The Mertler, Craig A. creator text Electronic books. xx 2019 1st ed. monographic eng 1 online resource (635 pages) Comprehensive overview of the theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings The Wiley Handbook of Action Research in Education is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and. Intro -- Title Page -- Copyright Page -- Contents -- Contributor Biographies -- Introduction -- Part I Foundations of Action Research in Education -- Chapter 1 Education Action Research: With and for the Next Generation -- 1.1 Action Research Is Not a Method -- 1.2 Examples of Action Research in Education Worldwide -- 1.3 Student Inclusion Is Key -- 1.4 Definition -- 1.5 Steady Rise in Uptake -- 1.6 Unlearning -- 1.7 Thinking About Practice -- 1.8 An Integrative Practice: Lifescaping -- 1.9 Situating Lifescaping in Graduate Education: An Example -- 1.10 The Challenge of Doing Relevant Social Science: Action Research that Integrates Objectivity with (Inter‐) Subjectivity -- 1.11 Groundings -- 1.12 Quality Choice Points in Education Action Research: Integrating Objective, Intersubjective, and Subjective Perspectives -- 1.13 Conclusion -- References -- Chapter 2 History of Action Research in Education -- 2.1 Early Origins of Action Research: John Collier and Kurt Lewin (1930s-1940s) -- 2.2 Action Research in Education (1940s-1950s) -- 2.3 The Teacher‐as‐Researcher Movement in the United Kingdom (1960s-1970s) -- 2.4 Growth of Educational Action Research Across the World (1970s-2000) -- 2.5 Recent Developments in Educational Action Research (2000-Present) -- Notes -- References -- Chapter 3 The Body of Literature on Action Research in Education -- 3.1 Action Research in PK‐12 Education -- 3.2 Action Research in Undergraduate Teacher Education -- 3.3 Action Research in Graduate Teacher Education Programs -- 3.4 Action Research Within Doctoral Programs -- 3.5 Future Directions for Research -- References -- Chapter 4 US Perspectives on Action Research in Education -- 4.1 Introduction -- 4.2 PK‐12 Teacher Action Research -- 4.3 Youth Participatory Action Research (YPAR) in Education -- 4.4 Community‐Based Educational Action Research. 4.5 Action Research Centers and Networks -- 4.6 A Resource for AR Conflict Management -- 4.7 Conclusions and Future Directions -- References -- Chapter 5 Worldwide Perspectives on Action Research in Education -- 5.1 Introduction: Globalization and Action Research -- 5.2 Action Research as Developmental Process (Ernie Stringer) -- 5.3 The Continual Influence of Educational Action Research (Bob Dick) -- 5.4 The Power of Living Theory (Jack Whitehead) -- 5.5 Conclusion: Act Locally, Think Globally -- References -- Part II Theories and Principles of Action Research in Education -- Chapter 6 Rigor in Educational Action Research and the Construction of Knowledge Democracies -- 6.1 Introduction -- 6.2 Part I: Educational Research, Action Research, and Educational Practice -- 6.3 Part II - Rigor and Knowledge Democratization -- 6.4 Summary -- 6.5 Conclusion -- Notes -- References -- Chapter 7 Theory in Educational Action Research -- 7.1 Introduction -- 7.2 Research Methods -- 7.3 Understanding the Complexity of Human Behavior -- 7.4 Theory in Educational Action Research -- 7.5 Theory and Ethics -- 7.6 Theory and the Politics of Practice -- 7.7 Applications: Theory in Teacher Classroom Research -- 7.8 Applications: Theory in Organizational Action Research -- 7.9 Educational Action Research: Theoretical Foundations of Change and Development -- Notes -- References -- Chapter 8 Legitimacy of and Value in Action Research -- 8.1 Action Research Within Research Paradigms -- 8.2 Validity in Action Research -- 8.3 Value in Action Research -- 8.4 Conclusions -- References -- Chapter 9 Comparing and Contrasting Action Research and Action Learning -- 9.1 Introduction -- 9.2 What Is Action Learning? -- 9.3 Where Did Action Learning Come from? -- 9.4 Aspects of Action Learning in Higher Education -- 9.5 How Is Action Learning Similar to Action Research?. 9.6 How Is Action Learning Different from Action Research? -- 9.7 How can Action Learning Support Action Research and How Can Action Research Support Action Learning? -- 9.8 Summary and Conclusions -- Note -- References -- Appendix: Developments in the Practice of Action Learning -- Chapter 10 The Underlying Importance of Context and Voice in Action Research -- 10.1 Introduction -- 10.2 The Importance of Context -- 10.3 The Importance of Voice -- 10.4 Conclusion -- Notes -- References -- Chapter 11 Supportive Contexts for Action Research -- 11.1 Introduction -- 11.2 Educational Systems and Structures that Support Action Research -- 11.3 Common Obstacles -- 11.4 Accessing Research Sites -- 11.5 Cultivating Research Partnerships -- 11.6 Communication Between Researchers and Practitioners -- 11.7 Participation in the Research by all Stakeholders -- 11.8 Inclusive Procedures of