The SAGE handbook of educational action research:
This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as...
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
London
SAGE Publications, Inc.
2013
|
| Ausgabe: | [Paperback edition.] |
| Schlagworte: | |
| Zusammenfassung: | This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction: - Action research methodology: diversity of rationales and practices - Professional: Knowledge production, staff development, and the status of educators - Personal: Self-awareness, development and identity - Political: Popular knowledge, difference, and frameworks for change |
| Beschreibung: | xxvi, 534 pages 25 cm |
| ISBN: | 9781446270547 1446270548 |
Internformat
MARC
| LEADER | 00000nam a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV047083190 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | t | ||
| 008 | 210112s2013 b||| 00||| eng d | ||
| 020 | |a 9781446270547 |9 9781446270547 | ||
| 020 | |a 1446270548 |9 1446270548 | ||
| 035 | |a (OCoLC)1231965460 | ||
| 035 | |a (DE-599)BVBBV047083190 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-2070s | ||
| 245 | 1 | 0 | |a The SAGE handbook of educational action research |c edited by Susan E. Noffke and Bridget Somekh |
| 246 | 1 | 3 | |a Handbook of educational action research |
| 246 | 1 | 0 | |a Handbook of educational action research |
| 250 | |a [Paperback edition.] | ||
| 264 | 1 | |a London |b SAGE Publications, Inc. |c 2013 | |
| 300 | |a xxvi, 534 pages |c 25 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 505 | 8 | 0 | |t Revisiting the professional, personal, and political dimensions of action research |r Susan E. Noffke |t Building educational theory through action research |r John Elliott |t Teacher research as stance |r Marilyn Cochran-Smith and Susan L. Lytle |t Dialogic inquiry as collaborative action research |r Gordon Wells |t Action research and the personal turn |r Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel |t Educational action research |t a critical approach |r Wilfred Carr and Stephen Kemmis |t Action research for/as/mindful of social justice |r Morwenna Griffiths |t A school district-based action research program in the United States |r Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra-Piedrahita |t Using action research to support students with special educational needs |r Christine O'Hanlon |t Renegotiating knowledge relationships in schools |r Chris Bigum and Leonie Rowan |t Lesson study as action research |r Catherine Lewis, Rebecca Perry, and Shelley Friedkin |t Practitioner action research and educational leadership |r Gary L. Anderson and Kathryn Herr |t Educational action research as a paradigm for change |r Shoshana Keiny and Lily Orland-Barak |t Practitioner action research: building and sustaining success through networked learning communities |r Christopher Day and Andrew Townsend |t Action research and educational change |t teachers as innovators |r Lesley Saunders and Bridget Somekh |t A school system takes on exhibitions through teacher action research |r Marie Brennan |
| 505 | 8 | 0 | |t Action research, professional development and systemic reform |r Herbert Altrichter and Peter Posch |t Sustaining the next generation of teacher-researchers to work for social justice |r Barbara Comber and Barbara Kamler |t Co-operative change management through practitioner inquiry |r Susan Groundwater-Smith |t Ethics and the 'personal' in action research |r Jane Zeni |t Writing to learn: a process for the curious |r Mary Louise Holly |t From passionate enquiry to loving detachment |t one researcher's methodological journey |r Marion Dadds |t The interconnections between narrative inquiry and action research |r Debbie Pushor and D. Jean Clandinin |t Capabilities, flourishing and the normative purposes of action research |r Melanie Walker |t Demonstrating quality in educational research for social accountability |r Jean McNiff and Jack Whitehead |t Action research and pedagogy as science of the child's upbringing |r Petra Ponte and Jane Ax |t Developing relationships, developing the self |t Buddhism and action research |r Richard Winter |t Teaching and cultural difference |t exploring the potential for a psychoanalytically informed action research |r Terrance Carson |t Complexity theory and action research |r Dennis Sumara and Brent Davis |t Agency through action research: constructing active identities from theoretical models and metaphors |r Bridget Somekh |t Existentialism and action research |r Allan Feldman |t Elbows out, arms linked |t claiming spaces for feminisms and gender equity in educational action research |r Patricia Maguire and Britt-Marie Berge |
