The Wiley Handbook of Action Research in Education

615 Pages·2019·3.24 MB·English

by  Craig A. Mertler

The Wiley Handbook of Action Research in Education
Wiley Handbooks in Education
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The Wiley Handbook of Action Research in Education
Craig A. Mertler (Editor)
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The Wiley Handbook of Action Research
in Education
Edited by Craig A. Mertler
This edition first published 2019
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v
Contents
Contributor Biographies ix
Introduction 1
Craig A. Mertler
Part I Foundations of Action Research in Education 5
1 Education Action Research: With and for the Next Generation 7
Hilary Bradbury, Rolla Lewis, and Dusty Columbia Embury
2 History of Action Research in Education 29
Cher C. Hendricks
3 The Body of Literature on Action Research in Education 53
Michelle Vaughan
4 US Perspectives on Action Research in Education 75
Andrea C. Burrows
5 Worldwide Perspectives on Action Research in Education 97
Ernest (Ernie) Stringer, Bob Dick, and Jack Whitehead
Part II Theories and Principles of Action Research in Education 115
6 Rigor in Educational Action Research and the Construction of Knowledge
Democracies 117
Lonnie L. Rowell
7 Theory in Educational Action Research 139
Ernest (Ernie) Stringer
8 Legitimacy of and Value in Action Research 161
Debra M. Dosemagen and Eileen M. Schwalbach
vi Contents
9 Comparing and Contrasting Action Research and Action Learning 185
Tom Bourner and Cheryl Brook
10 The Underlying Importance of Context and Voice in Action
Research 207
Jack Whitehead
11 Supportive Contexts for Action Research 229
Jennifer J. Lesh and Jennifer Gleason
Part III Applications of Action Research in Practice 251
12 Action Research for Teacher Professional Development:
Being and Becoming an Expert Teacher 253
Andrew Johnson
13 Action Research as Professional Learning for Educators 273
Tara Flynn and Catherine D. Bruce
14 Action Research as Inquiry in Professional Practice Doctoral
Programs 295
Ray R. Buss
15 Participatory Action Research (PAR) in Education 317
Marie Paz Morales
16 Action Research and Popular Education: Implications for Twenty‐First
Century Leadership and Research Practices 343
Linnea L. Rademaker
17 Action Research for Social Justice Advocacy 371
Mary Brydon‐Miller and Bruce Damons
18 Innovations in the Dissemination of Action Research: Rhetoric, Media,
and Communication 393
Danah Henriksen and Punya Mishra
19 Action Research for Systemic Change in Education 415
Emily F. Calhoun
20 The Promise and Future of Action Research in Education 439
Bob Dick
Contents vii
Part IV Practitioner Researchers Share Their Action
Research Experiences 461
21 The Experience of Students and Faculty When Elements of Bloom’s
Mastery Learning Are Used in an Online Statistics Course:
A Participatory Action Research Study 463
Patrick Casselman
22 The Function of Freedom: Practitioner Action Research
in Emancipatory Social Justice Teacher Education 481
Amy Rector‐Aranda
23 Practitioner Action Research in an Urban STEM High School 497
Douglas M. Stevens
24 Action Research as Professional Development: A Study of the Impact
of Collaborative Analysis of Student Work on Teacher Practice
and Student Writing 513
Kristin Shealy
25 Exploring Literature Circles Discussions Through Action Research 531
Gail Sigelakis
26 Story as an Organizing and Inquiry Tool for Action Research
Partnerships Committed to Social Justice and Educational
Change 547
Mark Kohan
27 Investigating the Benefits of Curriculum-Based Readers Theatre
for English Language Learners Through an Innovative Professional
Learning Community Model 565
Samantha N. Uribe
Index 581
ix
Contributor Biographies
Tom Bourner, PhD
University of Brighton, UK
Tom Bourner is Emeritus Professor of Personal and Professional Development at
the University of Brighton in the United Kingdom. When he retired from paid
work at the university, he was head of research in the Business School and led the
Management Development Research Unit. He originally trained as an economist
but his research on graduate employment destinations led to a growing interest
in higher education outcomes more generally, and then to the learning processes
producing those outcomes. He first encountered action learning in the mid‐
1980s and, afterwards, most of his professional work was influenced by action
learning and the values that support it.
Hilary Bradbury, PhD
The Taos Institute, Oregon Health Sciences University
Hilary Bradbury is 2018 Jubilee Professor at Chalmers Institute of Technology,
Gothenburg, Sweden. She is a scholar‐practitioner focused on the human and
organizational dimensions of creating healthy communities. A professor of
organization studies since 1998 (Case Western, University of Southern California,
and Oregon Health & Science University), she is editor‐in‐chief of the interna-
tional peer‐reviewed Action Research Journal (Sage) and CEO of AR+ Foundation,
ActionResearchPlus.com, the global community of participatory action researchers
“accomplishing more together.” She has also edited the popular series of Sage
Handbooks of Action Research, starting in 2000 with co‐editor Peter Reason.
Cheryl Brook, PhD
University of Portsmouth, UK
Cheryl Brook is a senior lecturer at the University of Portsmouth in the United
Kingdom. Her academic career was preceded by a number of years working as a
senior manager and trainer, having worked in the National Health Service, the
third sector, and for an independent consultancy prior to moving into higher
education. She holds a PhD in management learning from the University of
