Theory and passion in action research

Educational Action Research

Volumn 11, Issue 2, 2003, Pages 247-264

  Somekh, Bridget ^a  

^a MANCHESTER METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84997837467     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650790300200220     Document Type: Article

References (68)

1. Armstrong, M., 1980. Closely Observed Children, London: Writers and Readers.
2. Atkin, J. M., 1993. Developments in the Philosophy/Sociology of Science and Action Research. Educational Action Research, 1: 187–188.
3. Bruner, J., 1996. The Culture of Education, Cambridge, MA: Harvard University Press.
4. Bussis, A. M., Chittenden, E. A., and Amarel, M., 1976. Beyond Surface Curriculum: an interview study of teachers' understandings, Boulder: Westview Press.
5. Carr, W., 1986. Theories of Theory and Practice. Journal of Philosophy of Education, 20: 177–186.
6. Carr, W., and Kemmis, S., 1983. Becoming Critical: knowing through action research, Victoria: Deakin University Press. (republished by Falmer Press)
7. Chuaprapaisilp, A., 1997. Thai Buddhist Philosophy and the Action Research Process. Educational Action Research, 5: 331–336.
8. Clarke, J., Dudley, P., Edwards, A., Rowland, S., Ryan, C., and Winter, R., 1993. Ways of Presenting and Critiquing Action Research Reports. Educational Action Research, 1: 490–492.
9. Couture, J-c., 1994. Dracula as Action Researcher. Educational Action Research, 2: 127–132.
10. Crawford, K., 1995. What do Vygotskian Approaches to Psychology Have to Offer Action Research?. Educational Action Research, 3: 239–247.
11. Csikszentmihalyi, M., 1996. Creativity: flow and the psychology of discovery and invention, New York: Harper.
12. Dearden, G., and Laurillard, D., Progressive Focusing in a Medical School Evaluation. paper presented at the British Educational Research Association conference. September1976. London: Westfield College.
13. Doyle, W. (1979)The Tasks of Teaching and Learning in Classrooms. The University of Texas at Austin, Research and Development Center for Teacher Education.
14. Ebbutt, D., and Elliott, J., eds. 1985. Issues in Teaching for Understanding, London: Longman for the School Curriculum Development Council (SCDC).
15. Edwards, A., 2000. Looking at Action Research through the Lenses of Sociocultural Psychology and Activity Theory. Educational Action Research, 8: 195–204.
16. Elliott, J., 1976. Developing Hypotheses about Classrooms from Teachers' Practical Constructs, Grand Forks, ND: North Dakota Study Group on Evaluation, University of North Dakota.
17. Elliott, J., 1980. “ Implications of Classroom Research for Professional Development ”. In World Year Book of Education. Professional Development of Teachers, Edited by: Hoyle, E., and Megarry, J., 308–324. London: Kogan Page.
18. Elliott, J., 1985. “ Educational Action-Research ”. In World Year Book of Education. Research, Policy and Practice, Edited by: Nisbet, J., and Nisbet, S., London: Kogan Page.
19. Elliott, J., 1989. Educational Theory and the Professional Learning of Teachers: an overview. Cambridge Journal of Education, 19: 81–101.
20. Elliott, J., 1990a. Teachers as Researchers: implications for supervision and for teacher education. Teaching and Teacher Education, 6: 1–26.
21. Elliott, J., 1990b. Educational Research in Crisis: performance indicators and the decline in excellence. British Educational Research Journal, 16: 3–18.
22. Elliott, J., 1991. Action Research for Educational Change, Buckingham: Open University Press.
23. Elliott, J., 1993a. “ Professional Education and the Idea of a Practical Educational Science ”. In Reconstructing Teacher Education, Edited by: Elliott, J., London: Falmer Press. ch. 6
24. Elliott, J., 1993b. “ The Relationship between ‘Understanding’ and ‘Developing’ Teachers' Thinking ”. In Reconstructing Teacher Education, Edited by: Elliott, J., 193–207. London: Falmer Press.
25. Elliott, J., 1993c. What have We Learned from Action Research in School-based Evaluation?. Educational Action Research, 1: 175–186.
26. Elliott, J., Bridges, D., and Kerry, T., eds. 1993d. “ Professional Development in the Land of Choice and Diversity: the future challenge for action research ”. In Developing Teachers Professionally, London: Routledge.
27. Elliott, J., 1994b. Research on Teachers' Knowledge and Action Research. Educational Action Research, 2: 133–137.
28. Elliott, J., 1994a. The Teacher's Role in Curriculum Development: an unresolved issue in English attempts at curriculum reform. Curriculum Studies, 2: 43–69.
29. Elliott, J., 1998. The Curriculum Experiment: meeting the challenge of social change, Buckingham: Open University Press.
30. Elliott, J., 2000. “ Towards a Synoptic Vision of Educational Change in Advanced Industrial Societies ”. In Images of Educational Change, Edited by: Altrichter, H., and Elliott, J., Milton Keynes: Open University Press.
