Mode of Inquiry - Action Inquiry

 

Follow

Allan, Karen Kuelthau, and Margery Staman Miller, "Teacher-Researcher Collaboratives: Cooperative Professional Development," Theory Into Practice, 29(Summer, 1990), 196-202., Karen Kuelthau Allan and Margery Staman Miller

Annotation: Describes three stages in a cooperative staff development project.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, In-service Teacher Development, Teacher Research

Altrichter, Herbert, "The Concept of Quality in Action Research: Giving Practitioners a Voice in Educational Research," pp. 40-55 in Michael Schratz, ed., Qualitative Voices in Educational Research. London: Falmer, 1993.*, Herbert Altrichter

Annotation: Presents six criteria of quality for action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Anderson, Gary L., "Reflecting on Research for Doctoral Students in Education," Educational Researcher, 31(October, 2002), 22-25., Gary L. Anderson

Annotation: Makes the case for practitioner research in education and its usefulness.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Knowledge Generation

Anderson, Gary L., & Kathryn Herr, "The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities? Educational Researcher, 28(June-July, 1999), 12-21; 40.*, Gary L. Anderson and Kathryn Herr

Annotation: Discusses the question of legitimacy of practitioner research in academia and schools and raises several related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Argyris, Chris, Robert Putnam, and Diane Maclain Smith, Action Science: Concepts, Methods, and Skills for Research and Intervention . San Franciso: Jossey-Bass, 1985., Chris Argyris, Robert Putnam, and Diane Maclain Smith

Annotation: Presents a thorough treatment of scientific action research and intervention.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry, Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Atkin, Myron J., "Can Educational Research Keep Pace with Education Reform?" Phi Delta Kappan, 71(November, 1989), 200-205.*, Myron J. Atkin

Annotation: Contrasts applied social science research in education with practical, collaborative, action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Awbrey, Maureen Jessen, "A Teacher's Action Research Study of Writing in the Kindergarten: Accepting the Natural Expression of Children," Peabody Journal of Education, 64(Winter, 1987), 33-64., Maureen Jessen Awbrey

Annotation: Gives an example of action research on the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teaching/Learning Process, Early Childhood Curriculum

Beattie, Catherine, "Action Research: A Practice in Need of Theory," pp. 110-120 in Geoffrey Milburn, Ivor F. Goodson, and Robert J. Clark, eds., Re-Interpreting Curriculum Research: Images and Arguments . Philadelphia: Falmer, 1989., Catherine Beattie

Annotation: Discusses the nature of theory needed within action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Theory Creation and Uses

Benson, Lee, Ira Harkavy, and John Puckett, Dewey's Dream: Universities and Democracies in an Age of Education Reform. Philadelphia: Temple University Press, 2007., Lee Benson, Ira Harkavy, and John Puckett

Annotation: Describes an effort to inaugurate community schools in Philadelphia in partnership with the University of Pennsylvania; traces the community school concept to Dewey among others.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Democratic Education, Higher Education Curriculum, Literature of Curriculum

Berscheid, Ellen, "Interpersonal Modes of Knowing," pp. 60-76 in Elliot W. Eisner, ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago Press, 1985., Ellen Berscheid

Annotation: Describes social and interpersonal knowledge and ways these may be developed in classrooms.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Practical Knowledge

Boyd, Robert D., "Solving Problems of Practice in Education," Knowledge: Creation, Diffusion, Utilization, 6(September, 1984), 59-74., Robert D. Boyd

Annotation: Explains how choices of courses of action can be made in education based on informed problem-solving.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Practical Knowledge

Brause, Rita S., and John S. Mayher, eds., Search and Re-Search: What the Inquiring Teacher Needs to Know. Bristol, PA: Falmer Press, 1991., Rita S. Brause and John S. Mayher

Annotation: Provides guidelines for hypothesis generating and hypotheses testing studies in classrooms by teachers and reports selected studies in the language area.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research, English

Brown, L. David, "People-Centered Development and Participatory Research," Harvard Educational Review, 55(February, 1985), 69-75., L. David Brown

Annotation: Makes the case for combining these two approaches and illustrates this with a project in India.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Comparative Curriculum, Teacher Research

