The SAGE Handbook of Educational Action Research
Publication Year: 2009
Subject: Action Research/Practitioner Inquiry
This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, ...
- Front Matter
- Subject Index
- Chapter 1: Revisiting the Professional, Personal, and Political Dimensions of Action Research
- Introduction to Part I
- Chapter 2: Building Educational Theory Through Action Research
- Chapter 3: Teacher Research as Stance
- Chapter 4: Dialogic Inquiry as Collaborative Action Research
- Chapter 5: Action Research and the Personal Turn
- Chapter 6: Educational Action Research: A Critical Approach
- Chapter 7: Action Research for/as/mindful of Social Justice
- Introduction to Part II
- Chapter 8: A School District-Based Action Research Program in the United States
- Chapter 9: Using Action Research to Support Students with Special Educational Needs
- Chapter 10: Renegotiating Knowledge Relationships in Schools
- Chapter 11: Lesson Study as Action Research
- Chapter 12: Practitioner Action Research and Educational Leadership
- Chapter 13: Educational Action Research as a Paradigm for Change
- Chapter 14: Practitioner Action Research: Building and Sustaining Success Through Networked Learning Communities
- Chapter 15: Action Research and Educational Change: Teachers as Innovators
- Chapter 16: A School System Takes on Exhibitions Through Teacher Action Research
- Chapter 17: Action Research, Professional Development and Systemic Reform
- Chapter 18: Sustaining the Next Generation of Teacher-Researchers to Work for Social Justice
- Chapter 19: Co-operative Change Management Through Practitioner Inquiry
- Introduction to Part III
- Chapter 20: Ethics and the ‘Personal’ in Action Research
- Chapter 21: Writing to Learn: A Process for the Curious
- Chapter 22: From Passionate Enquiry to Loving Detachment: One Researcher's Methodological Journey
- Chapter 23: The Interconnections between Narrative Inquiry and Action Research
- Chapter 24: Capabilities, Flourishing and the Normative Purposes of Action Research
- Chapter 25: Demonstrating Quality in Educational Research for Social Accountability
- Chapter 26: Action Research and Pedagogy as Science of the Child's Upbringing
- Chapter 27: Developing Relationships, Developing the Self: Buddhism and Action Research
- Chapter 28: Teaching and Cultural Difference: Exploring the Potential for a Psychoanalytically Informed Action Research
- Chapter 29: Complexity Theory and Action Research
- Chapter 30: Agency Through Action Research: Constructing Active Identities from Theoretical Models and Metaphors
- Chapter 31: Existentialism and Action Research
- Introduction to Part IV
- Chapter 32: Elbows Out, Arms Linked: Claiming Spaces for Feminisms and Gender Equity in Educational Action Research
- Chapter 33: Students' Participation in School Change: Action Research on the Ground
- Chapter 34: Community Action and Agency in the Education of Urban Youth
- Chapter 35: Social-Political Theory in Working with Teachers for Social Justice Schooling
- Chapter 36: Rethinking Action Research: Commonsense and Relations of Freedom
- Chapter 37: Participatory Action Research in Latin American Education: A Road Map to a Different Part of the World
- Chapter 38: Teacher Development and Political Transformation: Reflections from the South African Experience
- Chapter 39: The Impact of Action Research in the Spanish Schools in the Post-Franco Era
- Chapter 40: Popular Education and Action Research
- Chapter 41: Partnership Action Research for Social Justice: Politics, Challenges and Possibilities
Introductions, Conclusions and Editorial Arrangement © Susan Noffke & Bridget Somekh 2009
Chapter 1 © Susan E. Noffke 2009
Chapter 2 © John Elliott 2009
Chapter 3 © Marilyn Cochran-Smith and Susan L. Lytle 2009
Chapter 4 © Gordon Wells 2009
Chapter 5 © Sandra Hollingsworth, Anthony Cody, Mary Dybdahl, Leslie Turner Minarik, Jennifer Davis-Smallwood and Karen Manheim Teel 2009
Chapter 6 © Wilfred Carr and Stephen Kemmis 2009
Chapter 7 © Morwenna Griffiths 2009
Chapter 8 © Cathy Caro-Bruce, Mary Klehr, Ken Zeichner and Ana Maria Sierra-Piedrahita 2009
Chapter 9 © Christine O'Hanlon 2009
Chapter 10 © Chris Bigum and Leonie Rowan 2009
Chapter 11 © Catherine Lewis, Rebecca Perry, and Shelley Friedkin 2009
Chapter 12 © Gary L. Anderson and Kathryn Herr 2009
Chapter 13 © Shoshana Keiny and Lily Orland-Barak 2009
Chapter 14 © Christopher Day and Andrew Townsend 2009
Chapter 15 © Lesley Saunders and Bridget Somekh 2009
Chapter 16 © Marie Brennan 2009
Chapter 17 © Herbert Altrichter and Peter Posch 2009
Chapter 18 © Barbara Comber and Barbara Kamler 2009
Chapter 19 © Susan Groundwater-Smith 2009
Chapter 20 © Jane Zeni 2009
Chapter 21 © Mary Louise Holly 2009
Chapter 22 © Marion Dadds 2009
Chapter 23 © Debbie Pushor and D. Jean Clandinin 2009
Chapter 24 © Melanie Walker 2009
Chapter 25 © Jean McNiff and Jack Whitehead 2009
Chapter 26 © Petra Ponte and Jan Ax 2009
Chapter 27 © Richard Winter 2009
Chapter 28 © Terrance Carson 2009
Chapter 29 © Dennis Sumara and Brent Davis 2009
Chapter 30 © Bridget Somekh 2009
Chapter 31 © Allan Feldman 2009
Chapter 32 © Patricia Maguire and Britt-Marie Berge 2009
Chapter 33 © Pat Thomson and Helen Gunter 2009
Chapter 34 © Peter C. Murrell Jr 2009
Chapter 35 © Marie Brennan and Susan E. Noffke 2009
Chapter 36 © Andrew Gitlin 2009
Chapter 37 © Eduardo Flores-Kastanis, Juny Montoya-Vargas, and Daniel H. Suárez 2009
Chapter 38 © Maureen Robinson and Crain Soudien 2009
Chapter 39 © Àngel I. Pérez Gómez, Miguel Sola Fernández, Encarnación Soto Gómez and Jose Francisco Murillo Mas 2009
Chapter 40 © Mary Brydon-Miller, Ismail Davids, Namrata Jaitli, M. Brinton Lykes, Jean Schensul, and Susan Williams 2009
Chapter 41 © Lew Zipin and Robert Hattam 2009
First published 2009
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Herbert Altrichter, is a Professor of Education at Johannes-Kepler-Universität Linz, Austria. Founding President of the Austrian Educational Research Association, training as organizational consultant. Research interests: school development, governance of schooling, evaluation, teacher education. Recent publications: Teachers Investigate Their Work (with Allan Feldman, Peter Posch, and Bridget Somekh; London, 2008, 2nd edition); Educational Governance (with Thomas Bruesemeister and Jochen Wissinger; Wiesbaden, 2007); Lehrerinnen und Lehrer erforschen ihren Unterricht (with Peter Posch; Bad Heilbrunn, 2007, 4th edition; translations in Greek and Chinese); Images of Educational Change (with John Elliott; Buckingham, 2000).
