Globalization, "Glocal" development, and teachers' work: A research agenda

Review of Educational Research

Volumn 77, Issue 3, 2007, Pages 279-309

  Weber, Everard ^a  

^a UNIVERSITY OF PRETORIA   (South Africa)

Author keywords

Calls for further qualitative research; Industrialized and poor countries; Postcolonial theory; Teachers' work globally

Indexed keywords

EID: 34548654407     PISSN: 00346543     EISSN: None     Source Type: Journal    
DOI: 10.3102/003465430303946     Document Type: Article

References (153)

1. Acker, S. (1992). Creating careers: Women teachers at work. Curriculum Inquiry, 22, 141-163.
2. African National Congress. (1994). Reconstruction and Development Programme: A policy framework. Johannesburg, South Africa: Umanyo.
3. Apple, M., & Teitelbaum, K. (1989). Are teachers losing control of their skills and curriculum? Journal of Curriculum Studies, 18, 177-184.
4. Arnove, R. F. (2001). Presidential address. Comparative and International Education Society (CIES). Facing the twenty-first century: Challenges and contributions. Comparative Education Review, 45, 477-503.
5. Arnove, R. F., & Torres, C. A. (Eds.). (2003). Comparative education: The dialectic of the global and the local (2nd ed.). Lanham, MD: Rowman & Littlefield.
6. Balagopalan, S. (2004). Understanding "inclusion" in Indian schools. In M. Nkomo, C. McKinney, & L. Chisholm (Eds.), Reflections on school integration (pp. 125-146). Cape Town, South Africa: Human Sciences Research Council.
7. Ball, S. J. (1997). Good school/bad school: Paradox and fabrication. British Journal of Sociology of Education, 18, 177-184.
8. Barak, M. E., Nissly, J. A., & Levin, A. (2001, December). Antecedents to retention and turnover among child welfare, social work, and other human service employees: What can we learn from past research? A review and metanalysis. Social Service Review, pp. 625-661.
9. Bash, L., & Coulby, D. (Eds.). (1991). Contradiction and conflict: The 1988 Education Reform Act in Action. London: Cassell.
10. Bates, R. (1995, July). A socially critical perspective on educational leadership. Paper presented at the Flinders University Conference on Educational Leadership, Adelaide, Australia.
11. Bauman, Z. (1998). On glocalization: Or globalization for some and localization for some others. Thesis Eleven, 54, 37-49.
12. Baxen, J., & Soudien, C. (1999). Outcomes-based education: Teacher identity and the politics of participation. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 131-143). Cape Town, South Africa: Juta.
13. Bhabha, H. K. (1994). The location of culture. New York: Routledge.
14. Black, P., & William, D. (1998, October). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, pp. 139-148.
15. Blauner, R. (1967). Alienation and freedom: The factory worker and his industry. Chicago: University of Chicago Press.
16. Blomstrom, M., & Hettne, B. (1984). Development theory in transition. London: Zed.
17. Bot, M., Dove, S., & Wilson, D. (2000). The education atlas of South Africa 2000. Johannesburg, South Africa: Education Foundation.
18. Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. London: Routledge Kegan Paul.
19. Braverman, H. (1974). Labour and monopoly capital: The degradation of work in the twentieth century. New York: Monthly Review.
20. Broadfoot, P. (2000). Comparative education for the 21st century: Retrospect and prospect. Comparative Education, 36, 357-372.
21. Calderhead, J. (2001). International experiences of teaching reform. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 777-799). Washington, DC: American Educational Research Association.
22. Carnoy, M. (1974). Education as cultural imperialism. New York: David McKay.
23. Carnoy, M. (1995). Structural adjustment and the changing face of education. International Labour Review, 134, 653-673.
24. Carrim, N. (2002). Teacher identity: Tensions between roles. In P. Kallaway (Ed.), The history of education under apartheid, 1948-1994: "The doors of learning and culture shall be opened" (pp. 306-322). Cape Town: Pearson Education South Africa.