Brubacher, John W., Charles W. Case, and Timothy G. Reagan, Becoming a Reflective Educator: How to Build a Culture of Inquiry in the Schools. Newbury Park, CA: Corwin Press, 1994., John W. Brubacher, Charles W. Case, and Timothy G. Reagan

Annotation: Gives cases of teachers doing inquiry in schools and classrooms.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teaching/Learning Process, Teacher Research

Buchmann, Margret, "Improving Education by Talking: Argument or Conversation?" Teachers College Record, 86(Spring, 1985), 441-453., Margret Buchmann

Annotation: Points out how change can be achieved through argument and how action can employ knowledge through conversation.

Broad Topical Focus: Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Curriculum Deliberation

Burnaford, Gail, James Beane, and Barbara Brodhagen, "Teacher Action Research: Inside an Interpretive Curriculum," Middle School Journal, 26(November, 1994), 5-13.*, Gail Burnaford, James Beane, and Barbara Brodhagen

Annotation: Describes action research done by teachers where action research is viewed as curriculum, not something being done to curriculum, along with assumptions and examples.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Curriculum Integration

Burnaford, Gail, Joseph Fischer, and David Hobson, eds., Teachers Doing Research: Practical Possibilities. Mahwah, NJ: Lawrence Erlbaum, 1996., Gail Burnaford, Joseph Fischer, and David Hobson

Annotation: Provides sketches of various work done by teachers as researchers of their own teaching and related classroom matters; the editors present context about the research process.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research

Calhoun, Emily F., "Action Research: Three Approaches," Educational Leadership, 51(October, 1993), 62-65., Emily F. Calhoun

Annotation: Describes individual teacher research, collaborative action research, and schoolwide action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Calhoun, Emily F., How to Use Action Research in the Self-Reviewing School. Alexandria, VA: ASCD, 1994., Emily F. Calhoun

Annotation: Describes the five phases of the action research process for school-wide improvement.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Carr, Wilfred, "Whatever Happened to Action Research?" pp. 100-107 in Wilfred Carr, For Education: Toward Critical Educational Inquiry. Bristol, PA: Open University Press, 1995.*, Wilfred Carr

Annotation: Discusses the nature of action research in relation to its contrast with positivism.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparative Curriculum

Carr, Wilfred, and Stephen Kemmis, Becoming Critical: Knowing Through Action Research . Geelong, Victoria, Australia: Deakin University Press, 1983. Revised Edition, 1986., Wilfred Carr and Stephen Kemmis

Annotation: Examines the naturalistic, interpretive, and critical views of educational theory and practice; spells out the critical approach to action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

Carson, Terrance, "What Kind of Knowing Is Critical Action Research?" Theory Into Practice, 29(Summer, 1990), 167-173., Terrance Carson

Annotation: Presents an example of collaborative action research in peace education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Social Studies

Carson, Terrance R., and Dennis J. Sumara, eds., Action Research as a Living Practice. New York: Peter Lang, 1997., Terrance R. Carson and Dennis J. Sumara

Annotation: Contains 22 accounts of action research as efforts to alter perception and action in practice.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum as Experience, Knowledge Generation, Teaching/Learning Process

Casanova, Ursula, "Research and Practice: We Can Integrate Them," National Education Association Journal, (January, 1989), 44-49.*, Ursula Casanova

Annotation: Makes the case for teacher involvement in practical research.

Broad Topical Focus: Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization, Teacher Research

Chism, Nancy, Donald Sanders, and Connie Zitlow, "Observations on a Faculty Development Program Based on Practice-Centered Inquiry," Peabody Journal of Education, 64(Spring, 1987), 1-23., Nancy Chism, Donald Sanders, and Connie Zitlow

Annotation: Reports an action research study of a faculty development program in higher education departments.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Higher Education Curriculum, In-service Teacher Development

Chubin, Daryl, Alan Porter, Frederick Rossini, and Terry Connelly, eds., Interdisciplinary Analysis and Research: Theory and Practice of Problem-Focused Research and Development. Mt. Airy, MD: Lomond, 1986., Daryl Chubin, Alan Porter, Frederick Rossini, and Terry Connelly