Gary L. Anderson is a Professor in the Steinhardt School of Culture, Education and Human Development at New York University. He is a former high school teacher and principal. He has co-authored two books and many articles on action research. The latest is The Action Research Dissertation (with Kathryn Herr). His new book, Advocacy Leadership, will be published by Routledge in early 2009.
Jan Ax is an Associate Professor in Educational Studies at the University of Amsterdam in the Netherlands. He has published and conducted research in educational policy and school organization, especially in the domain of secondary education and senior vocational education. His teaching subjects are instruction and curriculum, educational research methods, educational policy, and school organization.
Britt-Marie Berge is an Associate Professor and Senior Lecturer at the Department of Education and Umeå Centre of Gender Studies, Umeå University, Sweden. She has pedagogic experiences as a school teacher, university lecturer, and parent. Her main research interest is the construction of gender in educational settings and she has carried out research on pre-schools, compulsory schools, teacher training, and study circles. For the past 15 years she has also pursued action research on gender equity, which in English is published in articles and with Hildur Ve in the book Action Research for Gender Equity (Open University Press, 2000).
Chris Bigum is an educational consultant. His research interests include the implications of computing and bio-technologies for educational practice and policy. Specifically, these interests include read/write Web (or Web 2.0) environments, genomic literacy, new literacy studies, actor-network approaches to the study of educational innovation and change, digital epistemologies, schools as knowledge producers, and scenario planning in education.
[Page xi]Marie Brennan is a Professor of Education at the University of South Australia. She teaches curriculum and policy studies and has a long history of partnership research in the schooling sector in Australia, as well as work in early childhood, adult education, and higher education. Her main research interests are in participatory methodologies, political sociology of school reform, and in issues pertaining to democracy and educational injustice in globalizing times.
Mary Brydon-Miller directs the University of Cincinnati's Action Research Center and is an Associate Professor of Educational Studies and Urban Educational Leadership in the College of Education, Criminal Justice, and Human Services. She is a participatory action researcher who engages in both community-based and educational action research. Her current scholarship focuses on ethics and action research. Other publications include work on participatory action research methods, feminist theory and action research, refugee resettlement, elder advocacy, disability rights, and academic writing in the social sciences.
Cathy Caro-Bruce is currently working as an educational consultant to school districts with the Wisconsin Department of Public Instruction developing the Statewide System of Support (NCLB). For 30 years she has been a Staff and Organization Development Specialist for the Madison Metropolitan School District, and for 15 years has coordinated Classroom Action Research as part of the district professional development program. Cathy was a co-editor of Creating Equitable Classrooms through Action Research (Corwin Press, 2007). Cathy also works with school districts around the country helping them implement action research based on principles that drive high quality professional development.
Wilfred Carr is a Professor of the Philosophy of Education at the University of Sheffield. He is also an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney, an Honorary Vice-President of the Philosophy of Education Society of Great Britain and a member of its National Executive Committee. His is interested in a range of philosophical questions concerning the nature of educational practice and their significance for the ways in which educational theory and research are currently conducted and understood. He is editor of The Routledge Falmer Reader in the Philosophy of Education (Routledge, 2005).
Terrance Carson is a Professor of curriculum studies and teacher education in the Department of Secondary Education at the University of Alberta in Edmonton, Canada. He is the former Chair of the Department and has taught post-graduate courses in action research since the mid-1980s. His publications include Action Research as a Living Practice, which he co-edited with Dennis Sumara. His recent research focuses on questions of diversity, teaching, and the internationalization of curriculum. He is currently a Vice-President of the International Association for the Advancement of Curriculum Studies.
[Page xii]D. Jean Clandinin is a Professor and Director of the Centre for Research for Teacher Education and Development at the University of Alberta. She is co-author with Michael Connelly of four books including Narrative Inquiry. Composing Diverse Identities: Narrative Inquiries into the Interwoven Lives of Children and Teachers (2006) drew on research with children and teachers in urban schools. She edited the 2007 Handbook of Narrative Inquiry: Mapping a Methodology. With AERA, she was a Vice-President of Division B; the 1993 winner of the Early Career Award; and she was awarded the 2002 Division B Lifetime Achievement Award.