25. Cheng, L., & Couture, J.-C. (2000). Teachers' work in the global culture of performance. Alberta Journal of Educational Research, 46, 65-74.
26. Chisholm, L. (1997). The restructuring of South African education and training in comparative context. In P. Kallaway, G. Kruss, A. Fataar, & G. Donn (Eds.), Education after apartheid: South African education in transition (pp. 50-67). Cape Town, South Africa: University of Cape Town Press.
27. Chisholm, L. (1999). The democratization of schools and the politics of teachers' work in South Africa. Compare, 29, 111-126.
28. Chisholm, L. (2000, May 31). A South African curriculum for the twenty first century (Report of the Review Committee on Curriculum 2005). Presented to the minister of education, Professor Kader Asmal, Pretoria, South Africa.
29. Chisholm, L., Soudien, C., Vally, S., & Gilmour, D. (1999). Teachers and structural adjustment in South Africa. Educational Policy, 13, 386-401.
30. Chitty, C., & Lawn, M. (Eds.). (1995). Redefining the teacher and the curriculum. Educational Review, 47, 139-217.
31. Christie, P. (1999). OBE and unfolding policy trajectories: Lessons to be learned. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 279-292). Cape Town, South Africa: University of Cape Town Press.
32. Connell, R. W. (1985). Teachers' work. Sydney, Australia: Allen & Unwin.
33. Connell, R. W., & Wood, J. (2002). Globalization and scientific labour: Patterns in a life-history study of intellectual workers in the periphery. Journal of Sociology, 38, 167-190.
34. Day, C., Fernandez, A., Hauge, T. E., & Moller, J. (2000). The life and work of teachers: International perspectives in changing times. London: Falmer.
35. Densmore, K. (1987). Professionalism, proletarianization and teachers' work. In T. Popkewitz (Ed.), Critical studies in teacher education (pp. 130-160). London: Falmer.
36. Department of Education. (1995). White paper on education and training (Government Gazette Notice 196 of 1995). Pretoria, South Africa: Government Printer.
37. Department of Education. (1997). Curriculum 2005. Learning for the 21st century. Pretoria, South Africa: Author.
38. Department of Education. (2000). Criteria for the recognition and evaluation of qualifications for employment in education based on the norms and standards for educators. Pretoria, South Africa: Author.
39. Department of Finance. (1996). Growth, employment and redistribution: A macroeconomic strategy. Pretoria, South Africa: Author.
40. Dinham, S., & Scott, C. (2000, April). Teachers' work and the growing influence of societal expectations and pressures. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
41. Dudley-Marling, C., & Murphy, S. (2001). Changing the way we think about language arts. Language Arts, 78, 574-578.
42. Dworkin, A. G. (1997). Coping with reform: The intermix of teacher morale, teacher burnout, and teacher accountability. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 459-498). Dordrecht, Netherlands: Kluwer.
43. Edwards, R., Nicoll, K., & Tait, A. (1999). Migrating metaphors: The globalization of flexibility in policy. Journal of Education Policy, 14, 619-630.
44. Escobar, A. (1995). Encountering development: The making and unmaking of the Third World. Princeton, NJ: Princeton University Press.
45. Espinola, H. V. (1992). Decentralization of the education system and the introduction of market rules in the regulation of schooling: The case of Chile. Santiago, Chile: Centro de Investigacion y Desarrollo de la Educacion.
46. Evers, T., & Kremer-Hayon, L. (1999). The quality of teacher work life. In A. Menlo & P. Poppleton (Eds.), The meaning of teaching: An international study of teachers ' work lives (pp. 53-82). Westport, CT: Bergin & Garvey.
47. Fagerlind, I., & Saha, L. J. (1989). Education and national development: A comparative perspective (2nd ed.). Oxford, UK: Pergamon.
48. Fischman, G. E. (2001). Teachers, globalization, and hope: Beyond the narrative of redemption. Comparative Education Review, 45, 412-418.
49. Forrester, G. (2000). Professional autonomy versus managerial control: The experience of teachers in an English primary school. International Studies in Sociology of Education, 10, 133-151.