| 505 | 8 | 0 | |t Students' participation in school change |t action research on the ground |r Pat Thomson and Helen Gunter |t Community action and agency in the education of urban youth |r Peter C. Murrell Jr. |t Social-political theory in working with teachers for social justice schooling |r Marie Brennan and Susan E. Noffke |t Rethinking action research |t commonsense and relations of freedom |r Andrew Gitlin |t Participatory action research in Latin American education: a road map to a different part of the world |r Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H. Suárez |t Teacher development and political transformation: reflections from the South African experience |r Maureen Robinson and Crain Soudien |t The impact of action research in the Spanish schools in the post-Franco era |r Àngel I. Pérez Gómez, Miguel Sola Fernández, Encarnación Soto Gómez and José Francisco Murillo Mas |t Popular education and action research |r Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M. Brinton Lykes, Jean Schensul, and Susan Williams |t Partnership action research for social justice: politics, challenges and possibilities |r Lew Zipin and Robert Hattam |
| 520 | 3 | |a This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction: - Action research methodology: diversity of rationales and practices - Professional: Knowledge production, staff development, and the status of educators - Personal: Self-awareness, development and identity - Political: Popular knowledge, difference, and frameworks for change | |
| 653 | 0 | |a Action research in education | |
| 653 | 0 | |a Education | |
| 653 | 0 | |a Action research in education | |
| 653 | 0 | |a Education | |
| 700 | 1 | |a Noffke, Susan E. |d 1949- |e Sonstige |4 oth | |
| 700 | 1 | |a Somekh, Bridget |e Sonstige |4 oth | |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-032489949 | ||
Datensatz im Suchindex
| _version_ | 1804182095315075072 |
|---|---|
| adam_txt | |
| any_adam_object | |
| any_adam_object_boolean | |
| author_additional | Susan E. Noffke John Elliott Marilyn Cochran-Smith and Susan L. Lytle Gordon Wells Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel Wilfred Carr and Stephen Kemmis Morwenna Griffiths Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra-Piedrahita Christine O'Hanlon Chris Bigum and Leonie Rowan Catherine Lewis, Rebecca Perry, and Shelley Friedkin Gary L. Anderson and Kathryn Herr Shoshana Keiny and Lily Orland-Barak Christopher Day and Andrew Townsend Lesley Saunders and Bridget Somekh Marie Brennan Herbert Altrichter and Peter Posch Barbara Comber and Barbara Kamler Susan Groundwater-Smith Jane Zeni Mary Louise Holly Marion Dadds Debbie Pushor and D. Jean Clandinin Melanie Walker Jean McNiff and Jack Whitehead Petra Ponte and Jane Ax Richard Winter Terrance Carson Dennis Sumara and Brent Davis Bridget Somekh Allan Feldman Patricia Maguire and Britt-Marie Berge Pat Thomson and Helen Gunter Peter C. Murrell Jr. Marie Brennan and Susan E. Noffke Andrew Gitlin Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H. Suárez Maureen Robinson and Crain Soudien Àngel I. Pérez Gómez, Miguel Sola Fernández, Encarnación Soto Gómez and José Francisco Murillo Mas Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M. Brinton Lykes, Jean Schensul, and Susan Williams Lew Zipin and Robert Hattam |
| building | Verbundindex |
| bvnumber | BV047083190 |
| contents | Revisiting the professional, personal, and political dimensions of action research Building educational theory through action research Teacher research as stance Dialogic inquiry as collaborative action research Action research and the personal turn Educational action research a critical approach Action research for/as/mindful of social justice A school district-based action research program in the United States Using action research to support students with special educational needs Renegotiating knowledge relationships in schools Lesson study as action research Practitioner action research and educational leadership Educational action research as a paradigm for change Practitioner action research: building and sustaining success through networked learning communities Action research and educational change teachers as innovators A school system takes on exhibitions through teacher action research Action research, professional development and systemic reform Sustaining the next generation of teacher-researchers to work for social justice Co-operative change management through practitioner inquiry Ethics and the 'personal' in action research Writing to learn: a process for the curious From passionate enquiry to loving detachment one researcher's methodological journey The interconnections between narrative inquiry and action research Capabilities, flourishing and the normative purposes of action research Demonstrating quality in educational research for social accountability Action research and pedagogy as science of the child's upbringing Developing relationships, developing the self Buddhism and action research Teaching and cultural difference exploring the potential for a psychoanalytically informed action research Complexity theory and action research Agency through action research: constructing active identities from theoretical models and metaphors Existentialism and action research Elbows out, arms linked claiming spaces for feminisms and gender equity in educational action research Students' participation in school change action research on the ground Community action and agency in the education of urban youth Social-political theory in working with teachers for social justice schooling Rethinking action research commonsense and relations of freedom Participatory action research in Latin American education: a road map to a different part of the world Teacher development and political transformation: reflections from the South African experience The impact of action research in the Spanish schools in the post-Franco era Popular education and action research Partnership action research for social justice: politics, challenges and possibilities |
