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"It's about the Kids": Transforming Teacher-Student Relationships through Action Research
The Clearing House: A Journal of Educational Strategies, Issues and Ideas
Abstract
Action research is often included in teacher education programs to improve teacher reflection and practice; however, there is little indication of its impact on students. In this article, the authors examine action research conducted by 114 experienced teachers enrolled in a masters of education program. The teachers came from a range of disciplines and grade levels. Based on their investigation, the authors determined that action research provided a vehicle for teachers to (a) establish more personal relationships with students, (b) develop a better understanding of students as learners, and (c) give students a voice in the classroom. The authors illustrate these themes with three portraits of exemplar teachers.
... Action research has also been the focus of master's programs: how they structure and support the development of action research (Spencer & Molina, 2018), the impact on coordinators and teacher researchers (Megowan-Romanowicz, 2010), and assessment of action research projects (McMahon & Jefford, 2009). A subset of studies explored the experience of master's students conducting action research that addressed teachers' professional development in areas related to the transformation of practices (Bradley-Levine et al., 2009;Lebak & Tinsley, 2010;Rogers et al., 2007), the impact on current and future practices (O'Connor et al., 2006), the benefits of action research and its impact on teachers' practices (Segal, 2009), and the impact of conducting action research in a master's program on later practices (Barnes, 2013;Meiners, 2016;Shosh & McAteer, 2016). Although these studies are not directly addressing PCK, they reflect some of its features implicitly and will be considered in the discussion regarding the findings of the current research. ...
... In terms of opportunities to learn directly about their students' needs, characteristics, and backgrounds, it was the needs analysis stage that got them to stop, observe, and reflect on their students. Rogers et al. (2007) stated that when in-service teachers in a master's program conduct action research, they "develop a greater mindfulness towards their children" (p. 217), which was reflected in their getting closer to them, better understanding them as learners, and giving them an active role in the class. ...
... At the micro level, in the needs analysis the topics to be explored in the materials became an issue to be addressed considering learners' interests and specific characteristics of their programs. Similarly, Rogers et al. (2007) argued that teachers who engage in action research tend to "thoughtfully include students in curricular and pedagogical decisions" (p. 221). ...
This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.
... Studies have shown teacher's perceptions of the school climate contribute to a specific series of factors inside classroom such as burnout, commitment, and job satisfaction ( Yao et al. 2015). Research overwhelmingly shows clear connections between school climate and classroom climate ( Rogers et al. 2007;Wang and Holcombe 2010;Wilson, Pianta, and Stuhlman 2007). At the centre of all efforts to reform educational systems are teachers who serve on the frontline in classrooms ( Ballard and Bates 2008). ...
... Classroom teachers not only service student's instructional needs, but they also act as social agents by facilitating more personable and appropriate relationships with students which strongly influences students' social and ethical development ( Wang and Holcombe 2010;Wilson, Pianta, and Stuhlman 2007). The relationship between the students and classroom teacher extends beyond daily social interactions and can build trust by bringing the students together ( Rogers et al. 2007). Classroom climate dimensions, specifically cohesiveness, material environment, formality, and satisfaction, have been identified as good predictors of learning (Fraser et al. 1982). ...
... Despite the complexity and importance of each of these factors, it is essential to consider the overall impact teachers have on student success. School administrator, parents, and students each support the notion that teacher quality and interactions are vital to achievement (Ellerbrock et al. 2015;Kearney, Smith, and Maika 2014;Rogers et al. 2007). ...
The purpose of this sequential mixed methods study was to examine
the relationship between classroom climate and student achievement
of middle school students. A purposeful sample of 428 middle school
students (6th-8th grade) from a large southeastern Texas school district were administered the Learning Environment Inventory (LEI) to measure their perceptions of their classroom environment in terms of its cohesiveness, material environment, formality, and level of satisfaction. Data were also collected from state assessments and focus groups. Although the quantitative findings indicated that a relationship did not exist between classroom climate and student mathematics and reading achievement, the qualitative data, however, revealed that student learning is influenced by building relationships, availability and organisation of classroom resources, establishing classroom guidelines, and making the students feel safe and cared about in the classroom.