Annotation: Presents 34 reprinted articles on the why, who, where, what, and how of interdisciplinary research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986., D. Jean Clandinin

Annotation: Reports a study of teachers' images of classroom practice.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Self-Knowledge, Teacher Planning

Clift, Renee, Mary Lou Veal, Marlene Johnson, and Patricia Holland, "Restructuring Teacher Education through Collaborative Action Research," Journal of Teacher Education, 41(March-April, 1990), 52-62., Renee Clift, Mary Lou Veal, Marlene Johnson, and Patricia Holland

Annotation: Describes an action research project at University of Houston in teacher education based on inquiry and reflection.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education

Cochran-Smith, Marilyn, and Susan L. Lytle, Inside/Outside: Teacher Research and Knowledge. New York: Teachers College Press, 1993., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Gives background of various processes by which teacher research is conducted and provides numerous examples of journals, oral inquiries, classroom and school studies, and essays.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Cochran-Smith, Marilyn, and Susan L. Lytle, "Relationships of Knowledge and Practice: Teacher Learning in Communities," pp. 249-305 in Asghar Iran-Nejad and P. David Pearson, eds., Review of Research in Education 24, 1999. Washington, DC: American Education Research Association, 1999., Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Anayzes and explicates the distinctions among three conceptions of teacher learning (three knowledge-practice relationships): knowledge-for-practice, knowledge-in-practice, and knowledge-of-practice; discusses these in context of recent understandings of teacher research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Teacher Knowledge, Practical Knowledge, Knowledge Utilization, Teacher Research

Cochran-Smith, Marilyn, and Susan L. Lytle, "Research on Teaching and Teacher Research: The Issues that Divide," Educational Researcher, 19(March, 1990), 2-11. *, Marilyn Cochran-Smith and Susan L. Lytle

Annotation: Makes the case for teacher research and contrasts this approach with the approaches used in research on teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Confrey, Jere, "The Lure of the Practical," Review Journal of Philosophy and Social Science, 7 (No. 1 & 2, 1982), 109-138.*, Jere Confrey

Annotation: Argues for merging theory and practice and draws implications that contrast with those derived from a separation of theory and practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Education, Curriculum Theory Creation and Uses, Philosophical Schools

Connelly, F. Michael, "Curriculum Decision Making By Teachers," Bulletin: Canadian Society for the Study of Education, 3(January, 1975), 1-5., F. Michael Connelly

Annotation: Discusses the role of teachers in curriculum decision-making.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Knowledge, Practical Knowledge

Connelly, F. Michael, and Miriam Ben-Peretz, "Teachers' Roles in the Using and Doing of Research and Curriculum Development," Journal of Curriculum Studies, 12(April-June, 1980), 95-107. Reprinted pp. 624-636 in James R. Gress, ed., Curriculum: An Introduction to the Field. Berkeley, CA: McCutchan, 1988.*, F. Michael Connelly and Miriam Ben-Peretz

Annotation: Makes the case for teacher inquiry (action research) in developing new curricula, not just in implementing curricula.

Broad Topical Focus: Relation of Curriculum Research to Practice, Critique and Utilization of Curriculum Research and Inquiry, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Teacher Planning, Curriculum Development Strategies

Connelly, F. Michael, and Barbara Dienes, "The Teacher as Choice Maker in Curriculum Development: A Case Study," Paper presented at Session 17.19 of the Annual Meeting, American Educational Research Association, New Orleans, 1973., F. Michael Connelly and Barbara Dienes

Annotation: Describes teachers' decision-making in curriculum development.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Development Strategies, Teacher Planning

Cooper, Donald, and Dane Ebbutt, "Participation in Action Research as an In-service Experience," Cambridge Journal of Education, 4(No. 2, 1977), 65-71.*, Donald Cooper and Dane Ebbutt

Annotation: Reports on the process engaged in by participants in an action research project in England.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development, Comparative Curriculum

Cornett, Jeffrey W., "Utilizing Action Research in Graduate Curriculum Courses," Theory Into Practice, 29(Summer, 1990), 185-195., Jeffrey W. Cornett

Annotation: Gives a conceptual framework for a curriculum development action research project.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction

