Teacher Action Research

Gerald J. Pine - Boston College, USA

Other Titles in:
Action Research | Action Research/Practitioner Inquiry

December 2008 | 416 pages | SAGE Publications, Inc

Action Research: Building Knowledge Democracies is designed to serve as a primary textbook for graduate level courses in action research. What sets it apart from other texts is its emphasis on action research as a vehicle through which schools can build knowledge democracies. This text goes beyond the "how to" of action research to examine the "why"—the historical origins, the rationale behind practice-based research, the related theoretical and philosophical perspectives, and the major paradigms of action research. A discussion of collaborative action research and action research as professional development along with a presentation of research methods and case studies demonstrates how action research can contribute to the creation of schools as centers of democratic inquiry.

Preface

Acknowledgments

Part I. Understanding Action Research

1. The Disconnection Between Educational Research and Practice: The Case for Teacher Action Research

Historical Context

Why the Disconnection Between Research and Practice?

Responding to the Gap: Renewing an Old Debate

Limitations of Experimental and Quasi-Experimental Design

School Context and Educational Research

The Search for School Context

Transcending the R&D Model of Knowledge Transfer

Embracing an Epistemology of Practice

Moving Toward a Knowledge Democracy

Teacher Action Research and Knowledge Democracies

Summary

2. Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry

What Is Teacher Action Research?

Action Research: Changing Practice

Action Research: Teachers’ Voices

Action Research: Outcomes for Teachers

The Origins of Action Research

Approaches to Action Research

Summary

3. A Paradigm of Teacher Action Research

What Is a Paradigm?

Four Research Paradigms

Distinguishing Characteristics of an Action Research Paradigm

Challenges for Action Research

Summary

4. The Validity of Action Research

What Is Validity?

Triangulation

Validity as Inquiry

Generalizability in Action Research

Summary

5. Teacher Action Research as Professional Development

Action Research/Professional Development

Action Research as Professional Development: Teacher Outcomes

Action Research as Professional Development: Teacher Voices

Summary

Part II. Collaborative Action Research: Foundation for Knowledge Democracies

6. Collaborative Action Research

The Collaborative Nature of Action Research

The Interaction of Individual and Collaborative Action Research

Summary

7. Conditions for Building a Knowledge Democracy

Developing a "Work With" Posture

Establishing Trust

Finding Enough Time

Confronting University Versus Classroom Issues

Including Student and Parent Research Partners

Learning How to Collaborate

Summary

8. Creating Knowledge Democracies: Professional Development Schools

The Nature and Character of a Professional Development School (PDS)

The Challenges of Building a PDS as a Knowledge Democracy

Summary

Part III. Practicing Action Research

9. Fundamental Practices for Teacher Action Research

Reflection

Dialogue

Documentation

Focal Points for Observation, Journal Writing, and Reflection

Summary

10. Case Study and Teacher Action Research

What Is a Case Study?

Case Studies of Programs

Retrospective Case Studies of Curriculum

Case Study of the Individual

Summary

11. Conducting Teacher Action Research

Modest Beginnings

Finding Critical Friends

A Few Principles for Conducting Action Research

Summary

Glossary

Appendix A. Examples of Teacher Action Research Projects

From Reading Recovery to Guided Reading, by Marie A. Lennon

Why Do I Have to Know This Stuff? by Maryann Byrne

What Happens to Students' Writing When I Add a Self-Assessment Component to Each Writing Activity? by Jody McQuillan

Appendix B. Annotated Teacher Action Research Web Sites

Appendix C. Curriculum and Instruction Web Sites

References

Index

About the Author

“I have never seen a book on this topic with such intellectual depth. It is a great book to provoke thought, reflection, and discussion in an action research class. I see this having a huge impact on the discipline, with ‘knowledge democracy’ becoming a catchphrase around which dissertations, conferences, grants, and public policies are built.”

Lynne Masel Walters

Texas A&M University

“Its greatest strength is that it is very different from other texts on action research. I believe that it could impact the ways ‘the academy’ views the place of action research in RESEARCH. Dissertations and publications counted in things such as tenure and promotion could move toward action research and be legitimized. I believe the author’s arguments and rationales are that compelling—kudos!”

Cathy Mogharreban

Southern Illinois University

"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples."

Kejing Liu

Shawnee State University

A really useful reference book for students. I have recommended to students who are carrying out action research as it will be a valuable tool as they go through the process.

Ms Tanya Young

Teaching, Learning and Standards, Riverside College Halton

November 22, 2013

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Excellent text ideal for M level students on the CPPD module of year two of PGCE course.

Mrs Mary Kitchener

Education, Swindon College

April 18, 2013

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