Description
Book SynopsisComprehensive overview of the theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings The Wiley Handbook of Action Research in Education is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education. Part I of The Wiley Handbook of Action Research in Education focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally. Discuss action research in PK-12, as well as in higher education settingsThe first book to focus on the importance and application of action research exclusively in educational settingsOffers world perspectives on action research in educationWritten by a team of international scholars The Wiley Handbook of Action Research in Education is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research.
Table of ContentsContributor Biographies ix
Introduction 1
Craig A. Mertler
Part I Foundations of Action Research in Education 5
1 Education Action Research: With and for the Next Generation 7
Hilary Bradbury, Rolla Lewis, and Dusty Columbia Embury
2 History of Action Research in Education 29
Cher C. Hendricks
3 The Body of Literature on Action Research in Education 53
Michelle Vaughan
4 US Perspectives on Action Research in Education 75
Andrea C. Burrows
5 Worldwide Perspectives on Action Research in Education 97
Ernest (Ernie) Stringer, Bob Dick, and Jack Whitehead
Part II Theories and Principles of Action Research in Education 115
6 Rigor in Educational Action Research and the Construction of Knowledge Democracies 117
Lonnie L. Rowell
7 Theory in Educational Action Research 139
Ernest (Ernie) Stringer
8 Legitimacy of and Value in Action Research 161
Debra M. Dosemagen and Eileen M. Schwalbach
9 Comparing and Contrasting Action Research and Action Learning 185
Tom Bourner and Cheryl Brook
10 The Underlying Importance of Context and Voice in Action Research 207
Jack Whitehead
11 Supportive Contexts for Action Research 229
Jennifer J. Lesh and Jennifer Gleason
Part III Applications of Action Research in Practice 251
12 Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher 253
Andrew Johnson
13 Action Research as Professional Learning for Educators 273
Tara Flynn and Catherine D. Bruce
14 Action Research as Inquiry in Professional Practice Doctoral Programs 295
Ray R. Buss
15 Participatory Action Research (PAR) in Education 317
Marie Paz Morales
16 Action Research and Popular Education: Implications for Twenty‐First Century Leadership and Research Practices 343
Linnea L. Rademaker
17 Action Research for Social Justice Advocacy 371
Mary Brydon‐Miller and Bruce Damons
18 Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication 393
Danah Henriksen and Punya Mishra
19 Action Research for Systemic Change in Education 415
Emily F. Calhoun
20 The Promise and Future of Action Research in Education 439
Bob Dick
Part IV Practitioner Researchers Share Their Action Research Experiences 461
21 The Experience of Students and Faculty When Elements of Bloom’s Mastery Learning Are Used in an Online Statistics Course: A Participatory Action Research Study 463
Patrick Casselman
22 The Function of Freedom: Practitioner Action Research in Emancipatory Social Justice Teacher Education 481
Amy Rector‐Aranda
23 Practitioner Action Research in an Urban STEM High School 497
Douglas M. Stevens
24 Action Research as Professional Development: A Study of the Impact of Collaborative Analysis of Student Work on Teacher Practice and Student Writing 513
Kristin Shealy
25 Exploring Literature Circles Discussions Through Action Research 531
Gail Sigelakis
26 Story as an Organizing and Inquiry Tool for Action Research Partnerships Committed to Social Justice and Educational Change 547
Mark Kohan
27 Investigating the Benefits of Curriculum-Based Readers Theatre for English Language Learners Through an Innovative Professional Learning Community Model 565
Samantha N. Uribe
Index 581
