Action Research in Education
Publication Year: 2013
‘This structured and accessible book, with excellent case studies, will give confidence to anyone embarking on an action research project’
-Professor Ken Jones, Dean of Humanities, Swansea Metropolitan University
‘Masterly in its lucidity, this text contextualises Action Research in the fiedl of Education Practice; and is therefore a valuable resource in both professional learning and improved professional practice’
-Effie Maclellan, Research Professor in Education, University of Strathclyde, Glasgow
‘An engaging, clearly written, and helpfully structured articulation of how AR can be implemented and practised in order to make a difference within educational contexts’
-Dr Stephen Parker, University of Worcester
‘Will assist practitioner researchers to develop a profound and critical understanding of this approach’
-Professor Marion Jones, Liverpool John Moores University
This hands-on and user-friendly book uses illustrative case studies to demonstrate and explore ...
- Front Matter
- Back Matter
- Subject Index
- Introduction and Overview
- Section 1: Getting to Know Action Research
- Chapter 1: What Is This Thing Called Action Research?
- Chapter 2: Getting to Grips with Perspectives and Models
- Section 2: Doing Action Research
- Chapter 3: Getting Started on an Action Research Project
- Chapter 4: Collecting, Collating and Conversing with Data
- Chapter 5: Dealing with the Literature
- Chapter 6: Using Data: Making Sense and Making Claims
- Chapter 7: Writing Up an Action Research Project
- Section 3: Sharing Action Research
- Chapter 8: Conclusion: Sharing and Promoting Action Research
Research Methods in Education[Page ii]
Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher:
Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Masters-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.
Titles in the series:
Atkins & Wallace Qualitative Research in Education Hamilton & Corbett-Whittier Using Case Study in Education Research McAteer Action Research in Education Mills & Morton Ethnography in Education
Access the additional resources here:
© Mary McAteer, 2013
First published 2013
British Educational Research Association, 9-11 Endsleigh Gardens, London, WC1H OED
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
All material on the accompanying website can be printed off and photocopied by the purchaser/user of the book. The web material itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The web material may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the website for conference purposes, they would require separate permission from us. All material is © Mary McAteer, 2013.
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About the Author
Grateful thanks are due to Kathryn Bromwich and all the team at Sage who have so patiently supported me through the writing of this book. Likewise, I wish to thank all at BERA involved in the commissioning of it and in providing initial feedback on the proposal. To all those reviewers who have provided feedback on early drafts, I wish also to express my grateful thanks.
Throughout this book I have drawn on my experiences as an action research student, practitioner and tutor/supervisor. I have had the great fortune and privilege to work with a wide variety of colleagues in a number of universities, and an even wider range of students, on action research and other professional development programmes. Conversations, discussions and collaborations with all of them have been significant in enriching and shaping my own knowledge, beliefs and values.
I was first introduced to the British Educational Research Association (BERA) and the Collaborative Action Research Network (CARN) while a student at the University of Ulster. My grateful thanks are extended to my DPhil supervisor, Dr Barry Hutchinson, for supporting my thinking and putting me in touch with two such wonderful support networks. CARN, as a network dedicated to action research, has played a particularly big role for me, and one member in particular, Kath Green was both a supportive and challenging dear friend. Her passion for conversation [Page viii]and life stories, her sense of respect for all, her particular support for new conference presenters were a key part of the annual CARN conference. Described by colleagues as someone who ‘embodied the heart of CARN’ and who ‘treated life as an opportunity for learning’, she believed passionately that the simple act of raising questions can raise the level of discourse. Her life (1946–2007) represented a synthesis of intellect and emotion, and has left a quiet, gentle but powerful legacy to those who knew her. Chapter 5 is written in her memory and with grateful thanks for her influence. It is written in the hope that she would have approved, and in the knowledge that, had she not, then it would have provided fodder for a rich and enriching conversation and learning experience.
The case studies in this book are derived from the following unpublished MSc Dissertations, University of Ulster:
- McCay, M.B. (2003) Addressing Underachievement: Giving students a voice.
- McGlinchey, M. (2002) Teachers for education, Education for teachers: Promoting a spirit of curiosity, inquiry and reflection in science, that touches teachers and pupils alike.
- Wilson, R. (2003) How can I improve the quality of talk in my role play corner?
- Vaughan, C. (2003) Parents as partners in the educational experiences of young children.
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