The Wiley Handbook of Action Research in Education.

Intro -- Title Page -- Copyright Page -- Contents -- Contributor Biographies -- Introduction -- Part I Foundations of Action Research in Education -- Chapter 1 Education Action Research: With and for the Next Generation -- 1.1 Action Research Is Not a Method -- 1.2 Examples of Action Research in Education Worldwide -- 1.3 Student Inclusion Is Key -- 1.4 Definition -- 1.5 Steady Rise in Uptake -- 1.6 Unlearning -- 1.7 Thinking About Practice -- 1.8 An Integrative Practice: Lifescaping -- 1.9 Situating Lifescaping in Graduate Education: An Example -- 1.10 The Challenge of Doing Relevant Social Science: Action Research that Integrates Objectivity with (Inter‐) Subjectivity -- 1.11 Groundings -- 1.12 Quality Choice Points in Education Action Research: Integrating Objective, Intersubjective, and Subjective Perspectives -- 1.13 Conclusion -- References -- Chapter 2 History of Action Research in Education -- 2.1 Early Origins of Action Research: John Collier and Kurt Lewin (1930s-1940s) -- 2.2 Action Research in Education (1940s-1950s) -- 2.3 The Teacher‐as‐Researcher Movement in the United Kingdom (1960s-1970s) -- 2.4 Growth of Educational Action Research Across the World (1970s-2000) -- 2.5 Recent Developments in Educational Action Research (2000-Present) -- Notes -- References -- Chapter 3 The Body of Literature on Action Research in Education -- 3.1 Action Research in PK‐12 Education -- 3.2 Action Research in Undergraduate Teacher Education -- 3.3 Action Research in Graduate Teacher Education Programs -- 3.4 Action Research Within Doctoral Programs -- 3.5 Future Directions for Research -- References -- Chapter 4 US Perspectives on Action Research in Education -- 4.1 Introduction -- 4.2 PK‐12 Teacher Action Research -- 4.3 Youth Participatory Action Research (YPAR) in Education -- 4.4 Community‐Based Educational Action Research.

4.5 Action Research Centers and Networks -- 4.6 A Resource for AR Conflict Management -- 4.7 Conclusions and Future Directions -- References -- Chapter 5 Worldwide Perspectives on Action Research in Education -- 5.1 Introduction: Globalization and Action Research -- 5.2 Action Research as Developmental Process (Ernie Stringer) -- 5.3 The Continual Influence of Educational Action Research (Bob Dick) -- 5.4 The Power of Living Theory (Jack Whitehead) -- 5.5 Conclusion: Act Locally, Think Globally -- References -- Part II Theories and Principles of Action Research in Education -- Chapter 6 Rigor in Educational Action Research and the Construction of Knowledge Democracies -- 6.1 Introduction -- 6.2 Part I: Educational Research, Action Research, and Educational Practice -- 6.3 Part II - Rigor and Knowledge Democratization -- 6.4 Summary -- 6.5 Conclusion -- Notes -- References -- Chapter 7 Theory in Educational Action Research -- 7.1 Introduction -- 7.2 Research Methods -- 7.3 Understanding the Complexity of Human Behavior -- 7.4 Theory in Educational Action Research -- 7.5 Theory and Ethics -- 7.6 Theory and the Politics of Practice -- 7.7 Applications: Theory in Teacher Classroom Research -- 7.8 Applications: Theory in Organizational Action Research -- 7.9 Educational Action Research: Theoretical Foundations of Change and Development -- Notes -- References -- Chapter 8 Legitimacy of and Value in Action Research -- 8.1 Action Research Within Research Paradigms -- 8.2 Validity in Action Research -- 8.3 Value in Action Research -- 8.4 Conclusions -- References -- Chapter 9 Comparing and Contrasting Action Research and Action Learning -- 9.1 Introduction -- 9.2 What Is Action Learning? -- 9.3 Where Did Action Learning Come from? -- 9.4 Aspects of Action Learning in Higher Education -- 9.5 How Is Action Learning Similar to Action Research?.