| ctrlnum | (OCoLC)1231965460 (DE-599)BVBBV047083190 |
| edition | [Paperback edition.] |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>06611nam a2200409 c 4500</leader><controlfield tag="001">BV047083190</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">210112s2013 b||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781446270547</subfield><subfield code="9">9781446270547</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1446270548</subfield><subfield code="9">1446270548</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1231965460</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV047083190</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-2070s</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The SAGE handbook of educational action research</subfield><subfield code="c">edited by Susan E. Noffke and Bridget Somekh</subfield></datafield><datafield tag="246" ind1="1" ind2="3"><subfield code="a">Handbook of educational action research</subfield></datafield><datafield tag="246" ind1="1" ind2="0"><subfield code="a">Handbook of educational action research</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">[Paperback edition.]</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">London</subfield><subfield code="b">SAGE Publications, Inc.</subfield><subfield code="c">2013</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xxvi, 534 pages</subfield><subfield code="c">25 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="8" ind2="0"><subfield code="t">Revisiting the professional, personal, and political dimensions of action research</subfield><subfield code="r">Susan E. Noffke</subfield><subfield code="t">Building educational theory through action research</subfield><subfield code="r">John Elliott</subfield><subfield code="t">Teacher research as stance</subfield><subfield code="r">Marilyn Cochran-Smith and Susan L. Lytle</subfield><subfield code="t">Dialogic inquiry as collaborative action research</subfield><subfield code="r">Gordon Wells</subfield><subfield code="t">Action research and the personal turn</subfield><subfield code="r">Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel</subfield><subfield code="t">Educational action research</subfield><subfield code="t">a critical approach</subfield><subfield code="r">Wilfred Carr and Stephen Kemmis</subfield><subfield code="t">Action research for/as/mindful of social justice</subfield><subfield code="r">Morwenna Griffiths</subfield><subfield code="t">A school district-based action research program in the United States</subfield><subfield code="r">Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra-Piedrahita</subfield><subfield code="t">Using action research to support students with special educational needs</subfield><subfield code="r">Christine O'Hanlon</subfield><subfield code="t">Renegotiating knowledge relationships in schools</subfield><subfield code="r">Chris Bigum and Leonie Rowan</subfield><subfield code="t">Lesson study as action research</subfield><subfield code="r">Catherine Lewis, Rebecca Perry, and Shelley Friedkin</subfield><subfield code="t">Practitioner action research and educational leadership</subfield><subfield code="r">Gary L. Anderson and Kathryn Herr</subfield><subfield code="t">Educational action research as a paradigm for change</subfield><subfield code="r">Shoshana Keiny and Lily Orland-Barak</subfield><subfield code="t">Practitioner action research: building and sustaining success through networked learning communities</subfield><subfield code="r">Christopher Day and Andrew Townsend</subfield><subfield code="t">Action research and educational change</subfield><subfield code="t">teachers as innovators</subfield><subfield code="r">Lesley Saunders and Bridget Somekh</subfield><subfield code="t">A school system takes on exhibitions through teacher action research</subfield><subfield code="r">Marie Brennan</subfield></datafield><datafield tag="505" ind1="8" ind2="0"><subfield code="t">Action research, professional development and systemic reform</subfield><subfield code="r">Herbert Altrichter and Peter Posch</subfield><subfield code="t">Sustaining the next generation of teacher-researchers to work for social justice</subfield><subfield code="r">Barbara Comber and Barbara Kamler</subfield><subfield code="t">Co-operative change management through practitioner inquiry</subfield><subfield code="r">Susan Groundwater-Smith</subfield><subfield code="t">Ethics and the 'personal' in action research</subfield><subfield code="r">Jane Zeni</subfield><subfield code="t">Writing to learn: a process for the curious</subfield><subfield code="r">Mary Louise Holly</subfield><subfield code="t">From passionate enquiry to loving detachment</subfield><subfield code="t">one researcher's methodological journey</subfield><subfield code="r">Marion Dadds</subfield><subfield code="t">The interconnections between narrative inquiry and action research</subfield><subfield code="r">Debbie Pushor and D. Jean Clandinin</subfield><subfield