“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

Teacher Action Research as Professional Development
Teacher action research as professional development

As I have argued in the previous chapters of this book, teachers as researchers can advance and enhance the professional status of teaching, generate theory and knowledge, improve student learning, increase the effectiveness of reform efforts, and promote teacher development. Unfortunately, teachers’ potential and role as agents of inquiry and change have too often been neglected. Rather, teachers frequently have been disenfranchised by many educational practices and innovations, especially those involving “teacher proof” curricula and “best practices.” They have been socialized to receive knowledge generated by others rather than trust in their own capacities to assign meaning through action and reflection. Thirty years ago, Chittendon, Charney, and Kanevsky (1978) captured the situation well in ...

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