Marilyn Cochran-Smith holds the John E. Cawthorne Millennium Chair and directs the Doctoral Program in Curriculum and Instruction at Boston College's Lynch School of Education. Cochran-Smith was 2005 President of AERA. Her seventh book, Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts (co-edited with S. Feiman Nemser, J. McIntyre, and K. Demers), was published in 2008. Cochran-Smith is co-editor of the Practitioner Inquiry Series, produced by Teachers College Press. The book, Inquiry as Stance: Practitioner Research in the Next Generation, co-authored by Marilyn Cochran-Smith and Susan L. Lytle, will be published by Teachers College Press in the spring of 2009.
Anthony Cody is a National Board certified teacher who has worked for the past 21 years in the Oakland schools. He taught middle school science for 18 years, and is now the secondary science coach for the District. He is active in the Teacher Leaders Network and recently helped found the Forum of Accomplished California Teachers. His two sons are now 15 and 17 years old, and he lives in the Oakland hills with his partner and their two dogs and two cats.
Barbara Comber is an acting Director of the Hawke Research Institute for Sustainable Societies at the University of South Australia. Her interests include literacy education, social justice, teachers' work and identities, place and space, and practitioner inquiry. She has worked on a number of collaborative research projects with teachers in high poverty locations focusing on innovative and critical pedagogies which address contemporary social challenges. She has recently co-edited two books: Literacies in Place: Teaching Environmental Communication (Comber, Nixon & Reid, 2007) and Turn-around Pedagogies: Literacy Interventions for At-Risk Students (Comber & Kamler, 2005).
Marion Dadds is a Professor of Education at the University of Cumbria, UK. She has a distinguished background in the theory and practice of practitioner research, having conducted and published several of her own projects as well as supporting other professionals, especially teachers. Her particular contribution has been in the area of the emotional and spiritual dimensions of practitioner research. [Page xiii]Key publications include Passionate Enquiry and School Development and Doing Practitioner Research Differently (published jointly with Susan Hart).
Ismail Davids is the Executive Director at Foundation for Contemporary Research (FCR), a Cape Town-based action research NGO contributing toward poverty alleviation by promoting good local governance and municipal-community partnerships. His research interests include local governance and participatory democracy, inclusive citizenship, community development, poverty, and wealth. Ismail co-authored the South African university prescribed textbook Participatory Development in South Africa: A Development Management Perspective (2005, 2008), authored Voices from Below: Reflecting on Ten Years of Public Participation of Democratic Local Government in the Western Cape Province (2004), and has published numerous articles on issues of citizenship, democracy, and participatory development.
Brent Davis is a Professor and David Robitaille Chair in Mathematics, Science, and Technology Education at the University of British Columbia. His research is developed around the educational relevance of developments in the cognitive and complexity sciences, and he teaches courses at the undergraduate and graduate levels in curriculum studies, mathematics education, and educational change. Davis has published books and articles in the areas of mathematics learning and teaching, curriculum theory, teacher education, epistemology, and action research. His most recent book is Engaging Minds: Changing Teaching in Complex Times (2nd edition, 2008; co-authored with Dennis Sumara and Rebecca Luce-Kapler).
Jennifer Davis-Smallwood was a public school educator for 18 years. She taught in Waimea, Hawaii, as well as Vallejo and Berkeley, California. She is currently ranch manager and home schooling her third and sixth grade children.
Christopher Day is a Professor of Education and the Director of the Teacher and Leadership Research Centre (TLRC) at the University of Nottingham. He is an editor of Teachers and Teaching: Theory and Practice and co-editor of the Educational Action Research Journal. His books have been published in several languages and include Teachers Matter (2007), Open University Press; Successful Principal Leadership in Times of Change: An International Perspective (2007), Springer; A Passion for Teaching (2004), Falmer; International Handbook on the Continuing Professional Development of Teachers (2004), Open University Press; and Developing Teachers: The Challenges of Lifelong Learning (1999), Falmer Press.
Mary Dybdahl received her teaching credential and M.A. in Education from UC Berkeley's Developmental Teaching Education program in 1988. She started [Page xiv]teaching in the Vallejo City USD that year and joined the Berkeley Group almost immediately. After 10 years in the classroom and four years as a categorical program coordinator, Mary returned to UC Berkeley to get her administrative credential through the Principal Leadership Institute, a program that focuses on educational leadership in urban schools. For the past six years she has been an elementary school administrator in Vallejo.
John Elliott is an Emeritus Professor of Education within the Centre for Applied Research in Education at the University of East Anglia. He is well known internationally for his role in developing the theory and practice of action research in the contexts of curriculum and teacher development. He was an Advisory Professor to the Hong Kong Institute of Education (2001–2006) and a consultant to the Hong Kong Government on the strategic development of its curriculum reforms from 2001 to 2006. His recent publications include Reflecting Where the Action Is: The Selected Works of John Elliott in the Routledge World Library of Educationalists (2007).
Allan Feldman is a Professor of Science Education and Teacher Education at the University of Massachusetts Amherst. His research is focused on what it means to teach and to be a teacher. This is tied to his study of action research, self-study of teacher education practices, and existential conceptions of teaching. He has published in the Journal of Research on Science Teaching, Educational Action Research, and Science Education. Professor Feldman taught middle and high school science and math for 17 years before obtaining his doctorate at Stanford University.
Eduardo Flores-Kastanis is an Associate Professor and coordinator of the research group called ‘Schools as Knowledge Organizations’ at the Escuela de Graduados en Educación (Graduate School of Education) at the Tecnológico de Monterrey, in Mexico. He belongs to the Mexican Council of Educational Research (COMIE), and has been appointed as National Researcher of Mexico's National Council of Science and Technology (CONACYT). His current research interests focus on the effects of organizational structures on the work of teachers, and how action research can contribute to improve administration in Mexican public schools. He lives in Chihuahua, Northern Mexico.
