The Wiley handbook of action research in education / edited by Craig A. Mertler.

Format:

Book

Contributor:

Mertler, Craig A., editor.

Series:

Wiley handbooks in education.

THEi Wiley ebooks.

Wiley Handbooks in Education

THEi Wiley ebooks

Language:

English

Subjects (All):

Action research in education.

Education--Research.

Education.

Physical Description:

1 online resource (615 pages).

Edition:

1st ed.

Place of Publication:

Hoboken, New Jersey : Wiley Blackwell, 2019.

System Details:

Access using campus network via VPN at home (THEi Users Only).

Summary:

Comprehensive overview of the theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings The Wiley Handbook of Action Research in Education is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education. Part I of The Wiley Handbook of Action Research in Education focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally. * Discuss action research in PK-12, as well as in higher education settings * The first book to focus on the importance and application of action research exclusively in educational settings * Offers world perspectives on action research in education * Written by a team of international scholars The Wiley Handbook of Action Research in Education is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research.

Contents:

Intro

Title Page

Copyright Page

Contents

Contributor Biographies

Introduction

Part I Foundations of Action Research in Education

Chapter 1 Education Action Research: With and for the Next Generation

1.1 Action Research Is Not a Method

1.2 Examples of Action Research in Education Worldwide

1.3 Student Inclusion Is Key

1.4 Definition

1.5 Steady Rise in Uptake

1.6 Unlearning

1.7 Thinking About Practice

1.8 An Integrative Practice: Lifescaping

1.9 Situating Lifescaping in Graduate Education: An Example

1.10 The Challenge of Doing Relevant Social Science: Action Research that Integrates Objectivity with (Inter‐) Subjectivity

1.11 Groundings

1.12 Quality Choice Points in Education Action Research: Integrating Objective, Intersubjective, and Subjective Perspectives

1.13 Conclusion

References

Chapter 2 History of Action Research in Education

2.1 Early Origins of Action Research: John Collier and Kurt Lewin (1930s-1940s)

2.2 Action Research in Education (1940s-1950s)

2.3 The Teacher‐as‐Researcher Movement in the United Kingdom (1960s-1970s)

2.4 Growth of Educational Action Research Across the World (1970s-2000)

2.5 Recent Developments in Educational Action Research (2000-Present)

Notes

Chapter 3 The Body of Literature on Action Research in Education

3.1 Action Research in PK‐12 Education

3.2 Action Research in Undergraduate Teacher Education

3.3 Action Research in Graduate Teacher Education Programs

3.4 Action Research Within Doctoral Programs

3.5 Future Directions for Research

Chapter 4 US Perspectives on Action Research in Education

4.1 Introduction

4.2 PK‐12 Teacher Action Research

4.3 Youth Participatory Action Research (YPAR) in Education

4.4 Community‐Based Educational Action Research.

4.5 Action Research Centers and Networks

4.6 A Resource for AR Conflict Management

4.7 Conclusions and Future Directions

Chapter 5 Worldwide Perspectives on Action Research in Education

5.1 Introduction: Globalization and Action Research

5.2 Action Research as Developmental Process (Ernie Stringer)

5.3 The Continual Influence of Educational Action Research (Bob Dick)

5.4 The Power of Living Theory (Jack Whitehead)

5.5 Conclusion: Act Locally, Think Globally

Part II Theories and Principles of Action Research in Education

Chapter 6 Rigor in Educational Action Research and the Construction of Knowledge Democracies

