- About this Journal ·
- Abstracting and Indexing ·
- Advance Access ·
- Aims and Scope ·
- Article Processing Charges ·
- Articles in Press ·
- Author Guidelines ·
- Bibliographic Information ·
- Citations to this Journal ·
- Contact Information ·
- Editorial Board ·
- Editorial Workflow ·
- Free eTOC Alerts ·
- Publication Ethics ·
- Reviewers Acknowledgment ·
- Submit a Manuscript ·
- Subscription Information ·
- Table of Contents
Education Research International
Volume 2012 (2012), Article ID 389736, 11 pages
Action Research in Action: From University to School Classrooms
1National Louis University, Chicago, IL 60603, USA
2Department of Educational Foundations, Technology & Inquiry, National Louis University, 122 S. Michigan Avenue, Chicago, IL 60603, USA
Received 5 March 2012; Accepted 15 May 2012
Academic Editor: Gwo-Jen Hwang
Copyright © 2012 Maja Miskovic et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
- C. Hendricks, Improving Schools through Action Research: A Comprehensive Guide for Educators, Pearson, Boston, Mass, USA, 2nd edition, 2009.
- W. Carr and S. Kemmis, Becoming Critical: Education, Knowledge and Action Research, Falmer Press, London, UK, 1986.
- A. P. Johnson, A Short Guide to Action Research, Pearson, Boston, Mass, USA, 3rd edition, 2011.
- C. A. Mertler, Action Research: Teachers as Researchers in the Classroom, Sage, Thousand Oaks, Calif, USA, 3rd edition, 2012.
- S. Kemmis and R. McTaggart, “Participatory action research: communicative action and the public sphere,” in Strategies of Qualitative Inquiry, N. K. Denzin and Y. S. Lincoln, Eds., pp. 271–330, Sage, Thousand Oaks, Calif, USA, 3rd edition, 2008.
- M. L. Holly, J. M. Arhar, and W. C. Kasten, Action Research for Teachers: Traveling the Yellow Brick Road, Allyn & Bacon, Boston, Mass, USA, 3rd edition, 2009.
- S. E. Noffke, “Professional, personal, and political dimensions of action research,” in Review of Research in Education, M. Apple, Ed., vol. 22, pp. 305–343, American Educational Research Association, Washington, DC, USA, 1997.
- M. Cochran-Smith and S. Lytle, Inquiry as Stance: Practitioner Research in the Next Generation, Teachers College Press, New York, 2009.
- S. C. Bauer and S. D. Brazer, Using Research to Lead School Improvement: Turning Evidence into Action, Sage, Thousand Oaks, Calif, USA, 2012.
- J. McNiff and J. Whitehead, All You Need to Know About Action Research, Sage, Thousand Oaks, Calif, USA, 2nd edition, 2011.
- G. E. Mills, Action Research: A Guide for the Teacher Researcher, Merrill-Prentice Hall, Upper Saddle River, NJ, USA, 3rd edition, 2010.
- D. K. Phillips and K. Carr, Becoming a Teacher through Action Research, Routledge, New York, NY, USA, 2nd edition, 2010.
- E. Stringer, Action Research in Education, Prentice-Hall, Upper Saddle River, NJ, USA, 2nd edition, 2008.
- K. Zeichner, Teacher Education and the Struggle for Social Justice, Routledge, New York, NY, USA, 2009.
- M. F. Connelly and J. D. Clandinin, Narrative Inquiry: Experience and Story in Qualitative Research, Jossey-Bass, San Francisco, Calif, USA, 2000.
- D. Pushor and D. J. Clandinin, “The interconnections between narrative inquiry and action research,” in The SAGE Handbook of Educational Action Research, S. E. Noffke and B. Somekh, Eds., pp. 290–299, Sage, Thousand Oaks, Calif, USA, 2009.
- J. Kitchen and D. Stevens, “Action research in teacher education: two teacher-educators practice action research as they introduce action research to preservice teachers,” Action Research, vol. 6, pp. 7–28, 2008.
- J. N. Price and L. Valli, “Preservice teachers becoming agents of change,” Journal of Teacher Education, vol. 56, pp. 57–72, 2005.
- T. C. Rock and B. B. Levin, “Collaborative action research projects: enhancing preservice teacher development in professional development schools,” Teacher Education Quarterly, vol. 29, pp. 7–21, 2002.
- K. M. Zeichner and J. M. Gore, “Using action research as a vehicle for student teacher reflection: a social reconstruction approach,” in Educational Action Research: Becoming Practically Critical, S. E. Noffke and R. B. Stevenson, Eds., pp. 13–30, Teacher College Press, New York, NY, USA, 1995.
- K. Kinser, “The utility of educational action research for emancipatory change,” Action Research, vol. 8, pp. 171–189, 2010.
