Student Resources
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Journal Articles
For each chapter in Action Research: Teachers as Researchers in the Classroom, Fourth Edition, links to supplemental journal articles have been provided. The inclusion of these articles as supplemental assignments is intended to extend and strengthen your understanding of conceptual basis, background, and procedures for conducting action research. For each article, you should be prepared to respond to the following questions:
- What have you learned about action research that you did not know prior to reading this article?
- In what ways has this article made you think differently about action research?
- Are there aspects, or specific points, made by the author(s) with which you strongly agree? Describe those aspects with which you agree.
- Are there aspects, or specific points, made by the author(s) with which you strongly disagree? Describe your basic disagreements.
- Why do you believe that this article is important to the body of literature on action research? How does it contribute to knowledge about action research?
If the particular article is a write-up of an empirical action research study (this is noted after the citation), students should also be prepared to respond to the following additional questions:
- What is the problem or topic, and what are the research questions, that guide this action research study?
- What procedures were used to conduct the study? Summarize the research design, data collection, and data analysis for this study.
- Do you believe that the authors have done an adequate, thorough job of answering their original research questions? Why or why not?
- What is the nature of the action plan(s) developed by the authors? Do they describe plans for a next cycle of action research? If so, what are their plans?
- What aspects of this study truly make it an action research study? In other words, discuss why this is a good example of action research.
Tip: Click on each link to expand and view the content. Click again to collapse.
Chapter 1: Introduction to Action Research
Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9-28.
Darling-Hammond, L. (2010, Jan/Feb). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47.
Melrose, M. J. (2001). Maximizing the rigor of action research: Why would you want to? How could you? Field Methods, 13, 160-180.
Chapter 2: Overview of the Action Research Process
Crocco, M., Faithfull, B., & Schwartz, S. (2003). Inquiring minds want to know: Action research at a New York City professional development school. Journal of Teacher Education, 54(1), 19-30.
Glanz, J. (2005). Action research as instructional supervision: Suggestions for principals. NASSP Bulletin, 89, 17-27.
Judah, M., & Richardson, G. (2008). Between a rock and a (very) hard place: The ambiguous promise of action research in the context of state mandated teacher professional development. Action Research, 4(1), 65-80.
Drummond, J. S. & Themessl-Huber, M. (2007). The cyclical process of action research: The contribution of Gilles Deleuze. Action Research, 5, 430-448.
Hussein, J. W. (2008). An existential approach to engaging adult learners in the process of legitimizing and constructing meanings from their narrative knowledge. Action Research, 6, 391-420. Empirical action research study.
Chapter 3: Planning for Action Research
Howes, A. (2001). School level action research: Creating critical space in school communities. Improving Schools, 4(2), 43-48.
Price, J., & Valli, L. (2005). Preservice teachers becoming agents of change: Pedagogical implications for action research. Journal of Teacher Education, 56(1), 57-72.
Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 50-74.
Chapter 4: Developing a Research Plan
Brydon-Miller, M., & Greenwood, D. (2006). A re-examination of the relationship between action research and human subjects review processes. Action Research, 4(1), 117-128.
Howell, J. J., & Luckner, J. L. (2003). Helping one deaf student develop content literacy skills: An action research report. Communication Disorders Quarterly, 25(1), 23-27.
Nolen, A., & Vander Putten, J. (2007). Action research in education: Addressing gaps in ethical principles and practices. Educational Researcher, 36(7), 401-407.
Genat, B. (2009, Mar). Building emergent situated knowledges in participatory action research. Action Research, 7(1), 101-115.
Chapter 5: Collecting Data
Rubin, B., & Jones, M. (2007). Student action research: Reaping the benefits for students and school leaders. NASSP Bulletin, 91(4), 363-378.
Eikeland, O. (2006, Mar). Condescending ethics and action research: Extended review article. Action Research, 4(1), 37-47.
Galman, S., Pica-smith, C., & Rosenberger, C. (2010, May/June). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225-236. Empirical Action Research Study.
Chapter 6: Analyzing Data
Klingman, A. (1990). Action research notes on developing school staff suicide-awareness training. School Psychology International, 11, 133-142.
Levin, B., & Rock, T. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54(2), 135-149.
Phillips, D. K. & Carr, K. (2009, June). Dilemmas of trustworthiness in preservice teacher action research. Action Research, 7(2), 207-226.
Weaver-Hightower, M. B. (2010, Sept). Using action research to challenge stereotypes: A case study of boys’ education work in Australia. Action Research, 8(3), 333-356.
Chapter 7: Next Steps and Future Cycles: Developing an Action Plan
Burgess, J. (2006). Participatory action research: First-person perspectives of a graduate student. Action Research, 4(4), 419-437.
Kitchen, J., & Stevens, D. (2008). Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers. Action Research, 6(1), 7-28.
Spalding, E., Klecka, C. L., Lin, E., Odell, S. J., & Wang, J. (2010, May/Jun). Social justice and teacher education: A hammer, a bell, and a song. Journal of Teacher Education, 61(3), 191-196.
Walsh, C. A., Rutherford, G. E., & Sears, A. E. (2010, June). Fostering inclusivity through teaching and learning action research. Action Research, 8(2), 191-209.
Chapter 8: Writing an Action Research Report
Chapter 9: Sharing and Reflecting
Sankaran, S. (2005). Notes from the field: Action research conversations. Action Research, 3(4), 341-352.
Sankaran, S., Hase, S., Dick, B., & Davies, A. (2007). Singing different tunes from the same song sheet: Four perspectives of teaching the doing of action research. Action Research, 5(3), 293-305.
Casey, A. & Dyson, B. (2009, June). The implementation of models-based practice in physical education through action research. European Physical Education Review, 15(2), 175-199.
Cooper, K. & White, R. E. (2008, July). Critical literacy for school improvement: An action research project. Improving Schools, 11(2), 101-113. Empirical action research study.
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