Action research and the challenge of complexity

Cambridge Journal of Education

Volumn 37, Issue 2, 2007, Pages 263-278

  Radford, Mike ^a  

^a CANTERBURY CHRIST CHURCH UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34250372025     PISSN: 0305764X     EISSN: 14693577     Source Type: Journal    
DOI: 10.1080/03057640701372582     Document Type: Article

References (28)

1. Altrichter, H., Posch, P. & Somekh, B. (1993) Teachers investigate their work: an introduction to the methods of action research (London, Routledge).
2. Bassey, M. (2001) A solution to the problem of generalization in educational research: fuzzy prediction, Oxford Review of Education, 27(1), 5-22.
3. Byrne, D. (1998) Complexity theory and the social sciences (London, Routledge).
4. Carr, W. & Kemmis, S. (1986) Becoming critical (London, RoutledgeFalmer).
5. Cilliers, P. (1998) Complexity and postmodernism (London, Routledge).
6. Cochran-Smith, M. & Lytle, S. L. (1999) The teacher research movement: a decade later, Educational Researcher, 28(7), 15-25.
7. Cohen, L. & Manion, L. (1994) Research methods in education (London, Croom Helm).
8. Dennett, D. C. (1996) Darwin's dangerous idea; evolution and the meanings of life (London, Penguin Books).
9. Desforges, C. (2001) Familiar challenges and new approaches: necessary advances in theory and methods in research on teaching and learning, (The Desmond Nuttall/Carfax Memorial Lecture, Cardiff, 2000). Southwell, British Educational Research Association.
10. Ebbutt, D. (1985) Educational action research: some general concerns and specific quibbles, in: R. Burgess (Ed.) Issues in educational research (Lewes, Palmer).
11. Elliott, J. (1991) Action research for educational change (Milton Keynes, Open University Press).
12. Elliott, J. (2004) Using research to improve practice: the notion of evidence-based practice, in: C. Day & J. Sachs (Eds) International handbook on the continuing professional development of teachers (Maidenhead, Open University Press).
13. Groundwater-Smith, S. (2004) Serving different masters; relating evidence to policy and practice in the provision of services, Education Action Research Journal invited seminar 24/06/2004 City University, London (unpublished paper).
14. Hammersley, M. (2004) Action research: a contradiction in terms?, Oxford Review of Education, 30(2), 165-181.
15. Hargreaves, D. (1996) Teachers, educational research and evidence based teaching, Education Review, 10(2), 46-50.
16. Hargreaves, D. (1997) In defence of research for evidence based teaching; a rejoinder to Martin Hammersley, British Educational Research Journal, 23(4), 405-419.
17. Hargreaves, D. (1999) Revitalising educational research: lessons from the past and proposals for the future, Cambridge Journal of Education, 29(2), 239-249.
18. Hayles, N. K. (1991) Chaos and order (Chicago, University of Chicago Press).
19. Hempel, C. (1981) Explanation in science and in history, in: S. Brown, J. Fauvel & R. Finnegan (Eds) Conceptions of inquiry (London, Methuen).
20. Hopkins, D. (2002) A teacher's guide to classroom research (Buckingham, Open University Press).
21. McNiff, J. (1988) Action research; principles and practice (London, Routledge).
22. Mortimore, P. (2000) Does educational research matter, British Educational Research Journal, 26(1), 5-24.
23. TTA (1998) Promoting teaching as a research and evidence-based profession corporate plan launch 1998-2001 (London, TTA).
24. TTA (2004) New help on pupil behaviour for trainee teachers, TTA Press Release, 21 June.
25. Thrupp, M., Mansell, H., Hawksworth, L. & Harold, B. (2003) 'Schools can make a difference'but do teachers, heads and governors really agree?, Oxford Review of Education, 29(4), 471-484.
26. Wilcox, B. & Gray, J. (1996) Inspecting schools (Buckingham, Open University Press).
27. Wrigley, T. (2004) 'School effectiveness'; the problem of reductionism, British Educational Research Journal, 30(2), 227-244.
28. Zeichner, K. (2001) Educational action research, in: P. Reason & H. Bradbury (Eds) Handbook of action research: participative inquiry and practice (London, Sage).