The third edition of the SAGE Handbook of Action Research presents a fully updated version of the bestselling text, including new chapters written by key figures in the field covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘skills’ section which includes new consultant-relevant materials. Building on the strength of the previous editions, editor Hilary Bradbury has carefully developed the third edition to take a strong international approach to the topic of action research and thus expanding the already-impressive scale and scope of the work. In essence, the third edition follows in the footsteps of the landmark previous editions by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today. This volume is an essential resource for scholars and professionals engaged in social and political inquiry, organizational research and education.

Teaching and Learning Reflective Practice in the Action Science/Action Inquiry Tradition
Teaching and learning reflective practice in the action science/action inquiry tradition
Steven S. TaylorJenny W. RudolphErica Gabrielle Foldy

Reflective practice, the process of examining one's own actions and learning about oneself, has long been part of many great transformational traditions, from Buddhism (Goldstein, 1983) to Jesuit spiritual exercises (Coghlan, 2004) to Socrates and the transcendentalists’ call to ‘know thyself’ (Emerson, 1903). In modern social science, reflective practice is also known as ‘first person (action) research’ (Heen, Chapter 63 and see Introduction by Bradbury, this volume). Over time we have synthesized an approach to teaching reflective practice that pulls together concepts and practices from a wide variety of scholars working in this tradition (e.g. Argyris, Putnam, ...

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