Coulter, David, "The Epic and the Novel: Dialogism and Teacher Research," Educational Researcher, 28(April,1999), 4-13., David Coulter

Annotation: Describes and illustrates the use of Bakhtin's concepts of language and dialogue in an action research study by teachers in Winnepeg of their school district's retention policy; explores the methodology of dialogic research and its use.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Policies and Policy Making
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum

Cross, Beverly E., "Personal Theorizing through Action Research: Toward an Emerging Epistemology of Practical Curriculum Inquiry." Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, April, 1995.*, Beverly E. Cross

Annotation: Reports a qualitative study of teachers' personal theorizing on curriculum and related practices.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Teacher Knowledge, Curriculum Theory Creation and Uses

Daniels, Le Roi B., "What is the Language of the Practical?" Curriculum Theory Network, 4(No. 4, 1975), 239-261., Le Roi B. Daniels

Annotation: Discusses the analysis of ordinary language as used in practical curriculum discourse.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Decision-making Processes,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

Dicker, Mary, "Using Action Research to Navigate an Unfamiliar Teaching Assignment," Theory Into Practice, 29(Summer, 1990), 203-208., Mary Dicker

Annotation: Describes a teacher's reflection through action research on coping with teaching a new course - Communication 11.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Doyle, Walter, and Gerald Ponder, "The Ethic of Practicality: Implications for Curriculum Development," pp. 74-80 in Alex Molnar and John A. Zahorik, eds., Curriculum Theory . Washington, DC: Association for Supervision and Curriculum Development, 1977., Walter Doyle and Gerald Ponder

Annotation: Explores images of the teacher as curriculum user and the teacher's interest in practicality; criteria for practicality include instrumentality, congruence, and cost.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation, Teacher Planning

Elbaz, Freema, "The Teacher's 'Practical Knowledge': Report of a Case Study," Curriculum Inquiry, 11(Spring, 1981), 43-71., Freema Elbaz

Annotation: Analyzes the conceptualization of practical knowledge and reports a study that accounts for one teacher's practical knowledge.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Case Study
Narrow Topic: Teacher Knowledge, Practical Knowledge, Teacher Planning

Elliott, John, "Developing Hypotheses About Classrooms from Teachers' Practical Constructs: An Account of the Work of the Ford Teaching Project," Interchange, 7(No. 2, 1976-77), 2-22.*, John Elliott

Annotation: Decribes how project teachers understood teaching; reports six general and 43 second-order hypotheses that emerged from the study.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Knowledge, Conceptions of Teaching

Elliott, John, "Educational Action-Research," pp. 231-250 in John Nisbet, Jacquetta Megarry, and Stanley Nisbet, eds., Research, Policy and Practice: World Yearbook of Education, 1985 . London: Kogan Page; New York; Nichols, 1985.*, John Elliott

Annotation: Covers the relation of educative-action to educational knowledge, professional knowledge from action-reasearch, research and practice, and the institutionalization of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation

Elliott, John, "Implications of Classroom Research for Professional Development," pp. 308-324 in Eric Hoyle and Jacquetta Megarry, eds., Professional Development of Teachers: World Yearbook of Education 1980 . London: Kogan Page, 1980.*, John Elliott

Annotation: Discusses action reseach as a process of research as well as a process of teacher development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry, Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Classroom Observation & Research, Knowledge Generation, In-service Teacher Development, Teacher Knowledge

Elliott, John, "Self-Evaluation, Professional Development and Accountability," pp. 224-247 in Maurice Galton and Bob Moon, eds., Changing Schools...Changing Curriculum . London: Harper and Row, 1983.*, John Elliott

Annotation: Contrasts unreflective, deliberative, technical, and consciousness-raising self-evaluation and argues that self-evaluation is a process of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Evaluative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Evaluation, Curriculum Deliberation

Elliott, John, "Teachers as Researchers: Implications for Supervision and Teacher Education," Teaching and Teacher Education, 6(No. 1, 1990), 1-26.*, John Elliott

Annotation: Describes teacher-researchers in Stenhouse's Humanities Project, Ford Teaching Project, and Quality of Learning Project in England from perspective of Elliott's personal involvement.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Theorists, Curriculum Change
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teacher Research, Teaching/Learning Process, Comparative Curriculum, Teacher Education

Elliott, John, et al, School Accountability . London: Grant McIntyre, 1981., John Elliott and .

