{"title":"关于戏剧课堂研究的几点思考","authors":"E. Errington","doi":"10.1080/1356978960010103","DOIUrl":null,"url":null,"abstract":"There has never been a better time for researching our own drama workplaces than the present. The aim of this research article is to share reflections on my own use of three common approaches to contemporary drama research, namely 'Traditional-Empirical', 'Ethnographic-Interpretive' and 'Action Research'. As a teacher-researcher, I reflect on the efficacy of these approaches when driven by specific research questions and/or purposes.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"18 1","pages":"23-32"},"PeriodicalIF":0.5000,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"11","resultStr":"{\"title\":\"Some Reflections on Researching Drama Classrooms\",\"authors\":\"E. Errington\",\"doi\":\"10.1080/1356978960010103\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"There has never been a better time for researching our own drama workplaces than the present. The aim of this research article is to share reflections on my own use of three common approaches to contemporary drama research, namely 'Traditional-Empirical', 'Ethnographic-Interpretive' and 'Action Research'. As a teacher-researcher, I reflect on the efficacy of these approaches when driven by specific research questions and/or purposes.\",\"PeriodicalId\":45609,\"journal\":{\"name\":\"Ride-The Journal of Applied Theatre and Performance\",\"volume\":\"18 1\",\"pages\":\"23-32\"},\"PeriodicalIF\":0.5000,\"publicationDate\":\"1996-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"11\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ride-The Journal of Applied Theatre and Performance\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/1356978960010103\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ride-The Journal of Applied Theatre and Performance","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1356978960010103","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
There has never been a better time for researching our own drama workplaces than the present. The aim of this research article is to share reflections on my own use of three common approaches to contemporary drama research, namely 'Traditional-Empirical', 'Ethnographic-Interpretive' and 'Action Research'. As a teacher-researcher, I reflect on the efficacy of these approaches when driven by specific research questions and/or purposes.
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