50. Fuller, B. (1991). Growing-up modern: The Western state builds Third World schools. New York: Routledge.
51. Gardner, K., & Lewis, D. (1996). Anthropology, development and the post-modern challenge. Chicago: Pluto.
52. Ginsburg, M. (1988). Educators as workers and political actors in Britain and North America. British Journal of Sociology of Education, 9, 359-367.
53. Ginsburg, M. (1995). The politics of educators' work and lives. New York: Garland.
54. Ginsburg, M., Cooper, S., Raghu, R., & Zegara, H. (1990). National and world-system explanations of educational reform. Comparative Education Review, 43, 474-499.
55. Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). New York: Addison Wesley.
56. Goodson, I. F. (1997). Representing teachers. Teaching and Teacher Education, 13, 111-117.
57. Gordon, L. (1995). Controlling education: Agency theory and the reformation of New Zealand schools. Educational Policy, 9, 54-74.
58. Grant-Lewis, S., Naidoo, J., & Weber, E. (2001, October). Whose participation? Reimagining school governance in South Africa. Panel presentation at the North East Regional Conference of the Comparative and International Education Society, University of Massachusetts, Amherst.
59. Gray, J. (1998). False dawn: The delusions of global capitalism. London: Verso.
60. Hall, S. (1996). "When was the post-colonial"? Thinking at the limit. In I. Chamber & L. Curti (Eds.), The post-colonial question: Common skies, divided horizons (pp. 242-260). London: Routledge.
61. Hargreaves, A. (1994). Changing teachers, changing times: Teachers work and culture in the postmodern age. New York: Teachers College Press.
62. Hargreaves, A. (2001). Classrooms, colleagues, and change: The sociology of teaching at the turn of the century. Asia-Pacific Journal of Education and Development, 4, 101-129.
63. Hargreaves, A., & Fullan, M. (Eds.). (1992). Understanding teacher development. London: Teachers College Press.
64. Hargreaves, A., Lieberman, A., Fullan, M., & Hopkins, D. (Eds.). (1998). International handbook of educational change. Dordrecht, Netherlands: Kluwer.
65. Helsby, G. (1999). Changing teachers' work. Buckingham, UK: Open University Press.
66. Husserl, E. (1958). The idea of phenomenology (W. Alston & G. Nakhnikan, Trans.). The Hague, Netherlands: Nijoff. (Original work published 1913)
67. Ingersoll, R. M. (2003). Who controls teachers' work? Power and accountability in America's schools. Cambridge, MA: Harvard University Press.
68. Ingvarson, L. (1998). Teaching standards: Foundations for professional development reform. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 1006-1031). Dordrecht, Netherlands: Kluwer.
69. Inkeles, A., & Smith, D. (1974). Becoming modern: Individual change in six developing countries. Cambridge, MA: Harvard University Press.
70. International Labour Organization. (1996). The impact of structural adjustment on the employment and training of teachers (Report for discussion at the Joint Meeting on the Impact of Structural Adjustment on Educational Personnel). Geneva, Switzerland: Author.
71. Jacobs, M. N. (2000). Curriculum design. In M. Jacobs, N. Gawe, & N.C.B. Vakalisa (Eds.), Teaching-learning dynamics: A participative approach for OBE (2nd ed., pp. 34-87). Johannesburg, South Africa: Heinemann.
72. Jacobs, M., Gawe, N., & Vakalisa, N. C. B. (Eds.). (2000). Teaching-learning dynamics: A participative approach for OBE (2nd ed.). Johannesburg, South Africa: Heinemann.
73. Jacobsen, D., Eggen, P., & Kauchak, D. (2000). Methods for teaching: Promoting student learning (6th ed.). New York: Merrill Prentice Hall.
74. Jansen, J. D., & Sayed, Y. (Eds.). (2001). Implementing education policies: The South African experience. Cape Town, South Africa: University of Cape Town Press.
75. Jencks, C., Smith, M., Acland, H., Bane, M. J., Cohen, D., Gintis, H., et al. (1972). Inequality: A reassessment of the effect of family and schooling in America. New York: Basic Books.
