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Research Design: Can You Identify an S-STTEP?
  • Stefinee Pinnegar
  • Mary Lynn Hamilton
Chapter
Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 8)

Thus far, we have addressed theory, practice, and experience in a variety of ways, inviting you, the reader, to consider S-STTEP as a methodology (in reality or in possibility). We intend for readers to consider S-STTEP at least in an imaginary context as they ponder the possibility of using S-STTEP methodology. Consequently, it seems fitting that we pause to ask, can you identify an S-STTEP? We also wonder if we need to clarify aspects of S-STTEP to help in this consideration. We ask, how can you best identify the characteristics of S-STTEP research design? This exercise explores the characteristics of S-STTEP research design and allows application of the characteristics in selected vignettes.

Copyright information

© Springer Science+Business Media B.V 2009

Authors and Affiliations

  • Stefinee Pinnegar
    • 1
  • Mary Lynn Hamilton
    • 2
  1. 1.Dept. Teacher EducationBrigham Young University David O. McKay School of EducationProvoUSA
  2. 2.Dept. Teaching & LeadershipUniversity of Kansas School of EducationLawrenceUSA

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