Annotation: Gives a perspective on school accountability and the means of accomplishing it.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Program Audit/Evaluation

Fine, Michelle, Just Research in Contentious Times: Widening the Methodological Imagination. New York: Teachers College Press, 2018., Michelle Fine

Annotation: Reviews research done by the author over the past thirty years using critical action research methods; makes the case for this kind of research in giving voice to change needed in the education of the oppressed and marginalized.

Broad Topical Focus: Curriculum Contexts and Societal Influences, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: SIngle Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum, Qualitative Research, Needs Assessment

Finser, Torin M., Silence is Complicity: A Call to Let Teachers Improve our Schools through Action Research -- Not NCLB. Great Barrington, MA: Steiner Books, 2007., Torin M. Finser

Annotation: Gives practical guidance for teachers doing action research; illlustrates work done in Waldorf schools

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Knowledge Generation

Fisher, Charles W., and David C. Berliner, "Clinical Inquiry in Research on Classroom Teaching and Learning," Journal of Teacher Education, 30 (November-December, 1979), 42-48., Charles W. Fisher and David C. Berliner

Annotation: Describes inquiry done in clinical settings to identify knowledge about teaching.

Broad Topical Focus: Curriculum Enactment and Teaching, Defining Curriculum Research Questions, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education, Teacher Knowledge, Practical Knowledge

Foshay, Arthur W., "Action Research: An Early History in the United States," Journal of Curriculum and Supervision, 9(Summer, 1994), 317-325. A version of this article also appears in pp. 73=80, Lynn M. Burlbaw and Sherry L. Field, eds., Explorations in Curriculum History. Greenwich,CT: Information Age Publishing, 2005., Arthur W. Foshay

Annotation: Reports work initiated in the 1940s and 1950s in cooperative action research and draws lessons from that era for today.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

Foshay, Arthur W., et al., Research for Curriculum Improvement. 1957 ASCD Yearbook. Washington, DC: Association for Supervision and Curriculum Development, National Education Association, 1957., Arthur W. Foshay

Annotation: Covers the history and processes of curriculum research and highlights cooperative research to improve the curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Curriculum History, Comparisons Among Inquiry Modes

Foshay, Arthur Wellesley, "Action Research in the Nineties," The Educational Forum, 62(Winter, 1998), 108-112., Arthur Wellesley Foshay

Annotation: Reviews the historical development of action research in education, describes its key steps, and briefly evaluates its role in improving practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

Fox, Thomas G., "Generating Knowledge from Field Experience: Two Competing Conclusions about Teacher Center Support," High School Journal, 61(January, 1978), 186-209., Thomas G. Fox

Annotation: Shows how teachers' research can generate knowledge on the topic.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, In-service Teacher Development

Gitlin, Andrew David, "Educative Research, Voice, and School Change," Harvard Educational Review, 60(November, 1990), 443-466., Andrew David Gitlin

Annotation: Proposes and describes a dialogical approach to research that develops voice as a form of political protest; illustrated by a specific study.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Curriculum and Politics

Glanz, Jeffrey, Action Research: An Educator's Guide to School Improvement. Norwood, MA: Christopher-Gordon, 1998., Jeffrey Glanz

Annotation: Presents practical procedures for conducting action research projects on topics of concern to educational leadership, principals, and curriculum directors.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Specialists in Schools

Glasman, Naftaly, Robert H. Koff, and Heather Spiers, "Preface," Review of Educational Research, 54(Winter, 1984), 461-471., Naftaly Glasman, Robert H. Koff, and Heather Spiers

Annotation: Describes the intersection of disciplinary inquiry and the problems of practice as interdisciplinary in character with unique kinds of questions to be answered; states four phases of the process: question development, theme definition, sharing on the topic, and presenting the papers that follow this article.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Comparisons Among Inquiry Modes

Glesne, Corrine E., "Yet Another Role? The Teacher as Researcher," Action in Teacher Education , 13 (Spring, 1991), 7-13., Corrine E. Glesne

