A Cross-Case Analysis of Teacher Involvement in Tesol Research
Bibliographic Data
| ID | 10816348 |
|---|---|
| Authors | Jill Burton (University of South Australia, corresponding author) |
| Year | 1998 |
| Volume | 32 |
| Issue | 3 |
| Pages | 419 |
| Publication date | 1998-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/3588116 |
| OpenAlex | W1983697740 |
| Language | EN |
| Citations received | 6 |
| References cited | 27 |
This article argues that teachers need to be involved in research on teaching and, through the examination of some specific settings for Australian TESOL research and professional development, proposes an evaluation framework to facilitate cross-case and cross-context analysis of research on teaching. It recommends that TESOL researchers focus first on characterizing TESOL professional development activity and second on considering its relation to other educational and mainstream research traditions
Mathematics education · Pedagogy · Sociology · Education Systems and Policy · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Strengthening the nexus of research and practice in Celta pronunciation instruction
Research engagement in English language teaching
Chinese EFL academics’ perceptions of research quality
Integrating research into language teaching and learning
Evolving the Tesol Teaching–Research Nexus
Teacher Development and National Standards for Spanish as a Heritage Language
Second language pedagogy
Research methods in language learning
Interaction in the language curriculum
Handbook of qualitative research
The Action Research Planner
Research Methods in Education
The Learner-Centred Curriculum
The art of case study research
Power and Method
Do you see what I see?” Reading a different classroom scene
The Status of Claims in “Qualitative” Educational Research
Collaborative Language Learning and Teaching
Understanding Social Life
Learning to Teach
Asking "Good" Questions
The Dynamics of the Language Lesson
Borrowing Others' Words
The Dysfunctions of the Theory/Practice Discourse
Quality and Sustainability in Teacher-Research
Developing Standards for Teacher-Research in Tesol
Transcribing Talk
The Role of Theory in L2 Teacher Education
Alternatives in Tesol Research
The Theory of Methodology in Qualitative Research
The Connection Between Research and Practice
Erkenntnis und Interesse
Introduction
| Citations per year | 0.27 |
|---|---|
| Citation span | 2004 - 2025 (22) |
| Highly cited | No |