... Data is then analyzed, and an area of need is identified (Dickens & Watkins, 1999). Following analysis, teachers design an action plan to address the area of need (Rogers et al., 2007) and implement the plan with embedded evaluation involving observation, critical reflection and conversations, and discussion with stakeholders (Hagevik et al., 2012). The last phase is to reflect on findings to share the newly created knowledge with other professionals and to improve the action research process before beginning the next action research cycle (Baskerville & Wood-Harper, 1996). ...
... Beyond providing a model for effective PD, research has revealed numerous benefits of action research. Rogers et al. (2007) found that action research positively affected student-teacher relationships by increasing teacher understanding of students as learners and providing an avenue for student voice in the classroom. These results led to teachers adopting new ways of communicating with students and a more positive classroom climate (Rogers et al., 2007). ...
... Rogers et al. (2007) found that action research positively affected student-teacher relationships by increasing teacher understanding of students as learners and providing an avenue for student voice in the classroom. These results led to teachers adopting new ways of communicating with students and a more positive classroom climate (Rogers et al., 2007). Additional research has also shown that action research causes teachers to question and reform personal beliefs, increase adoption of innovative strategies, and link skills learned through action research to solving future problems beyond the action research experience (Hagevik et al., 2012;Zeicher, 2003). ...
This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.
... In an inquiry carried out by Rogers (2007) the influence of AR on 114 master's students was investigated, instructors have seen AR as a mean to determine interpersonal connection among learners and it helps learners to express their opinions more freely. AR is adaptable enough as a method for empowering research capabilities and when instructors use AR as a method for doing their study they can encounter many chances to construct and strengthen mind and character which generate teachers who are cooperative and critical thinkers [69]. ...
... Since the process of PAR is very time consuming and expensive and requires education and instruction for contributors, papers with high degree of reliability, often, include a small number of children and youth as participants. Using quantitative methods might encourage more participants to engage in the process of research; however it is not the best alternative if the researcher wants a more authentic collaboration [88]. Most of the RRJES| Volume 4 | Issue 2 | April -June, 2018 reviewed PAR studies were conducted in USA while there weren't as much research done in the third world countries. ...
Participatory Action Research (PAR) has become a popular approach in our modern society because it provides a framework for youth to raise their voices, represent their thoughts and communicate their opinions genuinely.
This paper considers PAR as an approach to promote educational quality in all levels and discusses the effects of Participatory action research (PAR) on educational development of teachers, students and other stakeholders.
21 papers that utilized PAR as an approach or examined the effects of PAR on youth, adults and communities were selected and reviews.
The results revealed that in the process of PAR, students acquired knowledge and gained skills, increased their social consciousness, initialized and fostered improvement and promoted change in their communities and improved their relations with adults.
PAR can aid students and teachers and educational settings in their professional development, it also helps them in building a cooperative context which is beneficial for all parties.
... Toward a PAR to promote knowledge democracy and social justice in higher education: an approach from the literature review Recent studies continue to emphasize the role of AR in the emancipatory and participatory framework, contributing to social justice and knowledge democracy. Among the different contributions analyzed in the work of Vaugham and Burnaford (2016), we would like to highlight the contributions made on equity, the student voice and diversity in schools (Akom 2009;Blasco, Falco, and Munson 2006;McIntyre 2003;Rogers et al. 2007;Sax and Fisher 2001), the transversal curricular treatment of equity (Capobianco, Horowitz, and Canuel-Browne 2004;Crookes and Chandler 2001;De Freitas 2008;Groenke 2010;Johnson and Button 2000) and student immersion in the context of the community both for learning critical content (Blasco, Falso, and Munson 2006) and also for producing social change despite contextual limitations (Crocco, Faithfull, and Schwartz 2003). Along the same lines, some studies also stand out for their contributions to identifying situations of inequality and strategies for promoting change, the search for social justice (Storms 2013) or the improvement of pedagogical relationships (Rogers et al. 2007), among other areas of intervention. ...