code="t">Capabilities, flourishing and the normative purposes of action research</subfield><subfield code="r">Melanie Walker</subfield><subfield code="t">Demonstrating quality in educational research for social accountability</subfield><subfield code="r">Jean McNiff and Jack Whitehead</subfield><subfield code="t">Action research and pedagogy as science of the child's upbringing</subfield><subfield code="r">Petra Ponte and Jane Ax</subfield><subfield code="t">Developing relationships, developing the self</subfield><subfield code="t">Buddhism and action research</subfield><subfield code="r">Richard Winter</subfield><subfield code="t">Teaching and cultural difference</subfield><subfield code="t">exploring the potential for a psychoanalytically informed action research</subfield><subfield code="r">Terrance Carson</subfield><subfield code="t">Complexity theory and action research</subfield><subfield code="r">Dennis Sumara and Brent Davis</subfield><subfield code="t">Agency through action research: constructing active identities from theoretical models and metaphors</subfield><subfield code="r">Bridget Somekh</subfield><subfield code="t">Existentialism and action research</subfield><subfield code="r">Allan Feldman</subfield><subfield code="t">Elbows out, arms linked</subfield><subfield code="t">claiming spaces for feminisms and gender equity in educational action research</subfield><subfield code="r">Patricia Maguire and Britt-Marie Berge</subfield></datafield><datafield tag="505" ind1="8" ind2="0"><subfield code="t">Students' participation in school change</subfield><subfield code="t">action research on the ground</subfield><subfield code="r">Pat Thomson and Helen Gunter</subfield><subfield code="t">Community action and agency in the education of urban youth</subfield><subfield code="r">Peter C. Murrell Jr.</subfield><subfield code="t">Social-political theory in working with teachers for social justice schooling</subfield><subfield code="r">Marie Brennan and Susan E. Noffke</subfield><subfield code="t">Rethinking action research</subfield><subfield code="t">commonsense and relations of freedom</subfield><subfield code="r">Andrew Gitlin</subfield><subfield code="t">Participatory action research in Latin American education: a road map to a different part of the world</subfield><subfield code="r">Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H. Suárez</subfield><subfield code="t">Teacher development and political transformation: reflections from the South African experience</subfield><subfield code="r">Maureen Robinson and Crain Soudien</subfield><subfield code="t">The impact of action research in the Spanish schools in the post-Franco era</subfield><subfield code="r">Àngel I. Pérez Gómez, Miguel Sola Fernández, Encarnación Soto Gómez and José Francisco Murillo Mas</subfield><subfield code="t">Popular education and action research</subfield><subfield code="r">Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M. Brinton Lykes, Jean Schensul, and Susan Williams</subfield><subfield code="t">Partnership action research for social justice: politics, challenges and possibilities</subfield><subfield code="r">Lew Zipin and Robert Hattam</subfield></datafield><datafield tag="520" ind1="3" ind2=" "><subfield code="a">This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction: - Action research methodology: diversity of rationales and practices - Professional: Knowledge production, staff development, and the status of educators - Personal: Self-awareness, development and identity - Political: Popular knowledge, difference, and frameworks for change</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Action research in education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Action research in education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Noffke, Susan E.</subfield><subfield code="d">1949-</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Somekh, Bridget</subfield><subfield code="e">Sonstige</subfield><subfield code="4">oth</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-032489949</subfield></datafield></record></collection> |
| id | DE-604.BV047083190 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T16:17:08Z |
| indexdate | 2024-07-10T09:02:06Z |
| institution | BVB |
| isbn | 9781446270547 1446270548 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032489949 |
| oclc_num | 1231965460 |
| open_access_boolean | |
| owner | DE-2070s |
| owner_facet | DE-2070s |
| physical | xxvi, 534 pages 25 cm |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | SAGE Publications, Inc. |
| record_format | marc |