- G. Fenstermacher, “The knower and the known: the nature of knowledge in research on teaching,” in Review of Research in Education, L. Darling-Hammond, Ed., vol. 20, pp. 3–56, American Educational Research Association, Washington, DC, USA, 1994.
- M. Huberman, “Moving mainstream: taking a closer look at teacher research,” Language Arts, vol. 73, pp. 124–140, 1996.
- D. F. Labaree, “The peculiar problems of preparing educational researcher,” Educational Researcher, vol. 32, pp. 13–22, 2003.
- C. Glesne, “Yet another role? The teacher as researcher,” Action in Teacher Education, vol. 13, pp. 7–13, 1991.
- K. Goodnough, “Teacher development through action research: a case study of an elementary teacher,” Action in Teacher Education, vol. 22, pp. 37–46, 2001.
- E. McDaniel, “Collaboration for what? Sharpening the focus,” Action in Teacher Education, vol. 10, pp. 1–8, 1988.
- S. Kemmis, “Participatory action research and the public sphere,” Educational Action Research, vol. 14, pp. 459–476, 2006.
- M. Q. Patton, Qualitative Research & Evaluation Methods, Sage, Thousand Oaks, Calif, USA, 4th edition, 2008.
- I. Ginns, A. Heirdsfield, B. Atweh, and J. J. Watter, “Beginning teachers becoming professionals through action research,” Educational Action Research, vol. 9, pp. 111–120, 2001.
- B. Tedlock, “Ethnography and ethnographic representation,” in Strategies of Qualitative Inquiry, N. K. Denzin and Y. S. Lincoln, Eds., pp. 151–172, Sage, Thousand Oaks, Calif, USA, 2nd edition, 2008.
- G. Kamberelis and G. Dimitriadis, “Focus groups: strategic articulations of politics and inquiry,” in Collecting and Interpreting Qualitative Materials, N. K. Denzin and Y. S. Lincoln, Eds., pp. 375–402, Sage, Thousand Oaks, Calif, USA, 3rd edition, 2008.
- H. F. Wolcott, Transforming Qualitative Data: Description, Analysis, and Interpretation, Sage, Thousand Oaks, Calif, USA, 1994.
- J. W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Pearson Prentice Hall, Upper Saddle River, NJ, USA, 3rd edition, 2008.
- C. Glesne, Becoming Qualitative Researchers: An Introduction, Prentice Hall, Boston, Mass, USA, 4th edition, 2010.
- J. Cohen, Statistical Power Analysis for Behavioral Sciences, Routledge Academic, New York, NY, USA, 2nd edition, 1988.
- C. W. Mills, The Sociological Imagination, Oxford University Press, New York, NY, USA, 1959.
- T. A. Schwandt, Dictionary of Qualitative Inquiry, Sage, TThousand Oaks, Calif, USA, 2nd edition, 2004.
- M. van Manen, “On the epistemology of reflective practice,” Teachers and Teaching, vol. 1, pp. 33–50, 1994, http://www.phenomenologyonline.com/max/articles/epistpractice.html.
- G. A. Duncan, “Beyond love: a critical race ethnography of the schooling of adolescent Black males,” Equity & Excellence in Education, vol. 35, no. 2, pp. 131–143, 2002.
- A. A. Ferguson, Bad Boys: Public Schools in the Making of Black Masculinity, University of Michigan Press, Ann Arbor, Mich, USA, 2000.
- T. A. Schwandt, “Three epistemological stances for qualitative inquiry: interpretivism, hermeneutics, and social constructionism,” in Handbook of Qualitative Research, N. K. Denzin and Y. S. Lincolon, Eds., pp. 189–214, Sage, Thousand Oaks, Calif, USA, 2nd edition, 2000.
- W. Carr and S. Kemmis, “Educational action research: a critical approach,” in The SAGE Handbook of Educational Action Research, S. E. Noffke and B. Somekh, Eds., pp. 74–84, Sage, Thousand Oaks, Calif, USA, 2009.
- D. W. Jardine, S. Friesen, and P. Clifford, Curriculum in Abundance, Lawrence Erlbaum Associates, Mahwah, NJ, USA, 2006.
- S. E. Efron, M. Miskovic, and R. Ravid, “School-university collaboration as mutual professional development,” in Collaboration in Education, J. J. Slater and R. Ravid, Eds., pp. 73–79, Routledge, New York, NY, USA, 2010.
- S. E. Noffke, “Research relevancy or research for change?” Educational Researcher, vol. 37, pp. 429–431, 2008.
- S. Bartlet and D. Burton, “Practitioner research or descriptions of classroom practice? A discussion of teachers investigating their classrooms,” Educational Action Research, vol. 14, pp. 395–405, 2006.
- J. Rosiek and B. Atkinson, “Bridging the divides: the need for a pragmatic semiotics of teacher knowledge research,” Educational Theory, vol. 55, pp. 421–442, 2005.