆ
การสนับสนุนเครื่องมือแปลภาษา: กรีก, กันนาดา, กาลิเชียน, คลิงออน, คอร์สิกา, คาซัค, คาตาลัน, คินยารวันดา, คีร์กิซ, คุชราต, จอร์เจีย, จีน, จีนดั้งเดิม, ชวา, ชิเชวา, ซามัว, ซีบัวโน, ซุนดา, ซูลู, ญี่ปุ่น, ดัตช์, ตรวจหาภาษา, ตุรกี, ทมิฬ, ทาจิก, ทาทาร์, นอร์เวย์, บอสเนีย, บัลแกเรีย, บาสก์, ปัญจาป, ฝรั่งเศส, พาชตู, ฟริเชียน, ฟินแลนด์, ฟิลิปปินส์, ภาษาอินโดนีเซี, มองโกเลีย, มัลทีส, มาซีโดเนีย, มาราฐี, มาลากาซี, มาลายาลัม, มาเลย์, ม้ง, ยิดดิช, ยูเครน, รัสเซีย, ละติน, ลักเซมเบิร์ก, ลัตเวีย, ลาว, ลิทัวเนีย, สวาฮิลี, สวีเดน, สิงหล, สินธี, สเปน, สโลวัก, สโลวีเนีย, อังกฤษ, อัมฮาริก, อาร์เซอร์ไบจัน, อาร์เมเนีย, อาหรับ, อิกโบ, อิตาลี, อุยกูร์, อุสเบกิสถาน, อูรดู, ฮังการี, ฮัวซา, ฮาวาย, ฮินดี, ฮีบรู, เกลิกสกอต, เกาหลี, เขมร, เคิร์ด, เช็ก, เซอร์เบียน, เซโซโท, เดนมาร์ก, เตลูกู, เติร์กเมน, เนปาล, เบงกอล, เบลารุส, เปอร์เซีย, เมารี, เมียนมา (พม่า), เยอรมัน, เวลส์, เวียดนาม, เอสเปอแรนโต, เอสโทเนีย, เฮติครีโอล, แอฟริกา, แอลเบเนีย, โคซา, โครเอเชีย, โชนา, โซมาลี, โปรตุเกส, โปแลนด์, โยรูบา, โรมาเนีย, โอเดีย (โอริยา), ไทย, ไอซ์แลนด์, ไอร์แลนด์, การแปลภาษา.
- มันเป็นปัญหาที่แก้ไม่ตก
- แค่นี้ฉันก็สุขใจเกินพอ.
- ธาราหิมาลัย
- Jakarta is flood
- The preferences for utility of organic f
- กฏระเบียบที่โรงเรียนคุณเยอะไหม
- Service specifications Type AMBRA Hydros
- ต้องการทราบข้อมูลการทำข้อมูลหมู่บ้าน
- ฉันควรที่จะระวังให้มากกว่านี้
- เขาติดหนี้พนันบอล
- ความรักมันต้องใช้เวลาและอีกอย่างเราก็อยู
- Let's way it this way
- มีอะไรให้ช่วยมั้ยครับ
- and what did you went for
- ยังไม่มีข่าวใหม่ในตอนนี้
- ภูตะวัน(เสือ)
- Terminology
- แบ่งเป็น
- น่ารัก
- ประเทศไทยสวยงามไม่แพ้ชาติใดในโลก
- คุณจะไม่พูดบ้างหรอ
- การมีน้ำใจ
- Don is extremely ambitious
- แร๊ง