| spelling | The SAGE handbook of educational action research edited by Susan E. Noffke and Bridget Somekh Handbook of educational action research [Paperback edition.] London SAGE Publications, Inc. 2013 xxvi, 534 pages 25 cm txt rdacontent n rdamedia nc rdacarrier Revisiting the professional, personal, and political dimensions of action research Susan E. Noffke Building educational theory through action research John Elliott Teacher research as stance Marilyn Cochran-Smith and Susan L. Lytle Dialogic inquiry as collaborative action research Gordon Wells Action research and the personal turn Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel Educational action research a critical approach Wilfred Carr and Stephen Kemmis Action research for/as/mindful of social justice Morwenna Griffiths A school district-based action research program in the United States Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra-Piedrahita Using action research to support students with special educational needs Christine O'Hanlon Renegotiating knowledge relationships in schools Chris Bigum and Leonie Rowan Lesson study as action research Catherine Lewis, Rebecca Perry, and Shelley Friedkin Practitioner action research and educational leadership Gary L. Anderson and Kathryn Herr Educational action research as a paradigm for change Shoshana Keiny and Lily Orland-Barak Practitioner action research: building and sustaining success through networked learning communities Christopher Day and Andrew Townsend Action research and educational change teachers as innovators Lesley Saunders and Bridget Somekh A school system takes on exhibitions through teacher action research Marie Brennan Action research, professional development and systemic reform Herbert Altrichter and Peter Posch Sustaining the next generation of teacher-researchers to work for social justice Barbara Comber and Barbara Kamler Co-operative change management through practitioner inquiry Susan Groundwater-Smith Ethics and the 'personal' in action research Jane Zeni Writing to learn: a process for the curious Mary Louise Holly From passionate enquiry to loving detachment one researcher's methodological journey Marion Dadds The interconnections between narrative inquiry and action research Debbie Pushor and D. Jean Clandinin Capabilities, flourishing and the normative purposes of action research Melanie Walker Demonstrating quality in educational research for social accountability Jean McNiff and Jack Whitehead Action research and pedagogy as science of the child's upbringing Petra Ponte and Jane Ax Developing relationships, developing the self Buddhism and action research Richard Winter Teaching and cultural difference exploring the potential for a psychoanalytically informed action research Terrance Carson Complexity theory and action research Dennis Sumara and Brent Davis Agency through action research: constructing active identities from theoretical models and metaphors Bridget Somekh Existentialism and action research Allan Feldman Elbows out, arms linked claiming spaces for feminisms and gender equity in educational action research Patricia Maguire and Britt-Marie Berge Students' participation in school change action research on the ground Pat Thomson and Helen Gunter Community action and agency in the education of urban youth Peter C. Murrell Jr. Social-political theory in working with teachers for social justice schooling Marie Brennan and Susan E. Noffke Rethinking action research commonsense and relations of freedom Andrew Gitlin Participatory action research in Latin American education: a road map to a different part of the world Eduardo Flores-Kastanis, Juny Montoya-Vargas and Daniel H. Suárez Teacher development and political transformation: reflections from the South African experience Maureen Robinson and Crain Soudien The impact of action research in the Spanish schools in the post-Franco era Àngel I. Pérez Gómez, Miguel Sola Fernández, Encarnación Soto Gómez and José Francisco Murillo Mas Popular education and action research Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M. Brinton Lykes, Jean Schensul, and Susan Williams Partnership action research for social justice: politics, challenges and possibilities Lew Zipin and Robert Hattam This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction: - Action research methodology: diversity of rationales and practices - Professional: Knowledge production, staff development, and the status of educators - Personal: Self-awareness, development and identity - Political: Popular knowledge, difference, and frameworks for change Action research in education Education Noffke, Susan E. 1949- Sonstige oth Somekh, Bridget Sonstige oth |
| spellingShingle | The SAGE handbook of educational action research Revisiting the professional, personal, and political dimensions of action research Building educational theory through action research Teacher research as stance Dialogic inquiry as collaborative action research Action research and the personal turn Educational action research a critical approach Action research for/as/mindful of social justice A school district-based action research program in the United States Using action research to support students with special educational needs Renegotiating knowledge relationships in schools Lesson study as action research Practitioner action research and educational leadership Educational action research as a paradigm for change Practitioner action research: building and sustaining success through networked learning communities Action research and educational change teachers as innovators A school system takes on exhibitions through teacher action research Action research, professional development and systemic reform Sustaining the next generation of teacher-researchers to work for social justice Co-operative change management through practitioner inquiry Ethics and the 'personal' in action research Writing to