“This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples.”—Kejing Liu, Shawnee State University

Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method.

Key Features:

Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies

Case Study and Teacher Action Research

Case study and teacher action research

In this chapter, I discuss the nature and role of the case study in teacher action research. The advantages of using the case study as a research methodology are described, along with different types of case study approaches. The nature and character of different kinds of individual and program case studies are featured. Assumptions underlying the case study are explored. The chapter concludes with a detailed discussion of three major case study approaches: appreciative inquiry, the cultural inquiry process, and the descriptive review.

What is a Case Study?

“Almost by definition, teacher research is case study: The unit of analysis is typically the individual child, the classroom, or the school” (Cochran-Smith & Lytle, 1993, p. 59). ...

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