Action Research: A strategy for teacher change and school development?

Oxford Review of Education

Volumn 29, Issue 4, 2003, Pages 423-448

  Haggarty, Linda ^a   Postlethwaite, Keith ^b  

^a OPEN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF EXETER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346040486     PISSN: 03054985     EISSN: None     Source Type: Journal    
DOI: 10.1080/0305498032000153016     Document Type: Review

References (18)

1. APPLE, M.W. & JUNGCK, S. (1991) You don't have to be a teacher to teach in this unit: teaching, technology and control in the classroom in: A. HARGREAVES & M. FULLAN (Eds) Understanding Teacher Development (London, Cassell).
2. BROWN, S. & MCINTYRE, D. (1993) Making Sense of Teaching (Buckingham, Open University Press).
3. CARR, W. & KEMMIS, S. (1986) Becoming Critical. Education, Knowledge and Action Research (London, Palmer).
4. FULLAN, M. (1991) The New Meaning of Educational Change (London, Cassell).
5. GRIMMETT, P.P. & CREHAN, E.P. (1993) The nature of collegiality in teacher development: the case of clinical supervision, in: M. FULLAN & A. HARGREAVES (Eds) Teacher Development and Educational Change (London, Falmer).
6. HAGGARTY, L. & POSTLETHWAITE, K. (1995) Working as consultants on school based, teacher identified problems. Educational Action Research, 3, 2, pp. 169-181.
7. HAGGARTY, L. & POSTLETHWAITE, K. (2002) Strategies for improving communication between teachers and school students about learning: a university/school collaborative research project, Educational Action Research, 10, 3, pp. 449-478.
8. HAGGARTY, L., AMOS, S., OVERSBY, J. & SPEAR, M. (1999) Striving for quality when quantity seems to count, Educational Action Research, 7, 2, pp 191-205.
9. HEWSTONE, M. (Ed.) (1983) Attribution Theory, Social and Functional Extensions (Oxford, Blackwell).
10. LINDBLOM, C.E. (1979) Still muddling, not yet through, Public Administration Review, 39, pp.517-526.
11. POSTLETHWAITE, K. & HAGGARTY, L. (1998) Towards effective and transferable learning in secondary school: the development of an approach based on mastery learning, British Educational Research Journal, 24, 3, pp. 333-353.
12. POSTLETHWAITE, K. & HAGGARTY, L. (2002) Towards the improvement of learning in secondary schools: students' views, their links to theories of motivation and to issues of under- and over-achievement, Research Papers in Education, 17, 2, pp.185-209.
13. ROGERS, E. (1995) Diffusion of Innovations (4th edn) (New York, The Free Press).
14. SHAVELSON, R.J. (1983) Review of research on teachers' pedagogical judgements, plans, and decisions, The Elementary School Journal, 83, 4, pp. 392-413.
15. SHILLING, C. (1992) Reconceptualising structure and agency in the sociology of education: structuration theory and schooling, British Journal of Sociology of Education, 13, 1, pp. 69-87.
16. SHULMAN, L. S. (1987) Knowledge and teaching: foundations of the New Reform, Harvard Educational Review, 57, 1, pp. 1-22.
17. STOLL, L. & FINK, D. (1996) Changing our Schools. Linking School Effectiveness and School Improvement (Buckingham, Open University Press).
18. WIDEEN, M.F. & ANDREWS, I. (1987) (Eds) Staff Development for School Improvement. A Focus on the Teacher (New York, Falmer).