Teacher Action Research
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Teacher Action Research
Building Knowledge Democracies



© 2009 | 416 pages | SAGE Publications, Inc

"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


Teacher Action Research: Building Knowledge Democracies
focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.

Key Features

  • Discusses how to build a school research culture through collaborative teacher research
  • Delineates the role of the professional development school as a venue for constructing a knowledge democracy
  • Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process
  • Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies


 

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

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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ISBN: 9781412964760
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