Action Research in Education

Third Auflage
ISBN: 978-1-84860-683-8
Verlag: SAGE Publications

Buch, 1240 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 2505 g

Reihe: Fundamentals of Applied Research

Action Research in Education traces the evolution of classroom research as it connects to curriculum, pedagogy and professional practice in schools. It includes an original introduction by the editors that makes the argument for the selection of each piece and shows where each sits in the field. Volume One: Historical Perspectives in Action Research in Schools: From Curriculum Development to Enhancing Teacher Professional Learning traces the focus for classroom research from curriculum development in the 1970s and 1980s to professional development and learning and teaching in the 1990s and to the present day. This volume also presents some key papers from classroom research that focus on pupil learning, teachers' teaching, teachers' learning, and development and pupil voice. Volume Two: Distinctive Methodologies Employed in Action Research in Schools takes up major methodological issues by drawing on critiques of action inquiry while also seeking to further illuminate matters in relation to the construction of professional knowledge and professional agency. Volume Three: Key Examples of Action Research in Schools within International Settings draws on major research projects focusing on classrooms from the 1970s to the present day.

Autoren/Hrsg.

Campbell, Anne

Groundwater-Smith, Susan

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein Empirische Sozialforschung, Statistik

Inhaltsverzeichnis

VOLUME ONE: HISTORICAL PERSPECTIVES IN ACTION RESEARCH IN SCHOOLS: FROM CURRICULUM DEVELOPMENT TO ENHANCING TEACHER PROFESSIONAL LEARNING
Why Action Research? - Mary Brydon-Miller, Davydd Greenwood and Patricia Maguire
Mapping the Field of Practitioner Research, Inquiry and Professional Learning - Anne Campbell and Olwen McNamara
Relationships of Knowledge and Practice: Teacher learning in communities - Marilyn Cochran-Smith and Susan Lytle
Democracy and Education - John Dewey
The Teacher Research Movement: A decade later - Marilyn Cochran-Smith and Susan Lytle
What is Evidence-Based Education? - Philip Davies
Making Evidence-Based Practice Educational - John Elliott
Building Educational Theory through Action Research - John Elliott
People's Spaces in Global Processes: The response of the local - Orlando Fals Borda
Connecting Action Research to Genuine Teacher Development - Jennifer Gore and Ken Zeichner
The Knowledge Creating School - David Hargreaves
The Use of Research to Improve Practice: A systematic review of the literature - Jane Hemsley-Brown and Caroline Sharp
Between a Rock and a (Very) Hard Place: The ambiguous promise of action research in the context of state mandated teacher professional development - Mary-Lee and George Richardson
Action Research and Minority Problems - Kurt Lewin
Constructing a Territory for Professional Practice Research: Some introductory considerations - Ian Macpherson, Ross Brooker, Tania Aspland and Eve Cuskelly
Professional, Personal and Political Dimensions of Action Research - Susan Noffke
Action Research in Education: Addressing gaps in ethical principles and practices - Amanda Nolen and Jim Vander Putten
Explorations in Teaching and Learning: A biographical narrative and some enduring issues - Andrew Pollard
Action Research in Singapore Education: Constraints and sustainability - Hairon Salleh
Research as a Basis for Teaching - Lawrence Stenhouse
What Counts as Research? - Lawrence Stenhouse
Practitioner Research - Ken Zeichner and Susan Noffke
Accumulating Knowledge Across Self-Studies in Teacher Education - Ken Zeichner
VOLUME TWO: DISTINCTIVE METHODOLOGIES EMPLOYED IN ACTION RESEARCH IN SCHOOLS
The New Paradigm Wars: Is there room for rigorous practitioner knowledge in schools and universities? - Gary Anderson and Kathryn Herr
Educational Research: The hardest science of all - David Berliner
Guidelines for Quality in Autobiographical Forms of Self-Study Research - Robert Bullough, Jr and Stefinee Pinnegar
Action Research as Critical Educational Science - Wilfred Carr and Stephen Kemmis
Teacher Development Partnership Research: A focus on methods and issues - Ardra Cole and J. Gary Knowles
Stories of Experience and Narrative Inquiry - F. Michael Connelly and D. Jean Clandinin
Validity and Quality in Self-Study - Allan Feldman
Linking Practice-Sensitive Researchers to Research-Sensitive Practitioners - Bernard Gifford and Nina Gabelko
Action Research: A contradiction in terms - Martyn Hammersley
Participatory Action Research: Communicative action and the public sphere - Stephen Kemmis and Robin McTaggart
Participatory Teacher Development At Schools: Processes and issues - Mary Koutselini
How Should Research Contribute to Instructional Improvement? The case of lesson study - Catherine Lewis, Rebecca Parry and Aki Murata
Action Research - Susan Noffke and Bridget Somekh
Comments on Bulterman-Bos: Research relevancy or research for change? - Susan Noffke
Generalisation: The linchpin of evidence-based practice - Jill Robinson and Nigel Norris
Expressions of Excellence and the Assessment of Applied and Practice Based Research - Alis Oancea and John Furlong
From Technical Rationality to Reflection-in-Action - Donald Schön
Teachers' Work and the Po

Über Autor(innen)

Groundwater-Smith, Susan
Susan Groundwater-Smith is Honorary Professor, Faculty of Education and Social Work, The University of Sydney and Visiting Professor, Wilf Malcolm Institute of Educational Research, University of Waikato. She has had an extensive career in teacher education, especially in relation to teachers-as-researchers, see Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P. & Ronnerman, K. (2013) Facilitating Practitioner Research. London: Routledge. She is the convener of the Coalition of Knowledge Building Schools, a Special Interest Group in the Faculty of Education and Social work. This group has functioned for over ten years and includes schools and cultural institutions. It has a continuing commitment to consulting children and young people and, where possible, including them as active researchers. This work has drawn the attention of researchers in Australia, the Netherlands and the United Kingdom.

Campbell, Anne
Anne is Professor of Professional Learning at Leeds Metropolitan University.