Notes from a method

Educational Action Research

Volumn 6, Issue 3, 1998, Pages 453-470

  Mellor, Nigel ^a  

^a Ty Gwyn Annexe   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80052853983     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650799800200069     Document Type: Article

References (58)

1. Altrichter, H., Posch, P., and Somekh, B., 1993. Teachers Investigate Their Work: an introduction to the methods of action research, London: Routledge.
2. Appignanesi, R., and Garratt, C., 1995. Postmodernism for Beginners, Cambridge: Icon Books.
3. Atkinson, B., Heath, A., and Chenail, R., 1991. Qualitative research and the legitimization of knowledge. Journal of Marital and Family Therapy, 17: 175–180.
4. Atkinson, S., 1994. Rethinking the Principles and Practice of Action Research: the tensions for the teacher-researcher. Educational Action Research, 2: 383–401.
5. Axline, V., 1964. Dibs: in search of self, Harmondsworth: Penguin Books.
6. Baldamus, W., 1972. “ The role of discoveries in social science ”. In The Rules of the Game, Edited by: Shanin, T., London: Tavistock Publications.
7. Baldamus, W., 1976. The Structure of Sociological Inference, London: Martin Robertson.
8. Bannister, D., 1981. “ Personal construct theory and research method ”. In Human Inquiry: a sourcebook of new paradigm research, Edited by: Reason, P., and Rowan, J., Chichester: John Wiley.
9. Beaver, R., 1996. Educational Psychology Casework: a practical guide, London: Jessica Kingsley.
10. Bell, C., and Roberts, H., eds. 1984. Social Researching: politics, problems, practice, London: Routledge & Kegan Paul.
11. Biott, C., 1996. Latency in action research: canging perspectives on occupational and researcher identities. Educational Action Research, 4: 169–183.
12. Burgess, R. G., ed. 1984. The Research Process in Educationl Settings: ten case studies, London: Falmer Press.
13. Byng-Hall, J., 1988. Scripts and legends in families and family therapy. Family Process, 27 (June): 167–179.
14. Carr, W., 1995. For Education: towards critical educational inquiry, Buckingham: Open University Press.
15. Converey, A., 1993. Developing fictional writing as a means of stimulating teacher reflection: a case study. Educational Action Research, 1: 135–151.
16. Denzin, N. K., and Lincoln, Y. S., 1994. “ Introduction: entering the field of qualitative research ”. In Handbook of Qualitative Research, Edited by: Denzin, N. K., and Lincoln, Y. S., London: Sage Publications.
17. Einstein, A., 1993. Origins of the general relativity theory, lecture delivered at University of Glascow, 20 June 1933. summarised in Nature, 132 (July): 21
18. Eliot, T. S., 1944. Four Quartets, London: Faber & Faber.
19. Ely, M., Anzul, M., Friedman, T., Garner, D., and Steinmetz, A. M., 1991. Doing Qualitative Research: circles within circles, London: Falmer Press.
20. Feild, R., 1976. The Invisible Way, San Francisco: Harper & Row.
21. Feyerabend, P., 1975. Against Method: outline of an anarchistic theory of knowledge, London: Verso.
22. Fine, G. A., and Deegan, J. G., 1996. Three principles of serendip: insight, chance, and discovery in qualitative research. International Journal of Qualitative Studies in Education, 9: 434–447.
23. Frost, D., 1995. Integrating systematic enquiry into everyday professional practice: towards some principles of procedure. British Education Research Journal, 21: 307–321.
24. George, E., Iveson, C., and Ratner, H., 1990. Problem to Solution: brief therapy with individuals and families, London: Brief Therapy Press.
25. Gleik, J., 1987. Chaos: making a new science, London: Abacus.
26. Gurman, A. S., Kniskern, D. P., and Pinsof, W. M., 1986. “ Research on the process and outcome of marital and family therapy ”. In Handbook of Psychotherapy and Behaviour Change, Edited by: Garfield, S., and Bergin, A., New York: Wiley. 3rd edn
27. Hadamard, J., 1945. An Essay on the Psychology of Invention in the Mathematical Field, Princeton: Princeton University Press.
