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(e219) bball)! Clb 59 ct yT GBS ple 9 ab) yT Slo eht52! pale et 623 Oy OTe ge Ml enlo> eel, Sie Glan!) one Gly Man oF ape esha ghl Olbded 93 OT 2219 Jar Ga CAL A ay 92 yo nae - Ged tay pl OS US clear NS ger ra 2 EES os! $5 SN Sk oa gd - Gebes gljal Glew Ae thaeals Coal laeale waster k cl pl cules ys gtd yl Clie oly N58 ay alge @ 99 cal aida teste! GL LS Cate 4 Geis 2 ov! Ro Ghee eas b asae Ghdle 52 s pale hall Jaw Gud Bact jb eat S ete ils1. Action research 2. Practitioner 3. Donald Schén 4, Professional Practice 5. Technical rationality 6: Epistemology 7. Reflective Practice 8, Action setting 9. Instrumental 10. Routine 11. Non - routine 12. Problem setting 13. Sanders and Mc Cutcheon 14. Reflective Practitioner 15. Theories of action 16. Argyris 17. F. Elbaz 18. Practical Knowledge 19, Complexity 20. Unstability 21. Uniqueness 22. Value Conflict 23. Reflection - in - action 24. Reflection - on - action 25. Grimmett 26. On - the - spot 27. Zone of time 28. Action present 29. Spiral tennisTT TD oye cage y peda aalthad 30. self - reflection 31. Planning 32. Action 33. Ovservation 34, Reflection 35. Kurt Lewin 36, Fact - Finding 37. Execusion 38. Overall plan 39. Modifying 40. Planner 41. Rational 42. Carr and Kemmis 43. Sputnik 44, Nevitt Sanford 4S. Theory and practice 46. Equty of Access 47. Research - Development - Detusion(RD & D) 48. Research - Development(RD) 49. Genetic epistemology 50. Piaget 51, Behavioral Psychology $2. Skinner 53. John Dewey 54, Qualitative 55. Quantitave 56. Collaboration 57, Deakin University, Geelong, Victoria, ‘Australia 58. Grundy and Kemmis 59, Strategic action Praxis 60. Positivist 61. Interpretive 62, Objectivity 63, Subjectivity 64. Phenomenon 65. Improve 66. Involve 67, Professional development ve68. Self - Critically 69. Practice 70. Personal Knowledge ‘71. Objectivity 72. Deliberately 73. Constructed 7A, Risky 75, Practical - Empirical 76. Problematic ‘77, Immediate 78. Present 79. John Elliott 80. Diagnostic 81. Subjective 82. Objective 83. Michacl Polanyi 84. Authencity 85. Arbiter of truth 86. Arrested action research ‘87. Critical self - reflection 88. Sanford 89. H. Wolcott 90. Teacher VS. Technocrats 91, Moiety - Like 92. Schwab 93. Practical Curriculum: 94. Ford Teaching Project 95. Inquiry/Discovery 96, Self - Monitoring 97. Stenhouse 98. Teacher as researcher 99. Metacognitive strategies 100. Traditionalists 101. Incrementalists 102. Journal writing 103. Innovators 104. Transformation 105. Alternative PIT 2 at rT Jar Geld Mergia gtk gba! ow 1. Argyris, C.(1982). Reasoning, Learning and action: Individual and organizational. San - Fransisco: Jossey Bass Publishers. 2. Carr, W & Kemmis, $.(1984). Becoming Critical: Knowing through section research. Deakin University. 3, Blbar, F.(1983). Teaching thinking: A study of practical Knowledge. London: Croom Helm. 4. Elliott, (1976 - 77). Developing hypotheses about Classrooms from teachers’ practical constructs: An account of the Ford Teaching Project. Interchange. 7(2), 2 - 20. 5, Elliott, 3.(1978). What is action research in schools? Journal of Curriculum Studies. 10, 355-357. 6. Gooya, Z.(1992). Influences of Metacognition - based teaching and teaching via problem solving on students’bellefs about mathematles and mathematical problem solving, Unpublished Doctoral Dissertation. The University of British Columbia. Vancouver, BC. 7. Grimmett, P.(1988). The nature of reflection and Schén’s conception in perspective. 1n P.Grimmett and G.Erickson (EDS.), Reflection in teacher educatton. (PP.5-15). New york: Teachers College Press. 8. Grundy, § & Kemmis, §(1981). Eéucational sction research in Australia: The state of the an (An overview). Paper presented at the Annual Meeting of the Australian association for Research in Education. PP. 83-97. en noe. in G.E. Swanson, T.M. Newcomb, andra PigT 32 oT ay Sy Jar Gelew Me FE. Hartley (Eds.), Reading in soctal Psychology. Holt, Newyork. 10. Piaget, J.(1970). Genetic epistemology. Columbia University Press. 11. Polanyi, M.(1962). Personal Knowledge: Towards a Post-Critical philosophy. Routledge & kegan Paul, London. 12. Sanders, D & Mc Cutcheon, G.(1984). On the evolution of teachers’ theories of action through action research. Paper presented at the annual Conference of the American Educational Research Association New Orleans, April, 1984. 13, Sanford, N.(1970). Whatever happened to action research? Journal of Social Issues. 26(4), 3-23. 14. Schwab, J.(1970). The practical: A language for curriculum. School Review. 78, 1-24. 15. Schén, D.(1983). The reflective practitioner: How professionals think in action. New york: Basic Books. 16, Schén, D.(1987). Educating the Reflective practitioner: Towards a new design for teaching and learning in the professions. San Fransisco: Jossey-Bass, 17. Skinner, B.F.(1968). The technology of teaching, Prentice Hall, New york. 18. Stenhousc, L.(1975). Introduction to curriculum research and development. Heinemann, London. 19. Stenhouse, L.(1981). What counts #5 research? British Journal of Educational Studies. XXIX(2), 103-113. 20. Wolcott, H1.(1977). Teachers versus technocrats. Eugene, Oregon: University of Oregon Press.GPE Wb Sop mis} SOHC IC,