Stakeholders -- 11.9 Obtaining Consent to Conduct Research -- 11.10 Recommendations for Creating Effective Systems That Support Action Research in  Educational Settings -- 11.11 Summary -- References -- Part III Applications of Action Research in Practice -- Chapter 12 Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher -- 12.1 Being and Becoming an Expert Teacher -- 12.2 The Basics of Action Research -- 12.3 Traditional Professional Development for Teachers -- 12.4 Strategies for Developing Teacher Expertise -- 12.5 Proposals, Products, and Presentations -- 12.6 Effective Professional Development and Action Research -- References -- Chapter 13 Action Research as Professional Learning for Educators -- 13.1 Introduction -- 13.2 Illustrative Examples of Collaborative Action Research -- 13.3 The Relationship between Action Research and Professional Learning in an Ontario Education Context. 13.4 Characteristics of Professional Learning that Overlap with Action Research Structures -- 13.5 Impacts and Benefits of Action Research -- 13.6 Teacher Confidence and Reflections -- 13.7 Student Learning -- 13.8 Challenges and Strategies -- 13.9 Acknowledging Challenges that the  Group is Facing -- 13.10 Resource Intensity -- 13.11 Power Imbalances and Politicized Contexts of Action Research Professional Development Models -- 13.12 Maintaining Momentum -- 13.13 Scaling Up for Broader Impact -- 13.14 Discussion -- References -- Chapter 14 Action Research as Inquiry in Professional Practice Doctoral Programs -- 14.1 Setting the Stage -- 14.2 On the Need for Developing Inquiry as Practice Among PPD Students -- 14.3 A Rationale for Using AR to Develop Inquiry Skills -- 14.4 Developing Inquiry Through Cycles of Action Research -- 14.5 Conclusion - Implications for Using AR to Foster Students' Inquiry as Practice -- References -- Chapter 15 Participatory Action Research (PAR) in Education -- 15.1 Participatory Action Research -- 15.2 The AR Family -- 15.3 PAR in Educational Contexts -- 15.4 Modeling PAR in Education -- 15.5 Conclusion -- References -- Chapter 16 Action Research and Popular Education: Implications for Twenty-First Century Leadership and Research Practices -- 16.1 Definitionof Terms -- 16.2 Organizationof the Chapter -- 16.3 Historyof Popular Education and Action Research -- 16.4 PopularEducation and Action Research as Resistance -- 16.5 PopularEducation and Action Research as Change -- 16.6 TheHighlander Center -- 16.7 ActionResearch and Popular Education as Knowledge Democracy -- 16.8 ActionResearch and Popular Education in the Twenty-First Century and Beyond -- 16.9 TheContextualization of Problems - Storytelling and Arts‐Based Research as Popular Education. 16.10 ParticipatoryAction Research, Engaged Scholarship, and Popular Education for a Sustained Democracy -- Notes -- References -- Chapter 17 Action Research for Social Justice Advocacy -- 17.1 Defining Social Justice and the Requirement of Rebellion -- 17.2 Defining Action Research in the Context of Social Justice -- 17.3 Action Research as a Tool of Radical Transformation: History and Current Contexts -- 17.4 Theoretical Frameworks -- 17.5 Increasing Opportunities to Address Issues of Social Justice in the Action Research Process -- 17.6 Working for Social Justice across the Multiple Roles of the Action Researcher -- 17.7 Action Research for Social Justice: Examples of Practice -- 17.8 Educational Inequality: The South African Context - Bruce Damon's Story -- 17.9 Conclusion -- References -- Chapter 18 Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication -- 18.1 Introduction -- 18.2 Scholars, Practitioners, and the Spaces Between -- 18.3 Understanding the Diffusion of Ideas -- 18.4 The Rhetorical Nature of Knowledge Mobilization -- 18.5 Scholarly Dissemination: From Practice to Print or Presentation -- 18.6 Traditional Scholarship -- 18.7 Non-Traditional Media or Approaches to Impact -- 18.8 The Need for Strategy -- 18.9 Conclusions -- References -- Chapter 19 Action Research for Systemic Change in Education -- 19.1 Defining Attributes of Action Research and Their Value to Healthy Systemic Change -- 19.2 Living in an Action Research World at the School, District, Regional, and State Levels: Some Examples -- 19.3 Supports Needed for Establishing Action Research as a Common Mode for Supporting Student Learning and Desired Changes in Organizations -- 19.4 Concluding Remarks - Living Passionately Through Disciplined Inquiry -- References -- Chapter 20 The Promise and Future of Action Research in Education. 20.1 The Alternate Promises of Education. Action research in education Education-Research LB1028.24 .W554 2019 Mertler, Craig A. Newark : John Wiley & Sons, Incorporated,c2019 9781119399469 https://ebookcentral.proquest.com/lib/ppks/detail.action?docID=5683581 https://ebookcentral.proquest.com/lib/ppks/detail.action?docID=5683581 MiAaPQ 260706 20260706084135.0 EBC5683581 eng