Shelley Friedkin is a Research Associate at Mills College in Oakland, California. Her current research interest focuses on teachers' use of data to improve classroom instruction. The co-authors are currently studying the impact of lesson study on teachers' content knowledge. Additional information and video of US and Japanese teachers engaging in lesson study are available at http://www.lessonresearch.net.
Andrew Gitlin holds a Chair in the Department of Social Foundations at the University of Georgia. He has focused his research efforts on trying to [Page xv]understand the intimate connections between knowledge and power. Looking at this issue, Gitlin has centered his latest work on the exploration of the political dimensions of aesthetics and the implications of this ‘deep politic’ for schooling. His current scholarship includes Educational Poetics: Inquiry Freedom and Innovative Necessary (New York: Peter Lang, 2005), and ‘Inquiry, imagination, and the search for a deep politic’, Educational Researcher, 34(3): 15–24.
Morwenna Griffiths is a Professor of Classroom Learning in the Moray House School of Education at Edinburgh University. She has taught in primary schools in Bristol; at the University of Isfahan, Iran; at Christ Church College HE in Canterbury; at Oxford Brookes, Nottingham; and Nottingham Trent Universities. Her recent research has included philosophical theorizing and empirical investigation, related to epistemology of auto/biography, social justice, public spaces, the nature of practice, feminization, and creativity. Her books include Action for Social Justice in Education: Fairly Different; Educational Research for Social Justice; and Feminisms and the Self: The Web of Identity.
Susan Groundwater-Smith is an Honorary Professor in the Faculty of Education and Social Work at the University of Sydney. She convenes the Special Interest Group that focuses on practitioner research within the Division of Professional Learning. She manages The Coalition of Knowledge Building Schools, a loose alliance of metropolitan and regional schools in New South Wales, Australia, all of whom have a common interest in and commitment to practitioner inquiry. She has published widely in the area of teacher professional learning both within the context of initial teacher education and continuing professional development. Her recent contributions have been in the area of the ethics that guide practitioner research and matters of quality.
Helen Gunter is a Professor of Educational Policy, Leadership and Management in the School of Education at the University of Manchester. Her particular interest is in the history of knowledge production in the field of educational leadership, and she has undertaken work around mapping theory and research. She is currently completing an ESRC-funded project on knowledge production and school leadership in England in the first decade of New Labour. Her most recent books are Leading Teachers (Continuum, 2005) and, co-edited with Graham Butt, Modernising Schools: People, Learning and Organisations (Continuum, 2007).
Robert Hattam is an Associate Professor in the School of Education and the Hawke Research Institute for Sustainable Societies at the University of South Australia. His research has focused on teachers' work, critical and reconciliation pedagogies, refugees, and socially just school reform. He has published in a range of journals and has been involved in book projects with others that include Schooling for a Fair Go, Teachers' Work in a Globalising Economy, and Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School. [Page xvi]Recently he published a book entitled Awakening-Struggle: Towards a Buddhist Critical Theory.
Kathryn Herr is a Professor in the College of Education and Human Services at Montclair State University. She is a former social worker, middle school teacher, and counsellor. She has co-authored two books and many articles on action research. The latest is The Action Research Dissertation (with Gary L. Anderson). She also co-edited the three volumes of Encyclopedia of Activism and Social Justice (2007) with Gary L. Anderson.
Sandra Hollingsworth is a visiting Professor at the University of California, Berkeley, and a Professor of Teacher Education at San Jose State University. A former published historian and K-12 classroom teacher, Dr. Hollingsworth has studied teachers' understanding of the equity issues in minority students' literacy development since the beginning of her career. Dr. Hollingsworth has worked in developing countries in South Asia, the Middle East and western Africa. She is currently the co-editor of American Educational Research Journal – Social and Institutional Analysis. Dr Hollingsworth's after-hours passions revolve around gardening, visual arts, and her five grandchildren.
Mary Louise Holly serves as a founding Director of the Faculty Professional Development Center at Kent State University where she is a Professor in the department of Teaching Leadership and Curriculum Studies. Mary Lou's interest in human development began as she taught children art. In early research she worked with teachers using life history and biographical methods for AR. Current research explores learning communities using AR to improve science education and preserve wetlands in the Cuyahoga watershed. The 3rd edition of Action Research for Teachers (Prentice Hall) with colleagues Joanne Arhar and Wendy Kasten, was published in 2009.
Namrata Jaitli is currently a Fellow in PRIA Continuing Education, a division of PRIA, Delhi, India. She has a Bachelors in Psychology (Honors) from Lady Sri Ram College, Delhi University, and a Masters in Social Work from Delhi University. She has coordinated and participated in diverse projects, which include national coordination of women's empowerment project, research studies on monitoring participation in projects, capacity building interventions for development practitioners on participation and institutional development; and course development and teaching on themes of participation and civil society to diverse ranges of development of professionals and students.
Barbara Kamler is an Emeritus Professor at Deakin University, Australia. She has lifelong research interests in writing and identity, writing as social action and critical approaches to literacy. Recent books include Relocating the Personal: A Critical Writing Pedagogy (Kamler, 2001); Helping Doctoral [Page xvii]Students Write: Pedagogies for Supervision (Kamler and Thomson, 2006); and an edited collection Turn-Around Pedagogies: Literacy Interventions for At-Risk Students (Comber & Kamler, 2005). She continues to develop models of research that enhance the agency of participants and is currently doing consultancy work on academic writing and publishing for doctoral students and early career academics.