Annotation: Gives methods for doing teacher research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Gordon, Stephen P., ed., Collaborative Action Research:Developing Professional Learning Communities. New York: Teachers College Press, 2008., Stephen P. Gordon

Annotation: Reports a series of collaborative action research studies done by school-university partnerships; analyzes their results and the lessons learned from them; provides guidelines for doing this kind of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research

Gore, Jennifer M., "On Silent Regulation: Emancipatory Action Reserach in Preservice Teacher Education," Curriculum Perspectives, 11(October, 1991), 47-51., Jennifer M. Gore

Annotation: Comments on dangers and possibilities of using action research methods in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Education

Greeno, James G., et al., "Research, Reform, and Aims in Education: Modes of Action in Search of Each Other," pp. 299-335 in Ellen Condliffe Lagemann and Lee S. Shulman, eds., Issues in Educational Research : Problems and Possibilities. San Francisco: Jossey-Bass, 1999.*, James G. Greeno

Annotation: Describes a cooperative researcher-practitioner project in curriculum development and research--Middle-School Mathematics Applications Project (MMAP) 1991-1996.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Development Strategies, Mathematics, Materials Development and Evaluation

Grimmett, Peter P., "The Struggles of Teacher Research in a Context of Education Reform: Implications for Instructional Supervision," Journal of Curriculum and Supervision, 12(Fall, 1996), 37-65.*, Peter P. Grimmett

Annotation: Reports a four-year project among 25 teacher research groups in British Columbia to engage in action inquiry with the aid of supportive supervisors who engage in pedogogical tasks with these teachers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Supervision of Instruction, Comparative Curriculum

Groundwater-Smith, Susan, "Practitioner Research and Practical Knowledge: Their Relationship to Curriculum Enquiry," Curriculum Perspectives, 11(October, 1991), 51-55., Susan Groundwater-Smith

Annotation: Discusses issues involved in teacher inquiry and action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Practical Knowledge

Grundy, Shirley, Curriculum: Product or Praxis? Philadelphia: Falmer Press, 1987., Shirley Grundy

Annotation: Examines curriculum as praxis and critical practice in relation to teachers' work.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Grundy, Shirley, "Three Modes of Action Research," Curriculum Perspectives, 2(October, 1982), 23-34.*, Shirley Grundy

Annotation: Discusses technical, practical, and emancipatory modes of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Ham, Maryellen C., "Enhancing Supervisory Effectiveness through Collaborative Action Research," Peabody Journal of Education, 64(Spring, 1987), 44-56., Maryellen C. Ham

Annotation: Explains collaborative research methods used in three studies of supervisory effectiveness, with implications.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Supervision of Instruction

Hannay, Lynne M., "Action Research: A Natural for the Curriculum Process," Peabody Journal of Education, 64(Spring, 1987), 24-43., Lynne M. Hannay

Annotation: Describes three action research studies on the curriculum process.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Harris, Ilene B., "Forms of Discourse and their Possibilities for Guiding Practice: Towards an Effective Rhetoric," Journal of Curriculum Studies, 15(January- March, 1983), 27-42., Ilene B. Harris

Annotation: Explores various forms of communication used in giving curriculum guidance and argues for a form called case rhetoric.

Broad Topical Focus: Curriculum Enactment and Teaching, Relation of Curriculum Research to Practice, Curriculum Guides, Plans, Documents, Materials, Inquiry Language in Curriculum Research
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Teacher Knowledge

Hollingsworth, Sandra, ed., International Action Research: Casebook for Educational Reform. Bristol, PA: Falmer Press, 1997., Sandra Hollingsworth

Annotation: Provides 27 articles on various perspectives on action research written by a wide range of international action research experts.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Comparative Curriculum

Hollingsworth, Sandra, and Hugh Sockett, eds., Teacher Research and Educational Reform. 93rd Yearbook of the National Society of Education, Part I. Chicago: The University of Chicago Press, 1994., Sandra Hollingsworth and Hugh Sockett

Annotation: Reports the prospects and challenges to the teacher as inquirer and action researcher as a contributor to educational reform.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Teacher Research

