• Summary
  • Contents
  • Subject index

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, each beginning with a short introduction: " Action research methodology: diversity of rationales and practices " Professional: Knowledge production, staff development, and the status of educators " Personal: Self-awareness, development and identity " Political: Popular knowledge, difference, and frameworks for change This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators. Susan Noffke is Associate Professor of Curriculum & 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. Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).

Chapter 39: The Impact of Action Research in Spanish Schools in the Post-Franco Era

The Impact of Action Research in Spanish Schools in the Post-Franco Era
The impact of action research in spanish schools in the post-franco era
Àngel I.Pérez Gómez, Miguel SolaFernández, Encarnación SotoGómez and José FranciscoMurillo Mas
Overview

In this chapter we describe how and to what extent ideas on Action Research (AR) have helped shape current schools in Spain. To this end we first provide some historical background, essential in order to understand the evolution of schools as institutions, particularly since the end of the Franco dictatorship. Next we examine the impact of AR on the ideas and discourses assimilated and disseminated to schools mainly by agents of the universities. This is followed by a brief analysis of how AR really impregnates educational policy and practice in the Spanish ...

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