Written from various perspectives, this book describes ways of using action research to improve teaching and learning. It includes contributions about action research related to: political action; school inclusion; distance learning; feminism; and initial teacher training. The coherent theme of the book is the consistent appraisal of action research as a means of supporting the transformation of educational praxis through practical enquiry and reflexive practice.
Written from various perspectives, this book describes ways of using action research to improve teaching and learning. It includes contributions about action research related to: political action; school inclusion; distance learning; feminism; and initial teacher training. The coherent theme of the book is the consistent appraisal of action research as a means of supporting the transformation of educational praxis through practical enquiry and reflexive practice.
Part 1 National contexts in action research: reflecting where the action is - the design of the Ford Teaching Project, John Elliott and Clem Adelman; repositioning the teacher in US schools and society - feminist readings of action research, Sandra Hollingsworth; doing action research in South Africa, Melanie Walker; changing the culture of teaching and learning - implications for action research, Peter Posch. Part 2 Action research and the development of contexts: action research and quality development, Christine O'Hanlon; seeing off-cuts - researching a professional and parents' campaign to save inclusive education in a London borough, Alice Paige-Smith; redefining, reconstructing and reflecting on the group process, Jane Richards; the never-ending story - reflection and development, Sonia Burnard and Heather Nesbitt. Part 3 Action research and individual learning: can action research give coherence to school- based learning of experiences of students, Anne Edwards; discussion of a pilot project to focus the thinking of BEd students, Sue Cox; children's perspectives on underachievement, David Wilcockson; emotional experiences in learning and teaching in a distance learning education course, Rosemary Crowe.
Part 1 National contexts in action research: reflecting where the action is - the design of the Ford Teaching Project, John Elliott and Clem Adelman; repositioning the teacher in US schools and society - feminist readings of action research, Sandra Hollingsworth; doing action research in South Africa, Melanie Walker; changing the culture of teaching and learning - implications for action research, Peter Posch. Part 2 Action research and the development of contexts: action research and quality development, Christine O'Hanlon; seeing off-cuts - researching a professional and parents' campaign to save inclusive education in a London borough, Alice Paige-Smith; redefining, reconstructing and reflecting on the group process, Jane Richards; the never-ending story - reflection and development, Sonia Burnard and Heather Nesbitt. Part 3 Action research and individual learning: can action research give coherence to school- based learning of experiences of students, Anne Edwards; discussion of a pilot project to focus the thinking of BEd students, Sue Cox; children's perspectives on underachievement, David Wilcockson; emotional experiences in learning and teaching in a distance learning education course, Rosemary Crowe.
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