Shoshana Keiny is a Senior Lecturer (now in retirement) in the Education Department of Ben-Gurion University, where she has been engaged in research and teaching since its foundation. Her fields of activity include facilitating educational change processes by teachers, through collaborative Action Research; developing a new conception of Environmental Education, based on Ecological Thinking, and translating it to curricular units constructed by teachers in various national projects such as IPSTES; Science & Technology in Society, etc. She is a member of editorial boards for various international journals. Ecological Thinking: A new approach to Educational Change, published in 2002 by UPA has been translated to Hebrew.
Stephen Kemmis is a Professor of Education at Charles Sturt University, Australia. For over 30 years Stephen has been writing about educational research and evaluation. Among his publications are Becoming Critical: Education, Knowledge and Action Research (with Wilfred Carr; Falmer, London, 1986) and the chapter ‘Participatory action research: Communicative action and the public sphere’ (with Robin McTaggart; in Norman Denzin and Yvonne Lincoln, eds, The SAGE Handbook of Qualitative Research, 3rd edition, Thousand Oaks, California, 2005). He has also written numerous evaluation reports, chapters, and articles on professional practice, indigenous education, participatory action research, and qualitative methods in educational research.
Mary Klehr holds a joint Madison WI Metro School District/University of Wisconsin-Madison position supervising a Professional Development School elementary teacher education partnership program, which is designed to prepare skilled and caring teachers committed to working in culturally diverse, urban public schools. Mary has been involved in teacher research since 1996 as a practitioner and facilitator. She coordinates the school district's Classroom Action Research Program and recently co-edited an anthology of Madison studies, Creating Equitable Classrooms through Action Research (Corwin Press, 2007).
Catherine Lewis is a distinguished research scholar at Mills College in Oakland, California. She has conducted research in Japanese and US schools for 25 years, and written the first English-language articles about lesson study, the award-winning book Educating Hearts and Minds: Reflections on Japanese Preschool and Elementary Education (Cambridge University Press, 1995) and Lesson Study: A Handbook of Teacher-Led Instructional Change (Research for [Page xviii]Better Schools, 2002). Lesson study video, tools, and publications can be found at http://www.lessonresearch.net
M. Brinton Lykes, is a Professor of Community-Cultural Psychology and Associate Director of the Center for Human Rights and International Justice at Boston College. Her participatory action research with survivors of war and organized violence analyzes the causes and effects of gross violations of human rights and contributes to the development of community-based programs that aspire to rethread social relations and transform social inequalities. She has published extensively, co-edited three books, and co-authored a fourth with women of rural Guatemala. Brinton is a co-founder of the Boston Women's Fund and the Ignacio Martín-Baró Fund for Mental Health and Human Rights.
Susan L. Lytle is an Associate Professor of Education and Chair of the Language and Literacy in Education Division, Graduate School of Education, University of Pennsylvania, Director of the Master's and Doctoral Programs in Reading/Writing/Literacy, and founding Director of the 22-year-old Philadelphia Writing Project, a site of the National Writing Project and an urban school–university collaborative network. Lytle is co-editor of the Practitioner Inquiry Series, produced by Teachers College Press as well as a past President of the National Conference on Research in Language and Literacy (NCRLL) and the NCTE Assembly on Research. The book, Inquiry as Stance: Practitioner Research in the Next Generation, co-authored by Susan L. Lytle and Marilyn Cochran-Smith, will be published by Teachers College Press in the spring of 2009.
Patricia Maguire is a Professor of education and Chairperson of the Gallup Graduate Studies Center, Western New Mexico University. She has worked as a school and mental health counselor, international development worker and trainer (Africa, Jamaica), and community activist. For the past 20 years, Pat has been a member of a collaborative team developing transformative-oriented graduate education programs in a rural community on the edge of the Navajo Nation and Pueblo of Zuni. Her networking, research, and publication interests include the interface between feminisms and participatory action research and teacher action research, building on her 1987 book, Doing Participatory Research: A Feminist Approach.
Jean McNiff is an Adjunct Professor at the University of Limerick, Ireland; Honorary Professor at Ningxia Teachers University in the People's Republic of China; and Research Associate at the Nelson Mandela Metropolitan University in South Africa. She is also associated with York St. John University, UK, and the University of Pretoria, South Africa. She supports practitioners in a range of settings, including schools and universities, as they find ways of demonstrating their personal and social accountability in influencing processes of cultural and social transformation. [Page xix]She writes about the need for practitioners to undertake their action enquiries as they critically engage with their own professional learning in demonstrating their claims to educational influence.
Leslie Turner Minarik has been a second grade teacher for 21 years, at the Highland Elementary School, West Contra Costa USD. She has studied at University of California, Berkeley, Teaching Credential, University of California, B.A. French and Portuguese and Universite de Bordeaux. She received District Teacher of the Year in 1996 and is builder of three school gardens. She is a nationally ranked orienteer. Prior to discovering teaching, she worked for 10 years in publishing for Runner's World Magazine and Sunset Magazine.
Juny Montoya-Vargas is an Associate Professor of Law and Education and Head of the Center for Research and Teaching on Education (CIFE) at University of Los Andes. She received her Ph.D. in Education from the University of Illinois. She teaches graduate courses in curriculum and pedagogy, qualitative research methods, and program evaluation. She is a member of the American Evaluation Association. Her work is on legal education, participatory evaluation, and education for democracy. The recent publication is ‘Education in the Colombian Constitution of 1991 and in the Constitutional Court decisions’, in Ibañez, J. (wd.) The Right to Education and Democratic Citizenship. Bogotá: Ediciones Jurídicas Gustavo Ibáñez.