learn: a process for the curious From passionate enquiry to loving detachment one researcher's methodological journey The interconnections between narrative inquiry and action research Capabilities, flourishing and the normative purposes of action research Demonstrating quality in educational research for social accountability Action research and pedagogy as science of the child's upbringing Developing relationships, developing the self Buddhism and action research Teaching and cultural difference exploring the potential for a psychoanalytically informed action research Complexity theory and action research Agency through action research: constructing active identities from theoretical models and metaphors Existentialism and action research Elbows out, arms linked claiming spaces for feminisms and gender equity in educational action research Students' participation in school change action research on the ground Community action and agency in the education of urban youth Social-political theory in working with teachers for social justice schooling Rethinking action research commonsense and relations of freedom Participatory action research in Latin American education: a road map to a different part of the world Teacher development and political transformation: reflections from the South African experience The impact of action research in the Spanish schools in the post-Franco era Popular education and action research Partnership action research for social justice: politics, challenges and possibilities |
| title | The SAGE handbook of educational action research |
| title_alt | Handbook of educational action research Revisiting the professional, personal, and political dimensions of action research Building educational theory through action research Teacher research as stance Dialogic inquiry as collaborative action research Action research and the personal turn Educational action research a critical approach Action research for/as/mindful of social justice A school district-based action research program in the United States Using action research to support students with special educational needs Renegotiating knowledge relationships in schools Lesson study as action research Practitioner action research and educational leadership Educational action research as a paradigm for change Practitioner action research: building and sustaining success through networked learning communities Action research and educational change teachers as innovators A school system takes on exhibitions through teacher action research Action research, professional development and systemic reform Sustaining the next generation of teacher-researchers to work for social justice Co-operative change management through practitioner inquiry Ethics and the 'personal' in action research Writing to learn: a process for the curious From passionate enquiry to loving detachment one researcher's methodological journey The interconnections between narrative inquiry and action research Capabilities, flourishing and the normative purposes of action research Demonstrating quality in educational research for social accountability Action research and pedagogy as science of the child's upbringing Developing relationships, developing the self Buddhism and action research Teaching and cultural difference exploring the potential for a psychoanalytically informed action research Complexity theory and action research Agency through action research: constructing active identities from theoretical models and metaphors Existentialism and action research Elbows out, arms linked claiming spaces for feminisms and gender equity in educational action research Students' participation in school change action research on the ground Community action and agency in the education of urban youth Social-political theory in working with teachers for social justice schooling Rethinking action research commonsense and relations of freedom Participatory action research in Latin American education: a road map to a different part of the world Teacher development and political transformation: reflections from the South African experience The impact of action research in the Spanish schools in the post-Franco era Popular education and action research Partnership action research for social justice: politics, challenges and possibilities |
| title_auth | The SAGE handbook of educational action research |
| title_exact_search | The SAGE handbook of educational action research |
| title_exact_search_txtP | The SAGE handbook of educational action research |
| title_full | The SAGE handbook of educational action research edited by Susan E. Noffke and Bridget Somekh |
| title_fullStr | The SAGE handbook of educational action research edited by Susan E. Noffke and Bridget Somekh |
| title_full_unstemmed | The SAGE handbook of educational action research edited by Susan E. Noffke and Bridget Somekh |
| title_short | The SAGE handbook of educational action research |
| title_sort | the sage handbook of educational action research |
| work_keys_str_mv | AT noffkesusane thesagehandbookofeducationalactionresearch AT somekhbridget thesagehandbookofeducationalactionresearch AT noffkesusane handbookofeducationalactionresearch AT somekhbridget handbookofeducationalactionresearch |