Action Research in Education: Learning Through Practitioner Enquiry

Front Cover
SAGE, Dec 18, 2012 - Education - 184 pages
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Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.

This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching. Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education.

It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.

This book will help teachers to:

- understand and apply practitioner inquiry

- enhance their problem-solving skills

- locate their own activity in a wider context

- maximise opportunities to develop practice

- evaluate the needs of their learners

Clear, pragmatic and timely, this is a must-have text for all teachers and students of education.

Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of Glasgow

Elaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle University

Kate Wall is Senior Lecturer in the School of Education, Durham University


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1 understanding practitioner enquiry
beliefs ethics and practice
finding and refining a question
deciding on an approach and complementary methods
5 taking account of learner perspectives in your enquiry
6 exploring your own and your colleagues professional knowledge
7 engaging with the views of families and the wider community
8 making sense of it making connections and bringing it together
9 sharing your findings finding new questions

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About the author (2012)

I am Professor of Pedagogy, Policy and Innovation in the School of Education and my teaching and research focuses on the role of inquiry in teachers’ professional learning. I am interested in the role of universities, and teacher educators in particular, in the creation and translation of knowledge about teaching and learning. This interest is linked to the wider issue of the relationship between theory and practice in professional development.

Expertise: qualitative and quantitative measures, research design, narrative interviewing, questionnaire design, analytic frameworks, research management.
Research interests: early literacy and language development, parental involvement, adult literacy and family literacy, teacher development and identity, learning and meta-cognition.

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