... Among the different contributions analyzed in the work of Vaugham and Burnaford (2016), we would like to highlight the contributions made on equity, the student voice and diversity in schools (Akom 2009;Blasco, Falco, and Munson 2006;McIntyre 2003;Rogers et al. 2007;Sax and Fisher 2001), the transversal curricular treatment of equity (Capobianco, Horowitz, and Canuel-Browne 2004;Crookes and Chandler 2001;De Freitas 2008;Groenke 2010;Johnson and Button 2000) and student immersion in the context of the community both for learning critical content (Blasco, Falso, and Munson 2006) and also for producing social change despite contextual limitations (Crocco, Faithfull, and Schwartz 2003). Along the same lines, some studies also stand out for their contributions to identifying situations of inequality and strategies for promoting change, the search for social justice (Storms 2013) or the improvement of pedagogical relationships (Rogers et al. 2007), among other areas of intervention. ...
This article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework.
... Developing learning partnerships (Hammond, 2015) is vital for student success as related to relationships and relevance. PAR can generate increased engagement within the framework of a learning partnership; as teachers rethink their instructional practices, their revisions serve as new and deeper communications with students (Rogers et al, 2007). Beyond relationships, relevance is key. ...
... AR тәсілін магистрлік үздіксіз практикада қолдану магистр-мұғалімдердің рефлексия жасау және педагогика-психологиялық практика дағдыларын жақсартуымен бірге мұғалім-оқушы арасында жеке, ынтымақтастық қарым-қатынасының орнығуы, оқушылардың өз пікірін, дауысын ашық білдіруге жол ашатындығын көрсетті (Rogers, D., Bolick, C. M., Anderson, A., Gordon, E., Manfra, M. M., & Yow, J., 2007) [11]. ...
"Сапалы білім - Білімді ұлт" ұлттық жобасында іс-әрекеттерді зерттеу (АR) тәсілін білім беру жүйесіне жүйелі түрде енгізу көзделеді. Экономикалық ынтымақтастық және даму ұйымының (ЭЫДҰ) болашаққа бағдарланған "Білім және Дағдылар 2030" жобасына сәйкес сапалы білім, дағдылар, қабілеттер мен құзыреттер, үздіксіз оқыту, мақсат қою, сыни тұрғыдан ойлау, шығармашылық, өзін - өзі тану, өзін-өзі реттеуді жақсарту мен дамытудың, "оқытуды оқытудың", когнитивтік және метакогнитивтік дағдылардың маңыздылығы. Осы саладағы көптеген зерттеулердің нәтижелеріне сәйкес магистрлік зерттеулер мен академиялық жазу дағдыларын қалыптастыру кезінде отандық және шетелдік деңгейлерде анықталған проблемалар теория мен практика арасындағы алшақтыққа, ақпараттық-коммуникативтік дағдылардың төмен деңгейіне, статистикалық деректерді өңдеудегі қиындықтарға, ақпараттық бағдарламаларды қолдана отырып библиографиямен жұмыс істеуге байланысты. Мақалада теория мен практика арасындағы алшақтықты жою, магистрлік диссертациялар мен академиялық жазуды ғылыми зерттеу сапасын арттыру мақсатында Қазақстанның магистрлік бағдарламасы шеңберінде іс-әрекеттегі зерттеу жобасын дәйекті іске асыру қажеттілігі қарастырылады. Бұл дәлел ZOOM платформасындағы іс-әрекеттегі зерттеу жобасы негізінде үш циклде бірлескен эксперименттік зерттеу арқылы расталды (бұл платформа филология факультетінің бірінші курс студенттерінің оқу үлгеріміне когнитивті және метакогнитивтік оқу стратегияларының әсерін анықтау мақсатында білім беру процесінде белсенді қолданылады және техникалық, ұйымдастырушылық және креативті сипаттағы артықшылықтарға ие ең қолжетімді ресурс болып табылады). Ұсынылған жобаны табыстылық критерийлерінің талаптарына сәйкес жетілдіру және оны Қазақстанның ғылыми-педагогикалық бейінінің магистрлік бағдарламасына енгізу білім және ғылым саласындағы теория мен практика мәселелерін шеше алады. Түйін сөздер: іс-әрекеттегі зерттеу жобасы, іс-әрекеттегі зерттеу әдіснамасы, магистрлік диссертация, теориялық білім, педагогикалық практика, эксперимент, танымдық және метатанымдық стратегиялар.
