Action Research in Education traces the evolution of classroom research as itconnects 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. Volume Two: Distinctive methodologies employed in action research in schools. Volume Three: Key examples of action research in schools within international settings. The first volume traces the focus for classroom research from curriculum development in the 1970s and 1980s to professional development and learning and teaching in the 1990s tothe present day. The editors draw on the range of work that has evolved from Dewey's concept of democracy related to research on teaching; through Lewin's advocacy of research needed for social practice and which gave voice to the concept of action research. This volume also presents some key papers from classroom research that focus on pupil learning, teachers' teaching, teachers' learning and development and pupil voice. This opening volume recognises the impact of changing socio-political contexts that have proved to be turning points in classroom research. The second volume 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. This volume turns to specific methodological approaches that have emancipatory characteristics, including narrative inquiry, hermeneutics and self study. It also considers major questions in relation to risk and trustand the ethical issues that surround classroom research. The third volume draws on major research projects focusing on classrooms from the 1970s to the present day. This volume breaks new ground by bringing together very recent work on the engagement of consequential stakeholders (students, community members, etc.) in the conduct of action inquiry, moving from consultation to active participation. INDICE: VOLUME 1: HISTORICAL PERSPECTIVES IN ACTION RESEARCH IN SCHOOLS: FROM CURRICULUM DEVELOPMENT TO ENHANCING TEACHER PROFESSIONAL LEARNING / Mary Brydon-Miller, Davydd Greenwood and Patricia Maguire Why Action Research? / Anne Campbell and Olwen McNamara Mapping the Field of Practitioner Research, Inquiry and Professional Learning / Marilyn Cochran-Smith and Susan Lytle Relationships of Knowledge and Practice: Teacher learning in communities / John Dewey Democracy and Education / Marilyn Cochran-Smith and Susan Lytle The Teacher Research Movement: A decade later / Philip Davies What is Evidence-Based Education? / John Elliott Making Evidence-Based Practice Educational / John Elliott Building Educational Theory through Action Research / Orlando Fals Borda People's Spaces in Global Processes: The response of the local / Jennifer Gore and Ken Zeichner Connecting Action Research to Genuine Teacher Development / Susan Groundwater-Smith and Marion Dadds Critical Practitioner Inquiry: Towards responsible professional communities of practice / Susan Groundwater-Smith StudentVoice: Essential testimony for intelligent schools / David Hargreaves The Knowledge Creating School / Jane Hemsley-Brown and Caroline Sharp The Use of Research to Improve Practice: A systematic review of the literature / Mary-Lee andGeorge Richardson Between a Rock and a (Very) Hard Place: The ambiguous promise of action research in the context of state mandated teacher professional development / Kurt Lewin Action Research and Minority Problems / Ian Macpherson,Ross Brooker, Tania Aspland and Eve Cuskelly Constructing a Territory for Professional Practice Research: Some introductory considerations / Susan Noffke Professional, Personal and Political Dimensions of Action Research / Amanda Nolen and Jim Vander Putten Action Research in Education: Addressing gaps in ethical principles and practices / Andrew Pollard Explorations in Teaching and Learning: A biographical narrative and some enduring issues / Hairon Salleh Action Research in Singapore Education: Constraints and sustainability / Lawrence Stenhouse Research as a Basis for Teaching / Lawrence Stenhouse What Counts as Research? / Ken Zeichner and Susan Noffke Practitioner Research / Ken ZeichnerAccumulating Knowledge Across Self-Studies in Teacher Education / VOLUME 2: DISTINCTIVE METHODOLOGIES EMPLOYED IN ACTION RESEARCH IN SCHOOLS / Gary Anderson and Kathryn Herr The New Paradigm Wars: Is there room for rigorous practitioner knowledge in schools and universities? / David Berliner Educational Research: The hardest science of all / Robert Bullough, Jr and Stefinee Pinnegar