José Francisco Murillo Mas is a Senior Lecturer at the University of Málaga. He is the second international award winner of innovative university teaching. His main interests in research are the innovation of the university teaching through Action Research, educational evaluation, and initial and in-service teacher training. He has participated in several research projects, such as Evaluación de la Educación Secundaria Obligatoria en Andalucía, Evaluación de los centros ICT and Evaluación de los Centros del profesorado. His most relevant publications include ‘Comprehensiveness and diversity in secondary compulsory education in Andalucía’, in EARJ and ‘Innovación de la enseñanza universitaria en la formación de docentes: la relevancia del conocimiento’, in Investigación en la Escuela.
Peter C. Murrell, Jr. is a Professor and Dean of the School of Education at Loyola College in Baltimore, Maryland. He teaches graduate and undergraduate courses in human learning, cognitive development, and identity development. His work in urban schools includes leadership development and the creation of learning communities. Dr Murrell's research focuses upon academic identity and racial identity development with respect to school achievement in urban schools and communities. His most recent book on identity and learning entitled Race, Culture and Schooling: Identities of Achievement in Multicultural Urban Schools was published by Lawrence Erlbaum.
[Page xx]Susan E. Noffke is an Associate Professor of Curriculum and Instruction at the University of Illinois – Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts.
Christine O'Hanlon is an Honorary Reader in Education at the University of East Anglia. She has developed the professional practice of teachers and other educational professionals through action research for many years. She has initiated, managed, and taught two university-based inclusive education programs for ‘action research and inclusion’ in education, and written extensively in the UK and worldwide about the benefits of action research for inclusive and special needs education. She has recently published a book, Inclusive Education and Action Research (Oxford University Press, 2004), and continues to publish and supervise students for higher degrees through action research.
Lily Orland-Barak is a Senior Lecturer and Head of the Department of Learning, Instruction, and Teacher Education at the Faculty of Education, The University of Haifa, Israel. Her research focuses on the areas of Mentoring and Mentored Learning, Action Research, Second Language Teacher Education, and Curriculum Development. She had led curricular innovations and reforms in the areas of Mentoring and EFL, and is currently involved in the design and implementation of various educational reforms in Teacher Education both nationally and internationally. She has published numerous articles in leading journals in these areas. She is also a member of the editorial board of Educational Action Research and Teachers and Teaching: Theory and Practice.
Ángel I. Pérez Gómez is a Professor at the University of Málaga, and previously in Salamanca, Madrid, and La Laguna. He is Deputy Vice-Chancellor at the University of Málaga and at the International University of Andalucía as well as an editorial board member of several national and international journals. Apart from the first award, National Educational Research, he has received several medals and awards of prestige. He has published 12 books and over 100 articles and chapters in books: Las fronteras de la educación; La Comunicación didáctica;La enseñanza, su teoría y su práctica; Comprender y transformar la enseñanza; La cultura escolar en la sociedad neoliberal; Comprehensivenes and Diversity in Secundary Compulsory education in Andalucía; Desarrollo profesional del Docente.
Rebecca Perry is a Senior Research Associate at Mills College in Oakland, California. Her research and writing focuses on teachers' professional communities, teacher learning, policy implementation, and education reform efforts at the national, state, and local levels.
[Page xxi]Petra Ponte has a background in Pedagogiek and Educational Studies. She has published in the fields of special and inclusive education, cross-cultural collaboration, teachers' professionalism, and action research. She is a Professor at Utrecht University of Applied Sciences and Senior Researcher at ICLON, Leiden University (Graduate School of Teaching), both in the Netherlands. In addition to these roles, she is Adjunct Professor, RIPPLE, Charles Sturt University, as well as an Honorary Professor, Faculty of Education and Social Work, University of Sydney, both in Australia. She is an active participant in international networks and co-ordinating book editor of the Educational Action Research Journal.
Peter Posch Professional career: teaching degrees in English and Geography, Ph.D. in Education and Psychology; studies and research activities at the universities of Innsbruck (A), Konstanz (D), Vienna School of Economics (A); Professor of Education at the Institute of Education of the University of Klagenfurt in Austria from 1976 to 2000; visiting Professor in the School of Education of Stanford University, USA (1992) Retired in 2000. Present interests: (inservice) teacher education, school development, action research. Present positions: Chairman of the Advisory Board of the national project ‘Innovations in Mathematics, Science and Technology Teaching’ (IMST). He is a member of the Governing Board of the University College of Teacher Training, Carinthia.
Debbie Pushor is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan. She is a former teacher, consultant, principal, and central services administrator. Debbie is engaged in research, funded by the Social Sciences and Humanities Research Council of Canada, which is exploring parent knowledge – what it is and how it is held and used. Debbie is a contributor to The SAGE Encyclopedia of Qualitative Research Methods and she co-authored, with D. Jean Clandinin and Anne Murray Orr, ‘Navigating sites for narrative inquiry’, recently published in the Journal of Teacher Education.
Maureen Robinson has been a Professor and Dean of the Faculty of Education at the Cape Peninsula University of Technology in Cape Town, South Africa, since 2002. She previously worked at the University of the Western Cape, in the fields of action research, materials development, teacher development, and curriculum studies. Her main area of interest is teacher education for a transforming society. She has published locally and internationally, and reviews for numerous journals. She has been active in South African teacher education policy fora for many years and is currently a board member of the International Council on Education for Teaching.
Leonie Rowan is a Senior Lecturer in the Faculty of Education at Griffith University. Her research interests range from early childhood environments [Page xxii]through to university settings and relate to the broad fields of equity and social justice. She is particularly interested in the use of transformative pedagogies for disrupting traditional patterns of exclusion in diverse educational and cultural sites. Within this framework she has focused on areas, such as early childhood literacy development, boys in schools, girls and ICT, and the role of knowledge producing schools in disrupting traditional patterns of educational success and failure.