... Teachers create meaning of their practices through reflection (Capobianco, Lincoln, Canuel-Browne, & Trimarchi, 2006). Rogers et al. (2007) show that teachers conducting action research projects in their classrooms are able to cultivate a more personal and productive relationship with their students. Sagor (1992Sagor ( , 2000Sagor ( , 2005, Stringer (2008), Bruce & Pine (2010), Mertler (2008Mertler ( , 2011 and others conclude that teacher research is often associated with action research. ...
A common problem for Chinese teacher trainers is coping with a passive class with silent trainee learners, when trainees tend to be unresponsive and avoid interactions with the trainer. This is especially true when a trainer seeks interactions in the process of training, such as asking questions to the class as a whole or expecting at least one trainee to respond. This can be a frustrating experience for both sides. This action research explores this problem and has created an interactive trainer-to-trainee and trainee-to-trainee class atmosphere and improved the trainees’ participation in teaching Integrated English, which is shown here as a successful example.
... While this may be the case, previous studies have indicated that the heightened interactivity associated with action research data collection can decrease student resistance and increase student cooperation (i.e., response rates) with respect to action research projects (Rogers et al., 2007). Classroom action research is unique in that data can be easily collected from the assignments that students complete as part of their regular coursework without the need to implement external assessments used solely to evaluate student outcomes. ...
Professional development in action research methods can increase educators’ dispositions toward the adoption of evidence-based practices and data-based decision making. However, an in-depth review of the literature revealed that extant forms of action research professional development (ARPD) may not be accessible to all educators as they are often relegated to full-semester undergraduate and/or graduate courses, internships, and teacher education programs. To address this issue, we designed, implemented, and assessed a scalable active-learning module on action research to strengthen the cognitive and affective outcomes of prospective and in-service STEM teachers (N = 26) enrolled in a cross-listed Scientific Teaching course, all of whom had not previously conducted action research. This three-session module integrated case studies, collaborative practice, group discussions, and instruction on action research theory and data collection methodologies. Analysis of pre-/post-intervention survey responses revealed that participants expressed greater self-efficacy related to their ability to design and conduct action research, strengthened knowledge of the process of action research, and greater awareness of the utility of data to inform research and teaching. When asked about the benefits of engaging in action research, participants suggested it could enhance their pedagogical content knowledge and reflectivity. However, participants identified logistical issues such as time constraints and resource availability, lack of institutional support, and possible student resistance to data collection as potential barriers to future action research practice. Overall, our module provides a scaffold to enculturate in-service educators to inquiry dispositions while offering a scalable approach to help prospective teachers in their transition to in-service practice.
... Deemer (2009) reports that students utilizing action research projects as a component of their classes experienced a better appreciation and understanding of methodically exploring a variety of issues related to education. Similarly, Rogers et al. (2007) show that teachers conducting action research projects in their classrooms are able to cultivate a more personal and productive relationship with their students. Citing van Manen's concept of "teacher as researcher" and instilling it within the framework of the action research project resulted in more of a "mindful orientation to their students" (Rogers et al., 2007, p. 218). ...
