Language and Literacy (An NCRLL Volume) - 3: On Formative and Design Experiments
Approaches to Language and Literacy Research
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Formative and design experiments represent a methodology uniquely suited for educational research. Providing a practical overview of this emerging approach, the authors address the following What is the origin of formative and design experiments and how do they compare to other approaches to investigating interventions in classrooms? How do you conceptualize, plan, conduct, and report formative and design experiments? What practical, ethical, and methodological issues might be encountered? What is the future potential of this promising approach? “As soon as I read it, I was using what I learned.”― Robert T. Jiménez , Peabody College, Vanderbilt University“Should be required reading for all doctoral students, and it has the potential to breathe new life into the research agendas of seasoned scholars.”― Gay Ivey , James Madison University“For the experienced researcher and the young scholar new to the field.”― Robert Calfee , Professor Emeritus, University of California-Riverside“A cogent, scholarly, readable description of this exciting new educational research methodology.”― James F. Baumann , University of Wyoming
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Language and Literacy (An NCRLL Volume) - 3: On Formative and Design Experiments, David Reinking, Barbara A. Bradley
- Langue
- Année de publication
- 2007
- product-detail.submit-box.info.binding
- (souple),
- État du livre
- Bon
- Prix
- 2,79 €
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- Titre
- Language and Literacy (An NCRLL Volume) - 3: On Formative and Design Experiments
- Sous-titre
- Approaches to Language and Literacy Research
- Langue
- Anglais
- Auteurs
- David Reinking, Barbara A. Bradley
- Éditeur
- Teachers College Press
- Publié
- 2007
- Format
- souple
- Pages
- 144
- ISBN10
- 0807748412
- ISBN13
- 9780807748411
- Séries
- Mots clés
- Éducation, système scolaire, Linguistique, Recherche, Lecture
- Évaluation
- 3,9 sur 5
- Description
- Formative and design experiments represent a methodology uniquely suited for educational research. Providing a practical overview of this emerging approach, the authors address the following What is the origin of formative and design experiments and how do they compare to other approaches to investigating interventions in classrooms? How do you conceptualize, plan, conduct, and report formative and design experiments? What practical, ethical, and methodological issues might be encountered? What is the future potential of this promising approach? “As soon as I read it, I was using what I learned.”― Robert T. Jiménez , Peabody College, Vanderbilt University“Should be required reading for all doctoral students, and it has the potential to breathe new life into the research agendas of seasoned scholars.”― Gay Ivey , James Madison University“For the experienced researcher and the young scholar new to the field.”― Robert Calfee , Professor Emeritus, University of California-Riverside“A cogent, scholarly, readable description of this exciting new educational research methodology.”― James F. Baumann , University of Wyoming