Lancaster. Her doctoral thesis was concerned with the practice and development
of action learning in the UK health service. She is on the editorial board of the
journal Action Learning: Research and Practice.
x Contributor Biographies
Catherine D. Bruce, PhD
Trent University, Ontario, Canada
Catherine D. Bruce is the Dean of Education at Trent University in Ontario,
Canada. Her research involves engaging in collaborative action research with
educators in classrooms and focuses on teacher efficacy, models of professional
learning, and mathematics education. Cathy’s work has been published in such
journals as Teaching and Teacher Education and the Canadian Journal of Action
Research. She is a founder and member of the Action Research Network of the
Americas, and in 2015 was awarded the Eduardo Flores Leadership Award for
her commitment to action research. Her work can be found at www.tmerc.ca.
Mary Brydon‐Miller, PhD
University of Louisville
Mary Brydon‐Miller is Professor in the Department of Educational Leadership,
Evaluation, and Organizational Development in the College of Education and
Human Development, University of Louisville. She is a participatory action
researcher who conducts work in both school and community settings. She is the
editor, with David Coghlan, of the SAGE Encyclopedia of Action Research and
recently completed work on Ethics in Participatory Research for Health and
Social Well‐Being: Cases and Commentaries with her colleague Sarah Banks
from Durham University. She is now working with middle school students from
around the world to better understand the impacts of climate change.
Andrea C. Burrows, EdD
University of Wyoming
Andrea C. Burrows, an associate professor holding an EdD in curriculum and
instruction, is a secondary science education faculty member at the University of
Wyoming. She teaches courses and conducts research in science methods and
educational research. Dr. Burrows leads an NSF (National Science Foundation)
Noyce and several other grants with a focus in partnership and action research.
She is an active member of several organizations (e.g. American Educational
Research Association Action Research Special Interest Group Chair) and has
published numerous journal articles on the initial preparation and professional
development of K‐12 preservice and inservice teachers. She taught US K‐12
science for 12 years before moving to higher education.
Ray R. Buss, PhD
Mary Lou Fulton Teachers College, Arizona State University
Ray R. Buss is Associate Professor of Educational Psychology and Educational
Research in the Mary Lou Fulton Teachers College at Arizona State University.
He teaches research and methodology courses and supervises doctoral stu-
dents in the College’s highly recognized EdD program in the Division of
Educational Leadership and Innovation. He conducts research that focuses
on doctoral students’ development of identities as educational leaders and
educational researchers; examines instructional issues and outcomes in the
Contributor Biographies xi
doctoral program; and with colleagues, he explores infusing technology into
the College’s teacher preparation courses and its effects on technology integra-
tion by teacher candidates preparing for their classrooms.
Emily F. Calhoun
Saint Simons Island, Georgia
Emily F. Calhoun is Director of The Phoenix Alliance. Her major work is helping
responsible parties study the effects of curriculum and instruction on student
learning and strengthen the learning environment for all. Her research interests
include literacy development pre‐K‐12 along with the use of action research for
individual and organizational development. She is the author of How to Use
Action Research in the Self‐Renewing School, Teaching Beginning Reading and
Writing with the Picture Word Inductive Model, and Using Data To Assess Your
Reading Program. She is the co‐author of Learning to Teach Inductively, The New
Structure of School Improvement, Models of Professional Development, and
Models of Teaching.
Patrick Casselman, PhD
State University of New York, College of Technology
Patrick Casselman is an associate professor of mathematics at the State University
of New York, College of Technology located in Canton, New York. He received
his PhD in education from Northcentral University in August of 2015. His dis-
sertation focused on improving student retention in online courses, and the
research methodology he used was participatory action research. He continues
seeking ways to improve the experience of students in online courses. Currently,
he is developing open source materials for students taking courses in statistics
and differential equations.
Bruce Damons, PhD
Centre for the Community School, Faculty of Education, Nelson Mandela
University, South Africa
Bruce Damons is the Director for the Centre for the Community School (CCS) at
Nelson Mandela University in South Africa. The CCS is tasked with developing
alternative approaches to school improvement that are relevant and responsive to
the contextual realities of under‐resourced schools located in working‐class com-
munities across South Africa. These alternative approaches are co‐constructed
through engagement with multiple stakeholders, using a critical participatory
action learning and action research approach.
Bob Dick
Chapel Hill, Queensland, Australia
Bob Dick is an independent scholar, an occasional academic, and a consultant in
community and organizational change. In this work he prefers to use highly
participative and action‐oriented processes. To do so he draws on concepts and
processes from action research, action learning, facilitation, and community and