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What is Self-Study

Integrating Social Justice Education in Teacher Preparation Programs
A research method for systematically studying your own practice, teaching, or other phenomenon.
Published in Chapter:
Literacy Teacher Preparation for Educational Justice Through Culturally Sustaining Pedagogies
Jane M. Saunders (Texas State University, San Marcos, USA) and Minda Morren Lopez (Texas State University, San Marcos, USA)
DOI: 10.4018/978-1-7998-5098-4.ch003
In this chapter, the authors describe their positions as social justice educators and provide concrete examples for engaging educators in reflection, discussion, and praxis in a required course for preservice teachers in literacy. They describe concrete steps they have taken to incorporate and model a culturally rich pedagogical practice. They both believe that a course that requires reading, writing, and thinking provides a rich backdrop for engaging with preservice teachers about cultural and linguistic diversity and for moving into spaces of working towards equity and justice in society by engaging in action. Given that they each require students to apply what they are learning in the creation of learning centers and final projects, the authors believe their models of practice and praxis along with conversations about the necessity of a social justice stance will manifest in quality work as students design reading and writing assignments of their own.
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Using Critical Self-Study to Build Racial Literacy Pedagogy
A research methodology that involves teachers studying their own practice, often through data collection and reflection, in order to understand the effects of their pedagogy and potentially improve it.
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Collaborative Self-Study of an Online Literacy Master's Program Pilot Year: Problem-Solving Practices in a Pandemic
Self-study is a kind of practitioner research in teacher education programs serving to create space for reflection, identification of issues, development and testing of solutions with respect to teaching practice using a largely qualitative methodology.
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Assessment of Case-Based Instruction in a Graduate Educational Psychology Course: Preparing P-12 Teachers for Classroom Management
Examining effectiveness of specific educational methods, measures, and materials within one’s own teacher preparation course.
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Creating Community Through the Teaching of Multicultural Literature Online
Reflection on one’s research, pedagogy, and individual process in teaching and learning.
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The Impact of a Cohort Model for Online Doctoral Student Retention and Success
A research methodology where a group of participant-researchers critically examine their own practices.
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Virtual Inverted-Classroom Courses vs. Face-to-Face Courses in German Higher Education: Comparing Students' Learning Progress and Perspectives on Mathematics Preparatory Courses
According to Landwehr and Müller (2008) AU44: The in-text citation "Landwehr and Müller (2008)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. , three forms of self-study can be differentiated: Free self-study is characterized by students freely engaging with specific topics and content, which can be completely independent of specific modules and are not prescribed in the curriculum. Thus, engagement in free independent study is primarily dependent on students' individual interests and personal commitment. Nevertheless, universities can support such activities by awarding credit points for them, for example, by offsetting them in the ECTS total in the context of theses, service learning, or campus credits. Individual self-study is assigned to individual modules, but not through specific structured learning activities. Accordingly, there is no structuring assignment guidance and no contact support by instructors. In accompanied self-study , students work in a self-organized manner - individually and in groups - to complete given assignments. Here, a further distinction is made between “accompanied self-study time” (with contact guidance by teachers) and “unaccompanied self-study time” (without contact guidance).
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Teaching Teacher Agency in an Era of Standardization
The systematic and educational practice of examining one’s own teaching practice with the purpose of improving instruction.
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