Action research has been shown to be effective in a variety of ways for teachers in the classroom setting. While the focus of the action research project has primarily been at the graduate level or tailored to the needs of working professionals, we propose that it is possible to do much more for the student teacher as he or she completes the program requirements through the student teaching experience. Through the incorporation of training in methods of data collection and analysis, student teachers will stand to gain a much greater degree of insight into areas of their professional pedagogical disposition through active reflection. This will develop a reflective habit of mind that is crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students, and allow for a greater degree of professional self-efficacy and satisfaction on the part of the teachers themselves.
When content and pedagogical knowledge are separated, critical thinking is reduced to knowledge and skill acquisition. Due to the complexity of metacognitive activities, research examining the context for and process of critical thinking has been limited. This research presents empirical evidence from a relational and interdisciplinary perspective. In the constructivist and Deweyan view, knowledge is reconstructed through reflections. Given the Chinese relational context and the integrity of early learning, this chapter examines preschool and kindergarten preservice teachers' understandings of teaching and children's thinking. Eight preservice teachers participated in classroom discussions and reflected on their practicum. Findings suggest that when positioning teaching and learning as a relational and social co-constructional process with children, peers, and parents, preservice teachers develop tools for critical thinking and instructional strategies. This research concludes with implications for reconceptualizing both critical thinking and teacher education.
When content and pedagogical knowledge are separated, critical thinking is reduced to knowledge and skill acquisition. Due to the complexity of metacognitive activities, research examining the context for and process of critical thinking has been limited. This research presents empirical evidence from a relational and interdisciplinary perspective. In the constructivist and Deweyan view, knowledge is reconstructed through reflections. Given the Chinese relational context and the integrity of early learning, this chapter examines preschool and kindergarten preservice teachers' understandings of teaching and children's thinking. Eight preservice teachers participated in classroom discussions and reflected on their practicum. Findings suggest that when positioning teaching and learning as a relational and social co-constructional process with children, peers, and parents, preservice teachers develop tools for critical thinking and instructional strategies. This research concludes with implications for reconceptualizing both critical thinking and teacher education.
Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.
This chapter focuses on extensive use of action research in multiple educational contexts: PK‐12 classrooms, undergraduate programs, and graduate/doctoral programs. It includes brief case studies that illustrate key themes in the discussion and provides a closer look at the work being published, locally and globally, in the field of action research today. Professional learning communities (PLCs) are an ideal fit for action research as the purpose of a PLC is to collaborate with educators to improve student learning. At a professional development school (PDS), preservice teachers have the opportunity to spend a significant amount of time in the school where they will be performing their internship as a result of the relationship between their university and the school site. Action research coursework within a doctoral program gives students access to a methodology that allows them to hone their research skills and better understand community and classroom issues through collaborative efforts to enact change.
Disability studies seeks to promote equitable education for all students through inclusive education. According to Goodley, disability is multifaceted—being political, cultural, and social in nature. Inclusive education is often underrepresented in teacher preparation. Teacher candidates need experience in providing instruction to all students, not just those considered “normal.” In their research on the use of autoethnography with teacher candidates, Rice and Threlkeld identified that while candidates saw a need for social justice, they lacked the necessary skills to take action. Combining autoethnography with action research would fill a void in the field of inclusive teacher preparation. The critical reflection used in autoethnography would potentially identify areas of social justice needed to improve inclusive practices in the classroom. Candidates would then have an opportunity to engage in action research to explore their identified topic. This chapter proposes a method to combine autoethnography and action research to impact social change among teacher candidates.
This review explores the goals and challenges as well as the policy and programmatic implications of action research in graduate teacher education as evidenced in the published literature. This literature review looks specifically at how action research is being used in graduate teacher education programs as a content area and as a methodology in manuscripts published between 2000 and 2015. The literature suggests that adaptation of action research in graduate programs has evolved beyond the one-course model to an integrative theoretical and practical approach. The treatment of action research with respect to 'traditional' research in the academy is also discussed. Three goals for action research in graduate teacher education emerged from the review: action research as reflection; action research as participatory, critical inquiry; and action research as preparation for teacher leadership.