Guidelines for Quality in Autobiographical Forms of Self-Study Research / WilfredCarr and Stephen Kemmis Action Research as Critical Educational Science / Ardra Cole and J. Gary Knowles Teacher Development Partnership Research: A focus on methods and issues / F. Michael Connelly and D. Jean Clandinin Stories of Experience and Narrative Inquiry / Allan Feldman Validity and Quality in Self-Study / Bernard Gifford and Nina Gabelko Linking Practice-Sensitive Researchersto Research-Sensitive Practitioners / Martyn Hammersley Action Research: A contradiction in terms / Stephen Kemmis and Robin McTaggart Participatory ActionResearch: Communicative action and the public sphere / Mary Koutselini Participatory Teacher Development At Schools: Processes and issues / Catherine Lewis, Rebecca Parry and Aki Murata How Should Research Contribute to InstructionalImprovement? The case of lesson study / Susan Noffke and Bridget Somekh Action Research / Susan Noffke Comments on Bulterman-Bos: Research relevancy or research for change? / Jill Robinson and Nigel Norris Generalisation: The linchpin of evidence-based practice / Alis Oancea and John Furlong Expressions of Excellence and the Assessment of Applied and Practice Based Research / Donald Schön From Technical Rationality to Reflection-in-Action / John Smyth Teachers' Work and the Politics of Reflection / VOLUME 3: KEY EXAMPLES OF ACTION RESEARCHIN SCHOOLS WITHIN DIFFERENT NATIONAL SETTINGS / Beveridge, Susan Groundwater-Smith, Stephen Kemmis and Dianne Wasson Professional Learning that Makes a Difference: Successful strategies implemented by priority action schools in New South Wales / Karyn Cooper and Robert White Action Research in Practice: Critical literacy in an urban grade 3 classroom / Margaret Crocco, Bayard Faithfull and Sherry Schwartz Inquiring Minds Want To Know: Action research at a New York City professional development school / John Elliott Collecting, Analyzing, and Reporting Data in Action-Research: Some methods and techniques used in the assessment for teaching and learning project at HKIEd / John Elliott Supporting Professional Learning through Action Research: Three case studies / Michael Fielding Transformative Approaches to Student Voice: Theoretical underpinnings, recalcitrant realities / Garry Hoban, Tony Herrington, Lisa Kervin, Robyn Ewing, Judy Anderson and David Smith Final Report of Evaluative Inquiry into theSustainability of Professional Learning Through School-based Action Learning Sydney and Wollongong Universities for AGQTP NSW - April 2005 2 Executive Summary and Case Study / Elaine Hall, Kate Wall, Steve Higgins, Linda Stephens, Irene Pooley and John Welham Learning to Learn with Parents: Lessons from two research projects / Mary James, Paul Black, Robert McCormick, David Pedder and Dylan Wiliam Learning How to Learn in Classrooms, Schools and Networks: Aims, designs analysis / Stephanie Knight, Donna Wiseman and Donna Cooner Activities Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes/ Gloria Ladson-Billings and Mary Louise Gomez Just Showing Up: Supporting early literacy through teachers' professional communities / Judith Warren Little, Maryl Gearhart, Marnie Curry and Judith Kafka Looking at Student Work for Teacher Learning, Teacher Community and School Reform / H. Richard Milner Race, Narrative Inquiry and Self-Study in Curriculum and Teacher Education / Andrew Pollard The UK's Teaching and Learning Research Programme: Findings and significance / Sharon Ravitch and Kathleen Wirth Developing a Pedagogy of Opportunity for Students and Their Teachers: Navigations and negotiations in insider action research / Amanda Roberts and Judith Nash Enabling Students to ParticipateIn School Improvement through a Students as Researchers Programme / Karin Rönnerman Participant Knowledge and the Meeting of Practitioner and Researcher / Peter Taylor and Jethro Pettit Learning and Teaching Participation through Action Research: Experiences from an innovative masters programme / Yuen-Ling Li Teachers in Action Research: Assumptions and potentials / David Zyngier Listening to Teachers - Listening to Students: Substantive conversations about resistance, empowerment and engagement
- ISBN: 978-1-84860-683-8
- Editorial: Sage Publications
- Encuadernacion: Cartoné
- Páginas: 1240
- Fecha Publicación: 01/06/2010
- Nº Volúmenes: 3
- Idioma: Inglés