Mode of Inquiry - Action Inquiry

 

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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

McKernan, Jim, "An Historical Overview of Action Research, Philosophy, and Curriculum Improvement," pp. 129-144 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., Jim McKernan

Annotation: Indicates the origins and development of action research 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, Curriculum History

McKernan, Jim, Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner New York: St. Martin's Press, 1991., Jim McKernan

Annotation: Provides a comprehensive treatment of methods of action research with special reference to 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, "The Countenance of Currriculum Action Research: Traditional, Collaborative, and Emancipatory-Critical Conceptions," Journal of Curriculum and Supervision, 3(Spring, 1988), 173-200.*, Jim McKernan

Annotation: Gives an historical account of action research and presents three diverse conceptions of its use.

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

McKernan, Jim, "Varieties of Curriculum Action Research: Constraints and Typologies in American, British, and Irish Projects," Journal of Curriculum Studies, 25(September-October, 1993), 445-457., Jim McKernan

Annotation: Reports on studies of constraints on action research efforts, their benefits, and who action researchers read.

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, Comparative Curriculum

McNiff, Joan. Action Research: Principles and Practice. London: Macmillan Education, 1988., Joan McNiff

Annotation: Describes the process and history of action research by teachers; gives case reports; provides practical guidance and questions/answers about 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, Curriculum History

McTaggart, Robin. Action Research: A Short Modern History. Geelong, Australia: Deakin University Press, 1991., Robin McTaggart

Annotation: Reviews U.S., Australia, and English British sources and practices related to action research in education.

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 History, Comparative Curriculum

McTaggart, Robin, "Action Research is a Broad Movement," Curriculum Perpectives, 11(October, 1991), 44-47., Robin McTaggart

Annotation: Traces the history of the rediscovery of action research in Australian and discusses its use in third world countries.

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, Comparative Curriculum

McTaggart, Robin, and Michael Garbutcheon Singh, "New Directions in Action Research," Curriculum Perspectives, 6(October, 1986), 42-46., Robin McTaggart and Michael Garbutcheon Singh

Annotation: Discusses critical methods in action research.

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

Mertler, Craig A., Action Research: Teachers as Researchers in the Classroom. Thousand Oaks, CA: Sage, 2006., Craig A. Mertler

Annotation: Gives detailed guidance for conducting all facets of an eight-step action research process.

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

Miedema, Siebren, "The Theory-Practice Relation in Critical Pedagogy," Phenomenology + Pedagogy, 5(No. 3, 1987), 221-229.*, Siebren Miedema

Annotation: Discusses action research as a method of cooperation between critical theoreticians and practitioners; gives an example in a German elementary school.

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, Comparative Curriculum

Mosher, Ralph L., "Knowledge from Practice: Clinical Research and Development in Education," The Counseling Psychologist, 4(No. 4, 1974), 73-82.*, Ralph L. Mosher

Annotation: Presents a process for developing clinical knowledge from practice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Development, Organization, Design, Curriculum Evaluation
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Value Assumptions and Ideologies in Curriculum

Nickles, Thomas, "What is a Problem that We Might Solve It?" Synthese, 47(1,1981), 85-118.*, Thomas Nickles

Annotation: Discusses criteria for an adequate theory of problems (33 divided into 3 categories), critiques Laudan's theory in light of these criteria, and offers his own account.

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

Nixon, Jon, ed., A Teacher's Guide to Action Research . London: Grant McIntyre, 1981., Jon Nixon

Annotation: Gives views of several authors on doing action research.

Broad Topical Focus: Curriculum Enactment and Teaching, 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

Nixon, Jon, "The Teacher as Researcher: Contradictions and Continuities," Peabody Journal of Education, 64(Winter, 1987), 20-32., Jon Nixon

Annotation: Examines several problems associated with the process of doing 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

Noffke, Susan E., "Hearing the Teacher's Voice: Now What?" Curriculum Perspectives, 11(October, 1991), 55-59., Susan E. Noffke

Annotation: Discusses rifts between teacher research 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: Knowledge Generation, Teacher Research

Noffke, Susan E., "Professional, Personal, and Political Dimensions of Action Research," pp. 305-343 in Michael W. Apple, ed., Review of Research in Education,22, 1997. Washington, DC: AERA, 1997. *, Susan E. Noffke

Annotation: Reviews much of the literature of action research within professional, personal, and political dimensions.