76. Killen, R. (2000). Teaching strategies for outcomes-based education. Cape Town, South Africa: Juta.
77. Kubow, P. K., & DeBard, R. (2000). Teacher perceptions of proficiency testing: A winning Ohio suburban school district expresses itself. American Secondary Education, 29, 16-25.
78. Larson, S. M. (1980). Proletarianization and educated labour. Theory and Society, 9, 131-175.
79. Lawn, M. (1990). From responsibility to competency: A new context for curriculum studies in England and Wales. Journal of Curriculum Studies, 22, 388-392.
80. LeCompte, H. M., & Dworkin, A. G. (1991). Giving up on school: Student dropouts and teacher burnout. Newbury Park, CA: Corwin.
81. Lodge, T. (2003). The ANC and the development of party politics in modern South Africa. Unpublished manuscript.
82. Mahaye, T., & Jacobs, M. (2000). Teaching methods. In M. Jacobs, N. Gawe, & N. C. B. Valakisa (Eds.), Teaching-learning dynamics: A participative approach for OBE (2nd ed., pp. 174-207). Johannesburg, South Africa: Heinemann.
83. Makgoba, M. W. (Ed.). (1999). African renaissance. Cape Town, South Africa: Mafube.
84. Mattson, E., & Harley, K. (2003). Teacher identities and strategic mimicry in the policy/practice gap. In K. Lewin, M. Samuel, & Y. Sayed (Eds.), Changing patterns of teacher education in South Africa: Policy, practice and prospects (pp. 284-305). Sandown, South Africa: Heinemann.
85. McClelland, D. (1961). The achieving society. London: Van Nostrand.
86. McGinn, N., & Pereira, L. (1992). Why states change the governance of education: An historical comparison of Brazil and the United States. Comparative Education, 28, 167-180.
87. McGovern, S. (1999). Education, modern development and indigenous knowledge: An analysis of academic knowledge production. New York: Garland.
88. Meiser, D. G. (2000, April). Teachers and change: Examining the literature. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
89. Menlo, A., & Poppleton, P. (Eds.). (1999). The meaning of teaching: An international study of teachers' work lives. Westport, CT: Bergin & Garvey.
90. Motala, S. (2005, March). Education resourcing in post-apartheid South Africa: The impact of finance equity reforms in public schooling. Paper presented at the 49th annual conference of the Comparative and International Education Society, Stanford University, Palo Alto, California.
91. Mulenga, D. C. (2001). Mwalimu Julius Nyerere: A critical review of his contributions to adult education and postcolonialism. International Journal of Lifelong Education, 20, 446-470.
92. National Commission on Excellence in Education. (1983). A nation at risk: A report to the United States Department of Education. Washington, DC: U.S. Department of Education.
93. Nekhwevha, F. (2002). The influence of Paulo Freire's "Pedagogy of knowing" on the South African education struggle in the 1970s and 1980s. In P. Kallaway (Ed.), The history of education under apartheid: 1948-1994: "The doors of learning and culture shall be opened" (pp. 134-144). Cape Town: Pearson Education South Africa.
94. Newmann, F. M., King, B. M., & Rigdon, M. (1997). Accountability and school performance: Implications from restructuring schools. Harvard Educational Review, 67, 41-74.
95. Ngugi wa Thiong'o. (1978). Petals of blood. New York: Dutton.
96. Ngugi wa Thiong'o. (1986). A grain of wheat. London: Heinemann.
97. O'Donoghue, T. A. (2000). Issues in primary and secondary education in Australia: Past, present, future. International Journal of Educational Reform, 9, 50-58.
98. O'Sullivan, M. C. (2002). Reform implementation and the realities within which teachers work: A Namibian case study. Compare, 32, 219-237.
99. Ozga, J. (Ed.). (1988). Schoolwork: Approaches to the labour process of teaching. Milton Keynes, UK: Open University Press.