Holly, Peter, "Action Research: Cul-de-sac or Turnpike?" Peabody Journal of Education, 64(Spring, 1987), 71-100., Peter Holly

Annotation: Reviews the potential uses of action research as addressed in the literature of this mode of research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Critique and Utilization of Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Hopkins, David, A Teacher's Guide to Classroom Research, 2nd. ed. Bristol, PA: Open University Press, 1993., David A. Hopkins

Annotation: Provides practical guidance for using action research to improve classroom and school practice.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

Hopkins, David, A Teacher's Guide to Classroom Research . Milton Keynes, UK: Open University Press, 1985., David A. Hopkins

Annotation: Gives an introduction to action research for teachers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Classroom Observation & Research

Horn, Raymond A., Jr., "Joe L. Kincheloe: Teacher as Researcher," Educational Researcher, 28(May, 1999), 27-31.*, Raymond A. Horn Jr.

Annotation: Presents an overview of Kincheloe's scholarly contributions related to post-formal thinking(etymology, pattern, process, contextualization) employing bricoleur (multiple) forms of inquiry; interprets and cites Kincheloe's publications to date.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Critical Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Teacher Research, Value Assumptions and Ideologies in Curriculum

Hovda, Ric A., and Diane W. Kyle, "Why Action Research? An Emergent Role in Educational Reform," Irish Educational Studies, 8(No. 2, 1989), 24-44., Ric A. Hovda and Diane W. Kyle

Annotation: Gives a rationale for the role of action research in educational reform.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: In-service Teacher Development

Hustler, D., A. Cassidy, and E. C. Cuff, eds., Action Research in Classrooms and Schools . Winchester, MA: Allen and Unwin, 1986., D. Hustler, A. Cassidy, and E. C. Cuff

Annotation: Contains 22 articles from the United Kingdom treating issues, case studies, and two major projects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Jarvis, Peter, The Practitioner-Researcher: Developing Theory from Practice. San Francisco: Jossey-Bass, 1999., Peter Jarvis

Annotation: Describes practical (practitioner's) knowledge and the study of it by practitioner-researchers; addresses questions related to how this knowledge differs from and/or is related to theoretical knowledge.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Teacher Knowledge, Curriculum Theory Creation and Uses

Kemmis, Stephen, "Action Research and the Politics of Reflection," pp. 130-163 in David Boud, Rosemary Keogh, and David Walker, eds., Reflection: Turning Experience into Learning . London: Kogan Page, 1985., Stephen Kemmis

Annotation: Discusses the role of action research in reflective action.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Utilization

Kemmis, Stephen, "Emancipatory Action Research and Post Modernisms," Curriculum Perspectives, 11(October, 1991), 59-65., Stephen Kemmis

Annotation: Discusses strengths of critical action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Kemmis, Stephen, The Action Research Reader. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis

Annotation: Contains 42 articles on action research with reports of several cases and projects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

Kemmis, Stephen, and Giovanna Di Chiro, "Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective," Peabody Journal of Education, 64(Spring, 1987), 101-130., Stephen Kemmis and Giovanna Di Chiro

Annotation: Discusses issues in action research in Australia where leading critical inquiry has evolved.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparative Curriculum

Kemmis, Stephen, and Robin McTaggart, "Participatory Action Research," pp. 567-605 in Norman K. Denzin and Yvonne S. Lincoln, eds., The Handbook of Qualitative Research, 2nd ed. Thousand Oaks, CA: Sage Publications, 2000., Stephen Kemmis and Robin McTaggart

Annotation: Defines and criticizes several types of action research, discusses five traditions of studying practice with their characteristic methods and techniques, and analyzes relationships among the traditions; identifies key features of participatory action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Status Study
Narrow Topic: Knowledge Generation, Qualitative Research

Kemmis, Stephen, and Robin McTaggart, The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press, 1982., Stephen Kemmis and Robin McTaggart

Annotation: Describes briefly how to do action research with step-by-step guidelines.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Kennedy, Mary M., "Working Knowledge," Knowledge: Creation, Diffusion, Utilization, 5(December, 1983), 193-211., Mary M. Kennedy

Annotation: Describes in a general context the use of knowledge in practice and related issues.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Knowledge Utilization, Practical Knowledge

Kyle, Diane Wells, and Ric A. Hovda, "Action Research: Comments on Current Trends and Future Possibilities," Peabody Journal of Education, 64(Spring, 1987), 170-175., Diane Wells Kyle and Ric A. Hovda

Annotation: Comments on issues raised by authors in this special theme issue of Peabody Journal of Education..