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

Noffke, Susan E., "The Work and Workplace of Teachers in Action Research," Teaching and Teacher Education, 8(February, 1992), 15-29.* Another version appears as "Action Research and the Work of Teachers," pp. 1-21 in Renee Clift and Carolyn Evertson, eds., Focal Points: Qualitative Inquiries into Teaching and Teacher Education. Washington, DC: ERIC Clearinghouse on Teacher Education, l992. ED 350 304., Susan E. Noffke

Annotation: Relates the views of action research of the Horace Mann-Lincoln Institute, Stephen Corey, Hilda Taba, Abraham Shumsky, Lawrence Stenhouse, The Ford Teaching Project, The Interactive R & D Projects, and the Deakin University Action Research work.

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

Noffke, Susan E., and Robert B. Stevenson, eds., Educational Action Research: Becoming Practically Critical. New York: Teachers College Press, 1995., Susan E. Noffke and Robert B. Stevenson

Annotation: Provides case reports of action research projects in teacher education and in the schools as well as cases focused on problems of supporting an institutionalizing action research.

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

Nolen, Amanda L., and Jim Vander Putten, "Action Research in Education: Addressing Gaps in Ethical Principles and Practices," Educational Researcher, 36(October, 2007), 401-407., Amanda L. Nolen and Jim Vander Putten

Annotation: Explores unaddressed ethical issues related to conducting teacher (action) research and makes recommendations for addressing them.

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, Teacher Research

Oakes, Jeannie, Sharon E. Hare, and Kenneth A. Sirotnik, "Collaborative Inquiry: A Paradigm in a Cantankerous World," Teachers College Record, 87(Summer, 1986), 545-561., Jeannie Oakes, Sharon E. Hare, and Kenneth A. Sirotnik

Annotation: Explores the use of collaborative action research and illustrates it with a project report done at UCLA with two school districts.

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

Oberg, Antoinette, "Methods and Meanings in Action Research: The Action Research Journal," Theory Into Practice, 29(Summer, 1990), 214-221., Antoinette Oberg

Annotation: Describes the process of using journals in action research projects involving Canadian teachers.

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, Comparative Curriculum

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, 64(Winter, 1987), 116-127., Antoinette Oberg and Gail McCutcheon

Annotation: Reports a study of teachers' experience doing 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

Oberg, Antoinette, and Gail McCutcheon, "Teachers' Experience Doing Action Research," Peabody Journal of Education, (Winter, 1987), 116-127.*, Antoinette Oberg and Gail McCutcheon

Annotation: Reports on ways teachers said they did action research projects and the problems and payoffs encountered; presents implications for teaching 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

O'Hanlon, Christine, ed., Professional Development through Action Research in Educational Settings. Bristol, PA: Falmer Press, 1996., Christine O'Hanlon

Annotation: Reports an international collection of examples of action research in staff development.

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, Comparative Curriculum, In-service Teacher Development

Oja, Sharon Nodie, and Gerald J. Pine, "Collaborative Action Research: Teacher's Stages of Development and School Contexts," Peabody Journal of Education, 64(Winter, 1987), 96-115., Sharon Nodie Oja and Gerald J. Pine

Annotation: Describes the work of a project (Action Research on Change in Schools), the third of a series ofn NIE sponsored research on collaborative 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

Oja, Sharon Nodie, and Lisa Smulyan, Collaborative Action Research: A Developmental Approach. Philadelphia: Falmer, 1989., Sharon Nodie Oja and Lisa Smulyan

Annotation: Gives a full report of a funded project on collaborative action research (1981-1983); frames the report with historical background on this approach and a discussion of issues faced.

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

Olson, John, "Classroom Knowledge and Curriculum Change: An Introduction," pp. 3-33 in John Olson, ed., Innovation in the Science Curriculum. New York: Nichols Publishing Co., 1982.*, John Olson

Annotation: Explains mechanistic and humanistic views of teaching and research on curriculum change.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Teacher Planning, Science, Practical Knowledge, Value Assumptions and Ideologies in Curriculum

Olson, John K., "Three Approaches to Curriculum Change: Balancing the Accounts," Journal of Curriculum Theorizing, 4(Summer, 1982), 90-95., John K. Olson

Annotation: Draws on McKeon's approaches to the practical (dialectic, logistic, and problematic) to analyze the curriculum change process.