Lesley Saunders joined the General Teaching Council as a Senior Policy Adviser for Research at its inception in September 2000. Prior to that, she was a Principal Research Officer at the National Foundation for Educational Research where she headed the School Improvement Research Centre; she is also a qualified teacher. Lesley is currently a Visiting Professor at the Institute of Education, London, and has written extensively for policy, academic, and practitioner audiences; she recently edited Educational Research and Policy-Making: Exploring the Border Country between Research and Policy (Routledge, 2007).
Jean J. Schensul, an anthropologist, is a Senior Scientist and founding Director, Institute for Community Research, Hartford, CT. She is committed to popular inquiry by developing research approaches for community-based participatory and action research in urban areas of the USA and other countries. Her youth Participatory Action Research approach to addressing social injustices in the urban environment is being adapted in urban areas of the US. Recent publications include the seven volume NGO/CBO-friendly Ethnographer's Toolkit, and papers addressing action research, international and national health, mental health disparities, the role of CBROs, and local knowledge in the globalization of science.
Ana Maria Sierra-Piedrahita is a Ph.D. candidate in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. She is also a professor in the School of Languages at Universidad de Antioquia in Medellin, Colombia. She is a member of the Action Research and Evaluation Group (GIAE) at Universidad de Antioquia, Medellin, Colombia. Her research interests are teacher professional development, linguistic policies, and autonomy in language teaching and learning.
Miguel Sola Fernández is a Senior Lecturer at the University of Málaga. He is an editorial board member of national and international journals, first award national educational reserch and second international award of innovative university teaching. His main interests in research are the innovation of the university teaching through Action Research, and the impact of ICT in curricular change. He has participated in international research projects and coordinated some nationally. His publications include ‘Comprehensiveness and diversity in [Page xxiii]secondary compulsory education in Andalucía’, in EARJ, ‘La formación del profesorado en el contexto del EEES’, in Interuniversitaria de Formación del Profesorado, and ‘Evaluación de la jornada escolar’, in Revista de Educación.
Bridget Somekh is a Professor of Educational Research at Manchester Metropolitan University. Her research interests are the process of innovation and the management of change. She is a founding editor of the journal, Educational Action Research, and a long-standing member and coordinator of the Collaborative Action Research Network. Her books include Research Methods in the Social Sciences, edited with Cathy Lewin (Sage, 2005); Action Research: A Methodology for Change and Development (Open University Press, 2006); and Teachers Investigate Their Work: An Introduction to Action Research across the Professions (2nd edition, Routledge, 2007, co-authored with Altrichter, Feldman and Posch).
Encarnación Soto Gómez is a Senior Lecturer at the University of Málaga. Her topics of research are innovation and educational evaluation, with particular emphasis on learning contexts and action research. She has participated in national and international research projects such as SIFKAL, BARIE and BARTIC, CHACO LEARN (Argentina). Her most relevant publications include ‘El tiempo en la escuela’, in Cooperación Educativa. ‘Outros tempos para outra escola’, in Revista Pedagógica Patio (Brazil), ‘Objetos de aprendizaje y sujetos que aprenden’, in Andalucía Educativa. And in collaboration, ‘Comprehensiveness and Diversity in Secondary Compulsory Education in Andalucía’, in Educational Action Research, and ‘Innovación de la enseñanza universitaria en la formación de docentes: la relevancia del conocimiento’, in Investigación en la escuela.
Crain Soudien is a Professor in Education and formerly the Director of the School of Education at the University of Cape Town. He teaches in the fields of Sociology and History of Education and has published over 100 articles, reviews, and book chapters in the areas of race, culture, educational policy, comparative education, educational change, public history and popular culture. He is also the co-editor of three books on District Six, Cape Town and another on comparative education and the author of The Making of Youth Identity in Contemporary South Africa: Race, Culture and Schooling and the co-author of Inclusion and Exclusion in South African and Indian Schools. He was educated at the Universities of Cape Town, South Africa and holds a PhD from the State University of New York at Buffalo. He is involved in a number of local, national, and international social and cultural organisations, and is the Chairperson of the District Six Museum Foundation, President of the World Council of Comparative Education Societies and currently the Chair of a Ministerial Committee on Transformation in Higher Education.
Daniel H. Suárez is an Adjunct Professor in the Department of Educational Sciences and Senior Researcher at the Instituto de Investigaciones en Ciencias de la Educación at the Universidad de Buenos Aires, in Argentina. He leads a [Page xxiv]research group that studies the relationship between pedagogical knowledge, teaching practice, and narrative research. Currently he leads the project: ‘The knowledge of experience: Pedagogical experience, narrative and subjectivity in the professional trajectory of teachers’. He is also Director of the program ‘Teacher memory and pedagogical documentation’, at the Public Policy Laboratory of Buenos Aires, where he does action research with groups of teachers and pedagogical networks.
Dennis Sumara is the Professor and Head of the Department of Curriculum and Pedagogy at the University of British Columbia. His research areas include curriculum theory, teacher education, and literacy education, as oriented by conceptual interests in hermeneutic phenomenology, literary response theory, and complexity science. Specific topics of research include literary engagement and curriculum, problems and possibilities of learning and teaching, and normativity and counternormativity in teacher education. His extensive publications include Why Reading Literature in School Still Matters: Imagination, Interpretation, Insight, and he is recipient of the 2003 National Reading Conference's (USA) Ed Fry Book Award.
