“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.
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
Chapter 2: Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry
Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry
The literature on action research is immense and deep. In this chapter, I draw from that literature to discuss the early history, origins, theory, and development of action research. The integration of action research into school settings and the benefits of action research for teachers are delineated. The influence of postmodernism and feminism on the nature and character of action research is reviewed. Different approaches to action research are described. I hope that as you read this chapter you will develop a fundamental grasp of the historical, theoretical, and epistemological underpinnings of action research as well as an appreciation for action research as intellectual practice and a way of thinking.