Broad Topical Focus: Curriculum Change,Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge

Oram, Rex, "An Action Frame of Reference as a Register for Curriculum Discourse," Journal of Curriculum Studies, 10(April-June, 1978), 135-149.*, Rex Oram

Annotation: Discusses curriculum as art in action and conceptualizes it as drama.

Broad Topical Focus: Curriculum Conceptions and Theories, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

Ponte, Petra, and Jan Ax, "Action Research and Pedagogy as Science of the Child's Upbringing," pp. 324-335 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks, CA: Sage, 2009., Petra Ponte and Jan Ax

Annotation: Elucidates the European concept of pedagogy; distinguishes normative/dogmatic, humanistic, empirical/analytic, and critical pedagogy; notes the potential of action research for studying pedagogy.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Teaching/Learning Process, Ethical Issues in Curriculum

Pritchard, Ivor A., "Travelers and Trolls: Practitioner Research and Institutional Review Boards," Educational Researcher, 31(April, 2002), 3-13., Ivor A. Pritchard

Annotation: Discusses ethical issues related to action research with special attention given to issues confronted by Institutional Review Boards.

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

Reason, Peter, "Living as Part of the Whole: The Implications of Participation," Journal of Curriculum and Pedagogy, 2(Winter, 2005), 35-41., Peter Reason

Annotation: Discusses participation as a method of inquiry, having political, educative, ontological, epistemological, ontological, aesthetic, and spiritual imperatives.

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, Democratic Education

Reason, Peter, and Hilary Bradburg, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001., Peter Reason and Hilary Bradburg

Annotation: Porvides 43 articles on the grounds for, practice in, exemplars of, and skills related to action 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

Richards, Monica, " A Teacher's Action Research Study: The 'Bums' of 8H," Peabody Journal of Education, 64(Winter, 1987), 65-79., Monica Richards

Annotation: Gives a report of low achievers and teachers' motivation strategies.

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

Richardson, Virginia, "Conducting Research on Practice," Educational Researcher, 23(June-July, 1994), 5-10., Virginia Richardson

Annotation: Contrasts formal inquiry with practical inquiry in the context of research on teaching.

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

Richek, Margaret A., "Problems in Communicating Theory-Based Research to Practitioners," pp. 48-52 in her " 'Spiteful Tracts Compete against Surveys,' The Use of Reading Research," Curriculum Inquiry, 9(Spring, 1979), 45-57.*, Margaret A. Richek

Annotation: Discusses factors that inhibit practitioners' use of theory-based research and suggests ways practitioners can contribute to theory-based research.

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

Robinson, Viviane, Problem-Based Methodology: Research for the Improvement of Practice. New York: Pergamon, 1993., Viviane Robinson

Annotation: Outlines research on practice that employs theories of action in a problem-based methodology using dialogue.

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

Robinson, Viviane M. J., "Methodology and the Reseachr-Practice Gap," Educational Researcher, 27(January-February, 1998), 17-26.*, Viviane M. J. Robinson

Annotation: Proposes a problem-based methodology of research in which practices are treated as solutions to practical problems and explained by inquiry into the problem-solving processes that gave rise to them.

Broad Topical Focus: Curriculum Inquiry Guidelines, 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 Generation, Knowledge Linkage

Rogers, Dwight L., George W. Noblit, and Phyllis Ferrell, "Action Research as an Agent for Developing Teachers' Communicative Competence," Theory Into Practice, 29(Summer, 1990), 179-184., Dwight L. Rogers, George W. Noblit, and Phyllis Ferrell

Annotation: Presents an example of action research related to change in teacher competence.

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 Knowledge

Ross, Dorene D., "Action Research for Preservice Teachers: A Description of Why and How," Peabody Journal of Education, 64(Spring, 1987), 131-150., Dorene D. Ross

Annotation: Reviews the literature on the topic and on guidelines for action research in preservice 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

Rudduck, Jean, and David Hopkins, eds., Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse . Portsmouth, NH: Heinemann Educational Books, 1985., Jean Rudduck and David Hopkins

Annotation: Collects excerpts from the writings of Stenhouse on curriculum research and the teacher.

Broad Topical Focus: Curriculum Theorists, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Collection of Studies
Narrow Topic: Teacher Research, Conceptions of Teaching

Sagor, Richard, How to Conduct Collaborative Action Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1993., Richard Sagor

Annotation: Describes collaboration, problem formulation, data collection and analysis, and reporting of results of action research and how to put it into action.

