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The Sage Handbook of Educational Action Research
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Introduction - Susan E. Noffke and Bridget Somekh Revisiting the Professional, Personal and Political Dimensions of Action Research - Susan E. Noffke PART ONE: ACTION RESEARCH METHODOLOGY: DIVERSITY OF RATIONALES AND PRACTICES Introduction to Part I 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 PART TWO: PROFESSIONAL: KNOWLEDGE PRODUCTION, STAFF DEVELOPMENT, AND THE STATUS OF EDUCATORS Introduction to Part II 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 Professional Development, Teacher Voice and Knowledge Production 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 PART THREE: PERSONAL: SELF-AWARENESS, DEVELOPMENT AND IDENTITY Introduction to Part III 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 Jan 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 PART FOUR: POLITICAL: POPULAR KNOWLEDGE, DIFFERENCE, AND FRAMEWORKS FOR CHANGE Introduction to Part IV 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 Jnr. Professional Development, Teacher Voice and Knowledge Production 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 Suarez 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 - Angel I Perez Gomez, Miguel Sola Fernandez, Encarnacion Soto Gomez and 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 Conclusions - Bridget Somekh and Susan E Noffke

About the Author

I have done historical/conceptual work in social studies as well as some analysis of my own practice as a social studies teacher educator, both of these with a particular eye toward issues of anti-racist education. I have recently completed a number of publications reflecting these broad research interests. A natural outgrowth of both the conceptual and field studies has been on the need for a more adequate framework for curriculum history and curriculum development (including that for teacher education) to reflect the diverse segment of American education. I have recently published on participatory action research and worked to facilitate understanding of diversity among pre-service teachers through social and community inquiry assignments. Bridget Somekh is based at Manchester Metropolitan University as well as University of Canterbury.

Reviews

'[I]t is undoubtedly an important and interesting volume' - ESCalate 'Action research continues to play a major role in democratising educational inquiry. This volume demonstrates why this is the case. It provides a set of articulate and sensitive analyses that deserve a wide readership.' - Michael W. Apple, John Bascom Professor of Education, University of Wisconsin, US; Madison and World Scholar and Professor of Educational Policy Studies, Institute of Education, University of London, UK

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