100. Parker, B. (2003). Roles and responsibilities, institutional landscapes and curriculum mindscapes: A partial view of teacher education policy in South Africa: 1990 to 2000. In K. Lewin, M. Samuel, & Y. Sayed. (Eds.), Changing patterns of teacher education in South Africa: Policy, practice and prospects (pp. 16-44). Sandown, South Africa: Heinemann.
101. Parsons, T. (1966). Societies: Evolutionary and comparative perspectives. Englewood Cliffs, NJ: Prentice Hall.
102. Pascoe, S., & Pascoe, R. (1998). Education reform in Australia: 1992-97: A case study (Management Series). Washington, DC: World Bank.
103. Perris, L. (1998). Implementing education reforms in New Zealand: 1987-97: A case study (Education Reform and Management Series). Washington, DC: World Bank.
104. Petrosino, A. J., Lehrer, R., & Schauble, L. (2003). Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning, 5, 131-156.
105. Pinar, W. F. (Ed.). (2003). International handbook of curriculum research. Mahwah, NJ: Lawrence Erlbaum.
106. Popkewitz, T. S., & Lind, K. (1989). Teacher incentives as reforms: Teachers' work and the changing control mechanization in education. Teachers College Record, 90, 575-594.
107. Poppleton, P. (2000, April). Receptiveness and resistance to educational change: Experiences of English teachers in the 1990s. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
108. Republic of South Africa. (1996). South African Schools Act (SASA). Notice 84 of 1996. Pretoria, South Africa: Government Printer.
109. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, DC: American Educational Research Association.
110. Robertson, S. (1997). Restructuring teachers, labor: " Troubling" post-Fordisms. In B. J. Biddle, T. Good, & F. Goodson (Eds.), International handbook of teachers and teaching (pp. 621-670). Dordrecht, Netherlands: Kluwer.
111. Ross, E. W. (1992). Educational reform, school restructuring, and teachers' work. International Journal of Social Education, 7, 83-92.
112. Rostow, W. W. (1960). The stages of economic growth: A non-communist manifesto. Cambridge, UK: Cambridge University Press.
113. Sachs, J. (2001). Teachers' professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16, 141-161.
114. Said, E. (1993). Culture and imperialism. New York: Knopf.
115. Samoff, J. (1994). Coping with crisis: Austerity, adjustment and human resources. London: Cassell.
116. Samoff, J. (2003). Institutionalizing international influence. In R. F. Arnove & C. A. Torres (Eds.), Comparative education: The dialectic of the global and the local (2nd ed., pp. 51-89). Lanham, MD: Rowman & Littlefield.
117. Schiefelbein, E. (1991). Restructuring education through economic competition: The case of Chile. Journal of Educational Administration, 29, 17-29.
118. Schon, D. (1983). The reflective practitioner. New York: Basic Books.
119. Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
120. Schwandt, T. (1989). Solutions to the paradigm conflict: Coping with uncertainty. Journal of Contemporary Ethnography, 17, 379-407.
121. Seddon, T. (1997). Education: Deprofessionalised? Or re-regulated, reorganised and reauthorised? Australian Journal of Education, 41, 288-246.
122. Skinner, J. (1999). Critical outcomes: Political paradoxes. In J. Jansen & P. Christie (Eds.), Changing curriculum: Studies on outcomes-based education in South Africa (pp. 117-130). Cape Town, South Africa: Juta.
123. Sleegers, P., & Wesselingh, A. (1993). Decentralisation in education: A Dutch study. International Studies in Sociology of Education, 3, 49-67.
124. Smith, D. G. (2003). Curriculum and teaching face globalization. In W. F. Pinar (Ed.), International handbook of curriculum research (pp. 35-51). Mahwah, NJ: Lawrence Erlbaum.
125. Smith, D. L., & Lovat, T. J. (2003). Curriculum: Action on reflection (4th ed.). Tuggerah, Australia: Social Science Press.
126. Smyth, J. (1997). Teaching and social policy: images of teaching for democratic change. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (pp. 1081-1144). Dordrecht, Netherlands: Kluwer.