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

Sagor, Richard, The Action Research Guidebook: A Four-Step Process for Educators and School Teams. Thousand Oaks, CA: Corwin, 2005., Richard Sagor

Annotation: Gives teachers heuristic procedures and model forms for planning and data gathering in a four-step practical how-to-do-it manual; gives rationale for each step in the action research process.

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

Sanger, Jack, "Awakening a Scream of Consciousness: The Critical Group in Action Research," Theory Into Practice, 29(Summer, 1990), 174-178., Jack Sanger

Annotation: Presents an example of action research by a group working on grading at CARE in East Anglia.

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, Marking

Sardo-Brown, Deborah, "Elementary Teachers' Perceptions of Action Research," Action in Teacher Education, 14(Summer, 1992), 55-59., Deborah Sardo-Brown

Annotation: Describes action research studies of nine elementary teachers and these teachers' perceptions of the classroom research process.

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, Classroom Observation & Research, Teacher Research

Schmuck, Richard A., Practical Action Research for Change. Arlington Heights, IL: Skylight Training and Publishing, 1997., Richard A. Schmuck

Annotation: Describes the action research process and gives workbook exercises.

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

Schon, Donald A. The Reflective Practitioner: How Professionals Think in Action . New York: Basic Books, 1983., Donald A. Schon

Annotation: Describes various facets of reflection-in-action by practitioners in diverse fields, including education.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Field other than Education
Mode of Inquiry in the Study: Action Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Research, Curriculum Deliberation, Conceptions of Teaching, Professionalization in Curriculum

Schon, Donald A., "The Theory of Inquiry: Dewey's Legacy to Education, Curriculum Inquiry, 22(Summer, 1992), 119-139., Donald A. Schon

Annotation: Illustrates reflection-in-action as transactional inquiry and offers an epistemology of design.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Development as Inquiry, Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Schubert, William H., "Curriculum Research Controversy: A Special Case of a General Problem," Review Journal of Philosophy & Social Science, 7(Nos. 1 & 2, 1982), 216-235. Reprinted in Journal of Curriculum and Supervision, 1(Winter, 1986), 132-147.*, William H. Schubert

Annotation: Contrasts theoretic research with naturalistic research and describes procedures for practical inquiry.

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, Comparisons Among Inquiry Modes

Schubert, William H., "Recalibrating Educational Research: Toward a Focus on Practice," Educational Researcher, 9(January, 1980), 17-31.*, William H. Schubert

Annotation: Describes practical inquiry and its various forms.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Practical Knowledge

Skilbeck Malcolm, "Lawrence Stenhouse: Research Methodology," British Educational Research Journal, 9(No. 1, 1983), 11-20., Malcolm Skilbeck

Annotation: Describes the research methodology used by Stenhouse and discusses its significance.

Broad Topical Focus: Curriculum Theorists, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Action Inquiry, Theoretical/Conceptual Inquiry, Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

Smulyan, Lisa, "Collaborative Action Research: A Critical Analysis," Peabody Journal of Education, 64(Spring, 1987), 57-70., Lisa Smulyan

Annotation: Discusses the processes involved in collaborative action research and shows what problems may occur in contributing to theory, practice, and staff development.

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

Smyth, John, "Critical Engagement for Collaborative Action Research," p. 58-76 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., John Smyth

Annotation: Makes the case for taking a critical perspective in doing collaborative action research; examines five propositions necessitated by this perspective; argues vigorously for freedom from governmental restraint on using research approaches such as action research and other so-called "non-scientific" approaches.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research and Inquiry-General
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Government Role in Educational Research & Development, Teacher Research, Practical Knowledge

Somekh, Bridget, Action Research: A Methodology for Change and Development. Maidenhead, Berks, UK: Open University Press, 2006., Bridget Somekh

Annotation: Describes the author's involvement as an action researcher in a series of projects over 25 years; discusses the way the projects were conceived and carried out; comments on problems and what was learned about doing 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

Stake, Robert E., "An Evolutionary View of Educational Improvement," pp. 89-102 in Ernest House, ed., New Directions in Educational Evaluation . Philadelphia: Falmer, 1986.*, Robert E. Stake

Annotation: Conceptualizes a view of evaluation and educational improvement that honors naturalistic generalizations formed from the experiencing done by practitioners.