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Kyle, Diane Wells, and Ric A. Hovda, "Teachers as Action Researchers: A Discussion of Developmental, Organizational, and Policy Issues," Peabody Journal of Education, 64(Winter, 1987), 80-95., Diane Wells Kyle and Ric A. Hovda

Annotation: Describes a teachers' study group in action and how they carried out their research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Lieberman, Ann, "The Meaning of Scholary Activity and the Building of Community," Educational Researcher, 21(August-September, 1992), 5-12.*, Ann Lieberman

Annotation: Discusses ways to connect research and practice in education and gives examples of work being done collaboratively.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Llorens, Mary Beth, "Action Research: Are Teachers Finding their Voice?" The Elementary School Journal, 95(September, 1994), 3-10., Mary Beth Llorens

Annotation: Discusses the lack of teachers' voices in action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Longstreet, Wilma S., "Action Research: A Paradigm," The Educational Forum, 46(Winter, 1982), 135-158.*, Wilma S. Longstreet

Annotation: Contrasts the scientific, the humanistic, and the action-research paradigms, and discusses the uses and methods of action research.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum, Comparisons Among Inquiry Modes

Lytle, Susan L., and Marilyn Cochran-Smith, "Learning from Teacher Research: A Working Typology," Teachers College Record, 92(Fall, 1990), 83-103.*, Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Describes and illustrates journals, essays, oral processes, and classroom studies used by teacher researchers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

Lytle, Susan L., and Marilyn Cochran-Smith, "Teacher Research as a Way of Knowing," Harvard Educational Review, 62(Winter, 1992), 447-474., Susan L. Lytle and Marilyn Cochran-Smith

Annotation: Argues for teachers doing inquiry into teaching in the classroom as the primary source of knowledge about teaching.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

May, Nick, "The Teacher-as-Researcher Movement in Britain," pp. 23-30 in William H. Schubert and Ann L. Schubert, eds., Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., Nick May

Annotation: Describes experiences of teachers who have become teacher-researchers.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research

McCutcheon, Gail, "Curriculum Theory and Practice: Considerations for the 1990's and Beyond," NASSP Bulletin, 72(September, 1988), 33-42.*, Gail McCutcheon

Annotation: Describes the relation between theory and practice and how educators develop theories of action out of their experience.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching, Curriculum Conceptions and Theories, Relation of Curriculum Research to Practice, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge

McCutcheon, Gail, and Burga Jung, "Alternative Perspectives on Action Research," Theory Into Practice, 29(Summer, 1990), 144-151., Gail McCutcheon and Burga Jung

Annotation: Contracts the positivist, the interpretive, and the critical science perspectives and methods action research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

McCutcheon, Gail, and Burga Jung, "Alternative Perspectives on Action Research," Theory Into Practice, 29 (Summer, 1990), 144-151.*, Gail McCutcheon and Burga Jung

Annotation: Reviews positivist, interpretivist, and critical perspectives in action research; discusses problem formation, observations, etc., in relation to these perspectives.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge, Comparisons Among Inquiry Modes

McElroy, Lon, "Becoming Real: An Ethic at the Heart of Action Research," Theory Into Practice, 29(Summer, 1990), 209-213., Lon McElroy

Annotation: Reports a personal moral journey through a collaborative action research project.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Ethical Issues in Curriculum

McKernan, Jim, "Action Inquiry: Studied Enactment," pp. 309-326 in Edmund C. Short, ed., Forms of Curriculum Inquiry . Albany, NY: SUNY Press, 1991.*, Jim McKernan

Annotation: Describes the process of action inquiry in curriculum.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

McKernan, Jim, "Action Research and Curriculum Development," Peabody Journal of Education, 64(Winter, 1987), 6-19., Jim McKernan

Annotation: Reviews the history of action research in curriculum development.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History