31. Elliott, J., 2001. Making Evidence-based Practice Educational. British Educational Research Journal, 27: 555–574.
32. Elliott, J., 2002. The Impact of Intensive ‘Value for Money’ Performance Auditing in Educational Systems. Educational Action Research, 10: 499–505.
33. Francis, E., 1996. The Discursive Project and the Psychodynamic Voice. Educational Action Research, 4: 429–434.
34. Glaser, B., and Strauss, A., 1967. The Discovery of Grounded Theory: strategies for qualitative research, Chicago: Aldine.
35. Gough, N., 1996. Textual Authority in Bram Stoker's Dracula; or What's Really at Stake in Action Research?. Educational Action Research, 4: 257–265.
36. Gunz, J., 1996. Jaco L. Moreno and the Origins of Action Research. Educational Action Research, 4: 145–148.
37. Hadfield, M., and Haw, K., 2001. ‘Voice’, Young People and Action Research. Educational Action Research, 9: 485–499.
38. Heasman, P., and Adams, A., 1998. Reflecting Well on Social Work Practice: professional competence, reflecting and research. Educational Action Research, 6: 337–342.
39. Howe, K. R., 1995. Democracy, Justice and Action Research: some theoretical developments. Educational Action Research, 3: 347–349.
40. Ireland, D., and Russell, T., 1978. “ Pattern Analysis ”. In CARN Bulletin, Cambridge Institute of Education Edited by: Elliott, J., 21–25. 2
41. Jennings, L. E., and Graham, A. P., 1996. Postmodern Perspectives and Action Research: reflecting on the possibilities. Educational Action Research, 4: 267–278.
42. Knijnik, G., 1997. Popular Knowledge and Academic Knowledge in the Brasilian Peasants' Struggle for Land. Educational Action Research, 5: 501–511.
43. Labbett, B., 1993. What Makes Educational Sense?. Educational Action Research, 1: 488–489.
44. Maclure, M., 1995. Postmodernism: a postscript. Educational Action Research, 3: 105–116.
45. Mayer, M., 1993. Action Research, History and the Images of Science. Educational Action Research, 1: 317–319.
46. Mcmahon, T., 1999. Is Reflective Practice Synonymous with Action Research?. Educational Action Research, 7: 163–168.
47. Munn-giddings, C., 2001. Links between Kropotkin's Theory of ‘Mutual Aid’ and the Values and Practices of Action Research. Educational Action Research, 9: 149–158.
48. Norris, N., 1997. Error, Bias and Validity in Qualitative Research. Educational Action Research, 5: 172–176.
49. O'hanlon, C., 1994. Reflection and Action in Research: is there a moral responsibility to act?. Educational Action Research, 2: 291–289.
50. Parlett, M., and Hamilton, D., 1977. Beyond the Numbers Game, London: Macmillan.
51. Peters, R. S., 1966. Ethics and Education, London: Allen & Unwin.
52. Polanyi, M., 1958. Personal Knowledge: towards a post-critical philosophy, London: Routledge & Kegan Paul.
53. Rawls, J., 1971. A Theory of Justice, Oxford: Oxford University Press.
54. Robinson, J. E., and Norris, N., 2001. Generalisation: the linchpin of evidence-based practice. Educational Action Research, 9: 303–309.
55. Scheffler, I., 1976. Reason and Teaching, London: Routledge & Kegan Paul.
56. Smith, L. M., and Geoffrey, W., 1968. The Complexities of an Urban Classroom, New York: Holt Rinehart & Winston.
57. Somekh, B., 1994. “ Inhabiting Each Other's Castles: towards knowledge and mutual growth through collaboration ”. In Educational Action Research, Theory and Practice in Action Research: some international perspectives, Edited by: Day, C., Elliott, J., Somekh, B., and Winter, R., Oxford: Symposium Books.
58. Stenhouse, L., 1970. The Humanities Project: an introduction, London: Heinemann.
59. Stenhouse, L., 1975. An Introduction to Curriculum Research and Development, London: Heinemann.
60. Stronach, I., 2002. This Space is Not Yet Blank: anthropologies for a future action research. Educational Action Research, 10: 291–307.
61. Sumara, D. J., 2002. Notes on Writing: subjects of action research. Educational Action Research, 10: 309–317.
62. Tickle, L., 1995. Testing for Quality in Educational Action Research: a terrifying taxonomy?. Educational Action Research, 3: 233–237.
63. Walsh, P., 1993. Philosophy, Education and Action Research. Educational Action Research, 1: 189–191.
64. Watts, B., and Jones, S., 2000. Inter-professional Practice and Action Research: commonalities and parallels. Educational Action Research, 8: 377–382.
65. Winter, R., 1993. Action Research, Practice and Theory. Educational Action Research, 1: 315–316.
66. Winter, R., 1994. The Relevance for Action Research of Feminist Theories of Educational Development. Educational Action Research, 2: 423–426.
67. Winter, R., 1998. Managers, Spectators and Citizens: where does ‘theory’ come from in action research?. Educational Action Research, 6: 361–276.
68. Winter, R., 2002. Truth of Fiction: problems of validity and authenticity in narratives of action research. Educational Action Research, 10: 143–154.