Educational Research Journal



Using Action Research to Improve Curriculum and Instruction: Two Case Studies from British Schools

1992.第7卷(Vol. 7).pp. 106–109
 

Using Action Research to Improve Curriculum and Instruction: Two Case Studies from British Schools

Pamela LOMAX, Steve WORTLEY, & Jane COBLEY

Abstract

This paper outlines an approach to improving curriculum and instruction in the context of what are seen by many British Educationalists as centralising and technocratising forces that could lead to the deprofessionalisation and de-skilling of teachers. The approach favoured is that of action research. The paper outlines the practice of action research which is supported at Kingston University. Two case studies are presented. These represent the work of two teachers who worked within the teacher-researcher network associated with Kingston. The first is an account of how a Curriculum Coordinator went about the task of introducing Design Technology into an integrated Primary School curriculum. The second is an account of how a Teacher of English in a Grammar School used action research to support the development of her classroom teaching.

摘要

本文概述一個「行動研究」之方法,可改進課程及教學。這個方法包括兩個個案,是由兩位參與京士敦學院有關研究之教師負責個案工作。個案一是描述一位課程主任如何把「設計科技」一科引進綜合小學之課程內。個案二是記敘一位文法學校英文教師如何應用「行動研究」,以推行課堂教學之發展。