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

Stenhouse, Lawrence, ed., Curriculum Research and Development in Action . London: Heinemann Educational Books, 1980., Lawrence Stenhouse

Annotation: Treats various dimensions of research and development undertaken in curriculum by teachers and others in action research settings in England.

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

Stenhouse, Lawrence, "Towards a Research Model," pp. 123-141 in his An Introduction to Curriculum Research and Development . London: Heinemann, 1975.*, Lawrence Stenhouse

Annotation: Discusses and illustrates research by teachers on a curriculum project in race relations.

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, Teacher Research, Comparative Curriculum, Social Studies

Sternberg, Robert J., and David R. Caruso, "Practical Modes of Knowing," pp. 133 -158 in Elliot W. Eisner,ed., Learning and Teaching the Ways of Knowing, Eighty-fourth Yearbook of the NSSE, Part II. Chicago: University of Chicago, 1985., Robert J. Sternberg and David R. Caruso

Annotation: Defines practical knowledge and discusses the transmission and acquisition of practical knowledge.

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

Stiegelbauer, Suzanne M., "The Dimensions of Implementation: From Plans to Action," pp. 112-133 in Stephen P. Gordon, ed., Collaborative Action Research: Developing Professional Learning Communities. New York: Teachers College Press, 2008., Suzanne M. Stiegelbauer

Annotation: Gives a synthesis of research on the implementation process as it relates to action research projects; is cast in practical language.

Broad Topical Focus: Curriculum Change, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Integrative Inquiry, Action Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Implementation, Knowledge Linkage, Knowledge Generation

Strike, Kenneth, "An Epistemology of Practical Research," Educational Researcher, 8(January, 1979), 10-16.*, Kenneth Strike

Annotation: Provides a model of practical research that utilizes the methods of practical reasoning and integrates facts and values.

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

Thomas, Gary, "Changing Our Landscape of Inquiry for a New Science of Education," Harvard Education Review, 82(Spring, 2012), 226-51., Gary Thomas

Annotation: Argues that education research misunderstands the nature of scientific method; gives a revised view and urges the cultivation of a new education science that is a part of education practice.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum Inquiry Guidelines
Source Discipline: Education
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Philosophical Inquiry-Ampliative Criticism, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes, Education as a Field of Study, Government Role in Educational Research & Development, Practical Knowledge

Tikunoff, William J., and John R. Mergendollar, "Inquiry as a Means to Professional Growth: The Teacher as Researcher," pp. 210-227 in Gary A. Griffin, ed., Staff Development, 82nd Yearbook of NSSE, Part II. Chicago: University of Chicago Press, 1983., William J. Tikunoff and John R. Mergendollar

Annotation: Makes the case for inquiry done by teachers.

Broad Topical Focus: 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 Research, Teaching/Learning Process, In-service Teacher Development

Tikunoff, William J., Beatrice A. Ward, and Franklin D. Stacy, "Toward Ecology -Based Curriculum: A Model for Professional Growth Through Participatory Research and Development," pp. 61-80 in Roy A. Edelfelt and E. Brooks Smith, eds., Breakaway to Multidimensional Approaches: Integrating Curriculum Development and Inservice Education . Washington, DC: Association for Teacher Education, 1978.*, William J. Tikunoff, Beatrice A. Ward, and Franklin D. Stacy

Annotation: Sets forth an interactive model for curriculum development.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Decision-making Processes, Curriculum Development, Organization, Design, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Teacher Research, In-service Teacher Development

Torbert, William R., Creating a Community of Inquiry: Conflict, Collaboration, Transformation . New York: John Wiley and Sons, 1976., William R. Torbert

Annotation: Discusses the use of action research primarily in social psychology.

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

Torbert, William R., Learning from Experience: Toward Consciousness . New York: Columbia University Press, 1972., William R. Torbert

Annotation: Gives an experiential theory of instruction based on experience.

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: Curriculum as Experience, Knowledge Generation

Torbert, William R., "Why Educational Research Has Been So Uneducational: The Case for a New Model of Social Science Based on Collaborative Inquiry," pp. 141-151 in Peter Reason and John Rowan, eds., Human Inquiry . New York: John Wiley and Sons, 1981.*, William R. Torbert

Annotation: Describes collaborative inquiry approaches and assumptions.