9.6 How Is Action Learning Different from Action Research? -- 9.7 How can Action Learning Support Action Research and How Can Action Research Support Action Learning? -- 9.8 Summary and Conclusions -- Note -- References -- Appendix: Developments in the Practice of Action Learning -- Chapter 10 The Underlying Importance of Context and Voice in Action Research -- 10.1 Introduction -- 10.2 The Importance of Context -- 10.3 The Importance of Voice -- 10.4 Conclusion -- Notes -- References -- Chapter 11 Supportive Contexts for Action Research -- 11.1 Introduction -- 11.2 Educational Systems and Structures that Support Action Research -- 11.3 Common Obstacles -- 11.4 Accessing Research Sites -- 11.5 Cultivating Research Partnerships -- 11.6 Communication Between Researchers and Practitioners -- 11.7 Participation in the Research by all Stakeholders -- 11.8 Inclusive Procedures of Stakeholders -- 11.9 Obtaining Consent to Conduct Research -- 11.10 Recommendations for Creating Effective Systems That Support Action Research in  Educational Settings -- 11.11 Summary -- References -- Part III Applications of Action Research in Practice -- Chapter 12 Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher -- 12.1 Being and Becoming an Expert Teacher -- 12.2 The Basics of Action Research -- 12.3 Traditional Professional Development for Teachers -- 12.4 Strategies for Developing Teacher Expertise -- 12.5 Proposals, Products, and Presentations -- 12.6 Effective Professional Development and Action Research -- References -- Chapter 13 Action Research as Professional Learning for Educators -- 13.1 Introduction -- 13.2 Illustrative Examples of Collaborative Action Research -- 13.3 The Relationship between Action Research and Professional Learning in an Ontario Education Context.

13.4 Characteristics of Professional Learning that Overlap with Action Research Structures -- 13.5 Impacts and Benefits of Action Research -- 13.6 Teacher Confidence and Reflections -- 13.7 Student Learning -- 13.8 Challenges and Strategies -- 13.9 Acknowledging Challenges that the  Group is Facing -- 13.10 Resource Intensity -- 13.11 Power Imbalances and Politicized Contexts of Action Research Professional Development Models -- 13.12 Maintaining Momentum -- 13.13 Scaling Up for Broader Impact -- 13.14 Discussion -- References -- Chapter 14 Action Research as Inquiry in Professional Practice Doctoral Programs -- 14.1 Setting the Stage -- 14.2 On the Need for Developing Inquiry as Practice Among PPD Students -- 14.3 A Rationale for Using AR to Develop Inquiry Skills -- 14.4 Developing Inquiry Through Cycles of Action Research -- 14.5 Conclusion - Implications for Using AR to Foster Students' Inquiry as Practice -- References -- Chapter 15 Participatory Action Research (PAR) in Education -- 15.1 Participatory Action Research -- 15.2 The AR Family -- 15.3 PAR in Educational Contexts -- 15.4 Modeling PAR in Education -- 15.5 Conclusion -- References -- Chapter 16 Action Research and Popular Education: Implications for Twenty-First Century Leadership and Research Practices -- 16.1 Definitionof Terms -- 16.2 Organizationof the Chapter -- 16.3 Historyof Popular Education and Action Research -- 16.4 PopularEducation and Action Research as Resistance -- 16.5 PopularEducation and Action Research as Change -- 16.6 TheHighlander Center -- 16.7 ActionResearch and Popular Education as Knowledge Democracy -- 16.8 ActionResearch and Popular Education in the Twenty-First Century and Beyond -- 16.9 TheContextualization of Problems - Storytelling and Arts‐Based Research as Popular Education.

16.10 ParticipatoryAction Research, Engaged Scholarship, and Popular Education for a Sustained Democracy -- Notes -- References -- Chapter 17 Action Research for Social Justice Advocacy -- 17.1 Defining Social Justice and the Requirement of Rebellion -- 17.2 Defining Action Research in the Context of Social Justice -- 17.3 Action Research as a Tool of Radical Transformation: History and Current Contexts -- 17.4 Theoretical Frameworks -- 17.5 Increasing Opportunities to Address Issues of Social Justice in the Action Research Process -- 17.6 Working for Social Justice across the Multiple Roles of the Action Researcher -- 17.7 Action Research for Social Justice: Examples of Practice -- 17.8 Educational Inequality: The South African Context - Bruce Damon's Story -- 17.9 Conclusion -- References -- Chapter 18 Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication -- 18.1 Introduction -- 18.2 Scholars, Practitioners, and the Spaces Between -- 18.3 Understanding the Diffusion of Ideas -- 18.4 The Rhetorical Nature of Knowledge Mobilization -- 18.5 Scholarly Dissemination: From Practice to Print or Presentation -- 18.6 Traditional Scholarship -- 18.7 Non-Traditional Media or Approaches to Impact -- 18.8 The Need for Strategy -- 18.9 Conclusions -- References -- Chapter 19 Action Research for Systemic Change in Education -- 19.1 Defining Attributes of Action Research and Their Value to Healthy Systemic Change -- 19.2 Living in an Action Research World at the School, District, Regional, and State Levels: Some Examples -- 19.3 Supports Needed for Establishing Action Research as a Common Mode for Supporting Student Learning and Desired Changes in Organizations -- 19.4 Concluding Remarks - Living Passionately Through Disciplined Inquiry -- References -- Chapter 20 The Promise and Future of Action Research in Education.

20.1 The Alternate Promises of Education.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.