Karen Manheim Teel is a Professor in the Graduate Education Department at Holy Names University in Oakland, California. Her current research interests are urban education and teacher research. Karen Manheim Teel is on the faculty of the School of Education at the University of California at Davis. Her most recent publication is Building Racial and Cultural Competence in the Classroom: Strategies from Urban Educators, 2008, co-edited with Jennifer E. Obidah, published by Teachers College Press.
Pat Thomson is a Professor of Education and Director of Research in the School of Education, The University of Nottingham. A former headteacher in Australian disadvantaged schools, her research focuses on ways in which schooling can become more inclusive and just. Her current research interests are creative school change, the pedagogies of community arts, headteacher retention, and collaborative scholarship. Publications include Helping Doctoral Students Write: Pedagogies for Supervision (with Barbara Kamler, Routledge, 2006), an edited collection, Doing Visual Research with Children and Young People (Routledge, 2008), and School Leadership – Heads on the Block? (Routledge, 2009).
Andrew Townsend is an Assistant Professor in Educational Enquiry in the Institute of Education at the University of Warwick. This post is principally concerned with supporting action research conducted by education professionals studying for master's level programs. Before taking up his current post he worked as a consultant researching, supporting, and evaluating professional development and action research projects. This interest in change and development through action research was cultivated during a 10-year teaching career. [Page xxv]Recent work has included researching and publishing on the process and outcomes of collaborative and networked enquiry, and supporting student voice and research projects.
Melanie Walker is a Professor of Higher Education in the School of Education, University of Nottingham, UK, and extraordinary Professor at the University of the Western Cape, South Africa. Her research interests include higher education and human development, education and equalities, and pedagogies and identity formation. She is the author of Higher Education Pedagogies: A Capabilities Approach (Open University Press, 2006) and co-editor of Amartya Sen's Capability Approach and Social Justice in Education (Palgrave, 2007). She is an editor of Educational Action Research and co-editor of the Journal of Human Development. She is currently working with Elaine Unterhalter on a book on Martha Nussbaum, capabilities and education.
Gordon Wells is currently a Professor of Education at the University of California, Santa Cruz, where he researches and teaches in the fields of language, literacy, and learning; the analysis of classroom interaction; and sociocultural theory. As an educator, his particular interest is in fostering dialogic inquiry as an approach to learning and teaching at all levels, based on the work of Vygotsky and other sociocultural theorists. The rationale for this approach together with examples of it in practice are presented in Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education (Cambridge University Press, 1999). From 1969 to 1984, he was the Director of the Bristol Study of Language Development at the University of Bristol, UK (The Meaning Makers, Heinemann, 1986), and from 1984 to 2000, he was a Professor at the Ontario Institute for Studies in Education of the University of Toronto where, in addition to teaching and research, he was involved in several collaborative action research projects with educational practitioners in Canada. Books arising from this work are Constructing Knowledge Together (Heinemann, 1992), Changing Schools from Within (OISE Press and Heinemann, 1994), and Action, Talk and Text: Learning and Teaching through Inquiry, written with teacher colleagues (Teachers College Press, 2001). He is also co-editor of Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education (Blackwell, 2002). His most recent paper is Semiotic mediation, dialogue and the construction of knowledge, Human Development.
Jack Whitehead has been a Lecturer in the Department of Education at the University of Bath since 1973. He originated the idea of practitioner-researchers generated their own living educational theories as explanations for their educational influences in learning. He is a former President of the British Educational Research Association, distinguished Scholar in Residence at Westminster College, Utah, and Visiting Professor at Brock University in Ontario. He is currently a Visiting Professor at Ningxia Teachers University in China. His award-winning website http://www.actionresearch.net makes available the [Page xxvi]living educational theories of practitioner-researchers from their masters and doctoral research programs.
Susan Williams has worked for 26 years as a community organizer and a popular educator in East Tennessee. She works as Education Coordinator at the Highlander Research and Education Center in Tennessee, currently coordinating the popular education work and organizing the library and resource center. She is working on an historical timeline for Highlander's 75th anniversary, to help record and share the history of Highlander's connection to many people who have helped to change the South and Appalachia.
Richard Winter is an Emeritus Professor of Education at Anglia Ruskin University. He became interested in action research in the mid-1970s, and his Ph.D. thesis was on the philosophical underpinning for action research. He has published a number of books and numerous articles on various aspects of action research, latterly on action research in nursing and social work settings and also on the writing of fiction as a tool for developing professional understanding. He became involved in Buddhism while working in Thailand in the 1990s and he is currently involved in Buddhist education for young children at the Cambridge Buddhist Centre.
Ken Zeichner is Hoefs-Bascom Professor of Teacher Education and Associate Dean of the School of Education at the University of Wisconsin-Madison. He is currently an editor of the international journal Educational Action Research and author of a soon-to-be-published book, Teacher Education and The Struggle for Social Justice (Routledge).
Jane Zeni is a Professor Emeritus of English Education at the University of Missouri-St. Louis. There, she has worked with pre- and in-service teachers as well as doctoral students doing qualitative research. Earlier, she taught secondary school in Philadelphia and Santa Fe. As founding Director of the Gateway Writing Project, Zeni collaborated with many action research groups; she also gathered data with her students to improve her own teaching (Singer & Zeni, 2004). Her books include Writing Lands (1990); Mirror Images: Teaching Writing in Black and White (Krater, Zeni and Cason, 1994); and Ethical Issues in Practitioner Research (2001).
Lew Zipin lectures in Sociology/Policy of Education at the University of South Australia, where he is a member of the Hawke Research Institute for Sustainable Societies. His research interests include critical analyses of power in educational institutions; issues of governance and ethics in schools and higher education; and education for social justice. His work has been published in various journals and book chapters, including a chapter in the SAGE Handbook of Education for Citizenship and Democracy. He is currently co-editing a book collection on changing dimensions of university governance and work in globalizing contexts.