127. Smyth, J., Dow, A., Hattam, R., Reid, A., & Shacklock, G. (2000). Teachers' work in a globalizing economy. London: Falmer.
128. Smyth, J. P. (1991). International perspectives on teacher collegiality: A labour process discussion based on the concept of teachers' work. British Journal of Sociology of Education, 12, 323-346.
129. Smyth, J. P. (2000). Reclaiming social capital through critical teaching. Elementary School Journal, 100, 491-511.
130. Soudien, C. (1996). Apartheid's children: Student narratives of the relationship between experiences in schools and perceptions of racial identity in South Africa. Unpublished doctoral dissertation, State University of New York at Buffalo.
131. Soudien, C. (2002). Teachers' responses to the introduction of apartheid education. In P. Kallaway (Ed.), The history of education under apartheid, 1948-1994: "The doors of learning and culture shall be opened" (pp. 211-223). Cape Town: Pearson Education South Africa.
132. Spady, W. (1994). Outcomes-based education: Critical issues and answers. Arlington, VA: American Association of School Administrators.
133. Spady, W. (1998). Paradigm lost: Reclaiming America's educational future. Arlington, VA: American Association of School Administrators.
134. Spencer, D. A. (2001). Teachers' work in historical and social context. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 803-825). Washington, DC: American Educational Research Association.
135. Spivak, G. C. (1993). Outside in the teaching machine. New York: Routledge.
136. Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart & Winston.
137. Stoller, P. (1989). The taste of ethnographic things: The senses in anthropology. Philadelphia: University of Pennsylvania Press.
138. Taylor, F. W. (1911). The principles of scientific management. New York: Harper & Brothers.
139. Tikly, L. (1999). Postcolonialism and comparative education. International Review of Education, 45, 603-621.
140. Torres, R. M. (1996). Without the reform of teacher education there will be no reform of education. Prospects, 26, 447-468.
141. Vally, S. (1999). Teachers in South Africa: Between fiscal austerity and "getting learning right." Quarterly Review of Education and Training in South Africa, 6, 2.
142. Vally, S., & Tleane, C. (2001). The rationalisation of teachers and the quest for social justice in education in an age of fiscal austerity. In E. Motala & J. Pampallis (Eds.), Education and equity: The impact of state policies on South African education (pp. 178-202). Sandown, South Africa: Heinemann.
143. Varvus, M. (1987). Reconsidering teacher alienation: A critique of "Teacher burnout in the public schools." Urban Review, 19, 179-188.
144. Villegas-Reimers, E., & Reimers, F. (1996). Where are 60 million teachers? The missing voice in educational reforms around the world. Prospects, 26, 469-492.
145. Weber, E. (2002). An ambiguous, contested terrain: Governance models for a new South African education system. International Journal of Educational Development, 22, 617-635.
146. Weber, E. (2005). New controls and accountability for South African teachers and schools: The Integrated Quality Management System. Perspectives in Education, 23, 63-72.
147. Weber, E. (2006). Teaching in the new South Africa at Merrydale High School. Lanham, MD: University Press of America.
148. Wells, A. S., Carnochan, S., Slayton, J., Allen, R. L., & Vasudeva, A. (1998). Globalization and education change. In A. Hargreaves, M. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 322-348). Dordrecht, Netherlands: Kluwer.
149. Wieder, A. (2002). Informed by apartheid: Mini-oral histories of two Cape Town teachers. In P. Kallaway (Ed.), The history of education under apartheid, 1948-1994: "The doors of learning and culture shall be opened" (pp. 197-210). Cape Town: Pearson Education South Africa.
150. Wilms, W. W. (2003). Altering the structure and culture of American public schools. Phi Delta Kappan, 84, 606-615.
151. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
152. Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 298-320). Washington, DC: American Educational Research Association.
153. Zuber-Skerritt, O., Altlicher, H., Bawden, R., Bruce, C., Dick, B., Edwards, S. L., et al. (2000). Action learning, action research and process management: Theory, practice, praxis. Brisbane, Australia: Action Research Unit, Faculty of Education, Griffith University.