The focus of this article is how technology, specifically, the utilization of an electronic data management system, can be integrated into the college classroom as a lens for reflective practice on teacher preparation. In addition to using a traditional Teacher Evaluation Questionnaire (TEQ) for feedback, the instructor documented the impact of instructional practices by entering assessment rubrics as fields in the electronic data management system. Teacher candidate scores were collected and analyzed over multiple semesters in order to make improvements to instruction. The changes to instructional practices were evidenced in higher scores on assessment rubrics following course revisions. Using an electronic data management system offers the instructor an additional resource to engage in reflective practice
Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered them from understanding action research. Data were collected over four semesters by analyzing my course materials, my teaching notes, students' work, and students' email messages. Analysis of the data produced three themes: (1) the uniqueness of teacher culture; (2) teachers' assumptions about teaching and learning; and (3) the epistemological ambiguity of action research. The article offers suggestions for how teacher educators can help teachers better understand the concept of action research and help them to design and carry out meaningful action research projects.
This study demonstrates the potential for teacher research to lead to critical inquiry and change in social studies classrooms. It presents four portraits of experienced social studies teachers engaged in critical teacher research. These teachers posed critical questions about the means and purposes of schooling, while engaging their students in more democratic conversations. In the process they referred to critical theory to analyze classroom data and to articulate new understandings. The teacher research cycle seems to have empowered both the teachers and their students. The teachers reported that they were transformed by their teacher research as they developed greater awareness of issues of race and ethnicity and worked as advocates for their marginalized students. As a result of their teacher research, they reportedly pursued more culturally relevant instruction in their classrooms. (Contains 4 notes and 4 tables.)
Investigated how collaborative action research projects affected five pre-service teachers' professional development while working with on-site teacher educators within a Professional Development School. Data from interviews, conferences, journals, action research, student writings, and field notes indicated that these experiences helped pre-service teachers gain valuable insights about self as teacher, students, curriculum, teaching, and teacher roles and responsibilities. (SM)
This book describes the essential components of any teacher-researcher group. Part I describes an experience, a process, that aids teacher-researchers in completing a study. Part II reexamines the issues and questions surrounding teacher research, as they have both shifted and steadied over the years. Part III consists of research articles written by teacher-researchers: "Learning School: Learning To Write" (Bob Ingalls); "Independent Reading: Just Do It!" (Julia Lindquist); "Drawing: Another Path to Understanding" (Theresa Manchey); "Targeted Students: The Fifty Kids" (Marian M. Mohr); "What Happens When Students Engage in Peer Interaction during the Writing Process?" (Diane Painter); "Becoming Members of the Math Club" (Betsy Sanford); and "The Gong Show: Some Things I Learned about Evaluating Writing" (Tony Tendero). Part IV presents resources for teacher-researchers: networks, both online and off, where other teacher-researchers offer discussion, response, and drafts of their work; information on grants available to teacher-researchers; descriptions of courses and contexts for conducting teacher research; and a bibliographic essay of suggested reading. (RS)
Search and re-search: What the inquiring teacher needs to know Action research and postmodernism: Con-gruence and critique Inside/out: Teacher research and knowledge
- R S Brause
- J S Mayher
- Falmer
- T Brown
- L Jones
- S L Lytle
Brause, R. S., and J. S. Mayher. 1991. Search and re-search: What the inquiring teacher needs to know. London: Falmer. Brown, T., and L. Jones. 2001. Action research and postmodernism: Con-gruence and critique. Philadelphia: Open University Press. Cochran-Smith, M., and S. L. Lytle. 1993. Inside/out: Teacher research and knowledge. New York: Teachers College Press.
Empowering education: Critical teaching for social change Beyond assumptions: Shifting the limits of action research
- I Shor
Shor, I. 1992. Empowering education: Critical teaching for social change. Chicago: University of Chicago Press. van Manen, M. 1990. Beyond assumptions: Shifting the limits of action research. Theory into Practice 29 (3): 152–57.