6.1 Introduction

6.2 Part I: Educational Research, Action Research, and Educational Practice

6.3 Part II - Rigor and Knowledge Democratization

6.4 Summary

6.5 Conclusion

Chapter 7 Theory in Educational Action Research

7.1 Introduction

7.2 Research Methods

7.3 Understanding the Complexity of Human Behavior

7.4 Theory in Educational Action Research

7.5 Theory and Ethics

7.6 Theory and the Politics of Practice

7.7 Applications: Theory in Teacher Classroom Research

7.8 Applications: Theory in Organizational Action Research

7.9 Educational Action Research: Theoretical Foundations of Change and Development

Chapter 8 Legitimacy of and Value in Action Research

8.1 Action Research Within Research Paradigms

8.2 Validity in Action Research

8.3 Value in Action Research

8.4 Conclusions

Chapter 9 Comparing and Contrasting Action Research and Action Learning

9.1 Introduction

9.2 What Is Action Learning?

9.3 Where Did Action Learning Come from?

9.4 Aspects of Action Learning in Higher Education

9.5 How Is Action Learning Similar to Action Research?.

9.6 How Is Action Learning Different from Action Research?

9.7 How can Action Learning Support Action Research and How Can Action Research Support Action Learning?

9.8 Summary and Conclusions

Note

Appendix: Developments in the Practice of Action Learning

Chapter 10 The Underlying Importance of Context and Voice in Action Research

10.1 Introduction

10.2 The Importance of Context

10.3 The Importance of Voice

10.4 Conclusion

Chapter 11 Supportive Contexts for Action Research

11.1 Introduction

11.2 Educational Systems and Structures that Support Action Research

11.3 Common Obstacles

11.4 Accessing Research Sites

11.5 Cultivating Research Partnerships

11.6 Communication Between Researchers and Practitioners

11.7 Participation in the Research by all Stakeholders

11.8 Inclusive Procedures of Stakeholders

11.9 Obtaining Consent to Conduct Research

11.10 Recommendations for Creating Effective Systems That Support Action Research in Educational Settings

11.11 Summary

Part III Applications of Action Research in Practice

Chapter 12 Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher

12.1 Being and Becoming an Expert Teacher

12.2 The Basics of Action Research

12.3 Traditional Professional Development for Teachers

12.4 Strategies for Developing Teacher Expertise

12.5 Proposals, Products, and Presentations

12.6 Effective Professional Development and Action Research

Chapter 13 Action Research as Professional Learning for Educators

13.1 Introduction

13.2 Illustrative Examples of Collaborative Action Research

13.3 The Relationship between Action Research and Professional Learning in an Ontario Education Context.

13.4 Characteristics of Professional Learning that Overlap with Action Research Structures

13.5 Impacts and Benefits of Action Research

13.6 Teacher Confidence and Reflections

13.7 Student Learning

13.8 Challenges and Strategies

13.9 Acknowledging Challenges that the Group is Facing

13.10 Resource Intensity

13.11 Power Imbalances and Politicized Contexts of Action Research Professional Development Models

13.12 Maintaining Momentum

13.13 Scaling Up for Broader Impact

13.14 Discussion

Chapter 14 Action Research as Inquiry in Professional Practice Doctoral Programs

14.1 Setting the Stage

14.2 On the Need for Developing Inquiry as Practice Among PPD Students

14.3 A Rationale for Using AR to Develop Inquiry Skills

14.4 Developing Inquiry Through Cycles of Action Research

14.5 Conclusion - Implications for Using AR to Foster Students' Inquiry as Practice

Chapter 15 Participatory Action Research (PAR) in Education

15.1 Participatory Action Research

15.2 The AR Family

15.3 PAR in Educational Contexts

15.4 Modeling PAR in Education

15.5 Conclusion

Chapter 16 Action Research and Popular Education: Implications for Twenty-First Century Leadership and Research Practices

16.1 Definitionof Terms

16.2 Organizationof the Chapter

16.3 Historyof Popular Education and Action Research

16.4 PopularEducation and Action Research as Resistance

16.5 PopularEducation and Action Research as Change

16.6 TheHighlander Center

16.7 ActionResearch and Popular Education as Knowledge Democracy

16.8 ActionResearch and Popular Education in the Twenty-First Century and Beyond

16.9 TheContextualization of Problems - Storytelling and Arts‐Based Research as Popular Education.

16.10 ParticipatoryAction Research, Engaged Scholarship, and Popular Education for a Sustained Democracy

Chapter 17 Action Research for Social Justice Advocacy

17.1 Defining Social Justice and the Requirement of Rebellion

17.2 Defining Action Research in the Context of Social Justice

17.3 Action Research as a Tool of Radical Transformation: History and Current Contexts

17.4 Theoretical Frameworks

17.5 Increasing Opportunities to Address Issues of Social Justice in the Action Research Process

17.6 Working for Social Justice across the Multiple Roles of the Action Researcher

17.7 Action Research for Social Justice: Examples of Practice

17.8 Educational Inequality: The South African Context - Bruce Damon's Story

17.9 Conclusion

Chapter 18 Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication

18.1 Introduction

18.2 Scholars, Practitioners, and the Spaces Between

18.3 Understanding the Diffusion of Ideas

18.4 The Rhetorical Nature of Knowledge Mobilization

18.5 Scholarly Dissemination: From Practice to Print or Presentation

18.6 Traditional Scholarship

18.7 Non-Traditional Media or Approaches to Impact

18.8 The Need for Strategy

18.9 Conclusions

Chapter 19 Action Research for Systemic Change in Education

19.1 Defining Attributes of Action Research and Their Value to Healthy Systemic Change

19.2 Living in an Action Research World at the School, District, Regional, and State Levels: Some Examples

19.3 Supports Needed for Establishing Action Research as a Common Mode for Supporting Student Learning and Desired Changes in Organizations

19.4 Concluding Remarks - Living Passionately Through Disciplined Inquiry

Chapter 20 The Promise and Future of Action Research in Education.

20.1 The Alternate Promises of Education.

Notes:

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9781119399476

1119399475

9781119399469

1119399467

9781119399490

1119399491

OCLC:

1084629462