D9 - Tim Cain (Southampton & UCET research award winner): The Southampton Music Action Research Programme
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The document summarizes a study on how secondary school music teachers conducted action research projects to improve their teaching practices. It found that the teachers identified problems in their teaching, structured research plans to address the problems, and collected data to evaluate the impacts of their changes. The teachers generated knowledge about improving student outcomes through their reflective experiences, but this knowledge took the form of narratives rather than generalized conclusions. The study aims to understand how teacher-generated knowledge through action research can become established as valid research findings.
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D9 - Tim Cain (Southampton & UCET research award winner): The Southampton Music Action Research Programme
- 1. Teachers’ action research and the generation of knowledge The Southampton Music Action Research Project, 2007-08 Tim Cain UCET Annual Conference , Nov 10, 2009
- 14. Action *This planned event did not happen Nov 1, 2007 Project teachers learnt what action research is, how it is carried out and how it differs from other sorts of research Nov – Dec, 2007 Project teachers carried out project in schools Entered plans into wiki Jan – Jun, 2008 Projects continued in school Visit by LA adviser (in some LAs) Project teachers visits to each other* Jun 18, 2008 Teachers presented research projects to each other July 4, 2008 I presented preliminary findings 2 other presentations Teachers evaluated the project as a whole
- 26. How do Secondary school music teachers undertake action research? The Southampton Music Action Research Project, 2007-08 Tim Cain: [email_address] Nov 9, 2009
- 27. Teachers’ action research and the generation of knowledge The Southampton Music Action Research Project, 2007-08 Tim Cain UCET Annual Conference , Nov 10, 2009
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- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- Tables use horizontal rules to separate elements as shown. Some additional instructions are given above.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- If using a school logo, make sure that if you have a long page title, it does not encroach on the logo. Allow about 2cm around the logo. Run the page title onto two lines if necessary.
- Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long.
- Please use the dd month yyyy format for the date for example 11 January 2008. The main title can be one or two lines long.