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, Value Assumptions and Ideologies in Curriculum

Tripp, David H., "Socially Critical Action Research," Theory Into Practice, 29(Summer, 1990), 158-166., David H. Tripp

Annotation: Describes five characteristics of critical action research.

Broad Topical Focus: 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

Van Manen, Max, "Beyond Assumptions: Shifting the Limits of Action Research," Theory Into Practice, 29(Summer, 1990), 152-158., Manen Max Van

Annotation: Analyzes assumptions frequently found in doing action research and outlines the functions of pedagogical thought and action.

Broad Topical Focus: Inquiry Language in Curriculum Research, Curriculum Enactment and Teaching
Source Discipline: Education
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Aims and Objectives

Walker, Melainie, "Capabilities, Flourishing, and the Normative Purposes of Action Research," pp. 301-312 in Susan Noffke and Bridget Somekh, eds., The Sage Handbook of Educational Action Research. Thousand Oaks,CA: Sage, 2009., Melainie Walker

Annotation: Identifies crucial educational aims for democratic societies and proposes that action research be done within these normative contexts.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives

Wallace, Mike, "A Historical Review of Action Research: Some Implications for the Education of Teachers in their Managerial Role," Journal of Education for Teaching, 13(No. 2, 1987), 97-115.*, Mike Wallace

Annotation: Reviews the historical development of action research and its use.

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

Whitford, Betty Lou, Phillip C. Schlechty, and Linda G. Shelor, "Sustaining Action Research through Collaboration: Inquires for Invention," Peabody Journal of Education, 64(Spring, 1987), 151-169., Betty Lou Whitford, Phillip C. Schlechty, and Linda G. Shelor

Annotation: Discusses the need for cultural change in schools through collaborative action research.

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

Winter, Richard, Action-Research and the Nature of Social Inquiry: Professional Innovation and Education Work . London: Avebury, Gower, Aldershot, 1987., Richard Winter

Annotation: Deals with the lack of coherent theoretical rationale for action research; proposes two analytic principles (dialectical and reflexive) in a critical perspective.

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

Wong, E. David, "Challenges Confronting the Researcher/Teacher: Conflicts of Purpose and Conduct," Educational Researcher, 24(April, 1995), 22-28., E. David Wong

Annotation: Explains roles of teacher researchers in doing action research in relation to 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

Wood, Patricia, "Action Research: A Field Perspective," Journal of Education for Teaching, 14(No. 2, 1988), 135-150.*, Patricia Wood

Annotation: Reports and evaluates the processes involved in a Wisconsin classroom action research project designed to promote cooperation.

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

Yinger, Robert J., "Learning the Language of Practice," Curriculum Inquiry, 17(Fall, 1987), 293-318.*, Robert J. Yinger

Annotation: Describes a study of teachers' learning to teach, analyzes various dimensions of the process in light of related research, and calls for development of a pattern language with which to think and talk about teaching practice.

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

Yorks, Lyle, "Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning through Practitioner-Based Collaborative Action Inquiry," Teachers College Record, 107(June, 2005), 1217-1244., Lyle Yorks

Annotation: Reviews the literature on the dimensions of collaborative action inquiry in the context of adult education and reports an example from a VA project; draws implications for adult learning.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry, Action Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Teacher Research, Practical Knowledge

Zeichner, Kenneth, "Educational Action Research," pp. 273-283 in Peter Reason and Hilary Bradbury, eds., Handbook of Action Research: Participative Inquiry and Practice. Thousand Oaks, CA: Sage, 2001.*, Kenneth Zeichner

Annotation: Summarizes action research work in English-speaking countries and describes variations across this work.

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

Zeichner, Kenneth M., "Action Research: Personal Renewal and Social Reconstructionism," pp. 68-84 in his Teacher Education and the Struggle for Social Justice. New York: Routledge, 2009., Kenneth M. Zeichner

Annotation: Explains the nature of action research generally and highlights its use in teachers's professional development, school change, and knowledge generated by practitioners for teacher education; argues for its place in the struggle for social justice.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Action Inquiry
Type of Study: Single Study
Narrow Topic: Practical Knowledge, Teacher Knowledge, Knowledge Generation, In-service Teacher Development

Zuber-Skerritt, Ortrim,ed., New Directions in Action Research. Bristol, PA: Falmer Press, 1996., Ortrim Zuber-Skerritt

Annotation: Includes 10 articles on critical action research by experienced researchers from Australia, New Zealand, and the United Kingdom.

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