28. Harvey, E., ‘Short Sharp Insight’. June1983, Durham. Paper presented at the annual conference of educational psychologists in training, St Aidan's College.
29. Kirschenbaum, H., and Henderson, V. L., 1990. The Carl Rogers Reader, London: Constable.
30. Kulka, R. A., 1981. Idiosyncracy and circumstance. American Behavioural Scientist, 25: 153–178.
31. Kundera, M., 1984. The Unbearable Lightness of Being, London: Faber & Faber.
32. Lincoln, Y. S., and Guba, E. G., 1985. Naturalistic Inquiry, London: Sage Publications.
33. McGrath, J. E., Martin, J., and Kulka, R. A., 1981. Some quasi-rules for making judgement calls in research. American Behavioral Scientist, 25: 211–224.
34. McNiff, J., 1988. Action Research: principles and practice, London: Macmillan Education.
35. Measor, L., and Woods, P., 1991. “ Breakthroughs and blockages in ethnographic research: contrasting experiences during the Changing Schools project ”. In Doing Educational Research, Edited by: Walford, G., London: Routledge.
36. Medawar, P., 1963. “ Is the scientific paper a fraud? Listener, 70, 12 September 1963, reprinted ”. In The Threat and the Glory: reflections on science and scientists, Edited by: Medawar, P., Oxford: Oxford University Press.
37. Medawar, P., 1968. “ Induction and intuition in scientific thought: Jayne Lectures for 1968, reprinted ”. In Pluto's Republic, Oxford: Oxford University Press.
38. Mellor, N., 1997a. Attention Seeking: a practical solution for the classroom, Bristol: Lucky Duck Publishing.
39. Mellor, N., 1997b. Attention seeking. Young Minds, 31 (October): 16
40. Mellor, N., 1998. On reflection: one psychologist's explorations around an episode of reflection. Educational Psychology in Practice, 14: 167–175.
41. Minkin, L., 1997. Exits and Entrances: political research as a creative act, Sheffield: Sheffield Hallam University Press.
42. Moustakas, C., 1990. Heuristic Research: design, methodology and applications, London: Sage.
43. Parlett, M., 1991. “ The assessment of hearing-impaired children ”. In The Reflective Turn: case studies in and on educational practice, Edited by: Schón, D., New York: Teachers College Press.
44. Ravetz, J. R., 1971. Scientific Knowledge and its Social Problems, Oxford: Clarendon Press.
45. Ravetz, J. R., 1996. “ Orthodoxies, critiques and alternatives ”. In Companion to the History of Modern Science, Edited by: Olby, R. C., Cantor, G. N., Christie, J. R.R., and Hodge, M. J.S., London: Routledge.
46. Rebok, G. W., 1989. “ Plans, actions, and transactions in solving everyday problems ”. In Everyday Problem Solving: theory and applications, Edited by: Sinnott, J. D., New York: Praeger Publishers.
47. Salmon, P., 1992. Achieving a PhD–ten students' experience, Stoke-on-Trent: Trentham Books.
48. Schón, D. A., 1983. The Reflective Practitioner: how professionals think in action, Aldershot: Avebury.
49. Seth, V., 1993. A Suitable Boy, London: Phoenix House.
50. Stanley, L., and Wise, S., 1993. Breaking Out Again: feminist ontology and epistemology, London: Routledge.
51. Staw, B. M., 1981. Some judgements on the judgement call approach. American Behavioral Scientist, 25: 225–232.
52. Stenhouse, L., 1975. An Introduction to Curriculum Research and Development, London: Heineman Educational Books.
53. Strauss, A., and Corbin, J., 1990. Basics of Qualitative Research: grounded theory procedures and techniques, London: Sage.
54. Usher, R., and Edwards, R., 1994. Postmodernism and Education, London: Routledge.
55. Walford, G., ed. 1991. Doing Educational Research, London: Routledge.
56. Whitehead, J., 1989. Creating a living educational theory from questions of the kind ‘How do I improve my practice?’. Cambridge Journal of Education, 19: 41–52.
57. Whyte, W. F., 1955. Street Corner Society, Chicago: University of Chicago Press. 2nd edn
58. Wilson, D., 1997. The insidious erosion of ethics. The Times Higher Education Supplement, 16 (May): vi