Bridget Somekh

Susan E Noffke

This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities. The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities. The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction: - Action research methodology: diversity of rationales and practices - Professional: Knowledge production, staff development, and the status of educators - Personal: Self-awareness, development and identity - Political: Popular knowledge, difference, and frameworks for change This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators. Susan Noffke is Associate Professor of Curriculum & Instruction at the University of Illinois - Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts. Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).

The SAGE Handbook of Educational Action Research

This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years’ experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices. The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as ‘southern’ countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact. Action Research is important reading for postgraduate students and practitioner researchers in education, health and management, as well as those in government agencies and charities who wish to research and evaluate change and development initiatives. It is also valuable for pre-service and in-service training of professionals such as teachers, nurses and managers.

Action Research

Cathy Lewin

`This book provides an excellent balance between theory and practical application in social research. The book works well to develop students′ understanding of particular methods of inquiry, embedding them within "real world" settings. I enviSAGE that it will help students to understand the nuances of particular approaches, the complimentarity of certain methods, and the areas of conflict/contention within social research in a way that overcomes the sometimes abstract nature of these discussions′ - Dr Jon Tan, School of Education and Professional Training, Leeds Metropolitan University `This book unlocks all of the important areas of social science research in an easily digestible and stimulating style. Both students and supervisors in a range of disciplines will find this an excellent resource′ - Fazal Rizvi, Professor in Educational Policy Studies at the University of Illinois at Urbana-Champaign Rather than being written by one or two `generalists′, this innovative book is written by a large number of active researchers about their specialisms in methods/methodologies. The book introduces all the key qualitative and quantitative research methodologies and methods and seeks to draw readers into a community of researchers engaged in reflection on the research process. Included are narrative accounts of carrying out a research study that explore the way in which the research design and methods are shaped by the methodology, discussing problematic issues, and reflecting on the way in which knowledge and understanding develop. Aimed at researchers and postgraduate students, it will also be invaluable for students at masters level. Click on the companion website logo above to access additional resources and links to accompany each chapter in the book. `Research Methods in the Social Sciences is a valuable pedagogical tool. It is organized as a dialogue between theory and key concepts, and practice - stories from the field allowing novices and scholars alike to see how critical interpretive research is actually conducted′ - Norman K Denzin, University of Illinois

Research Methods in the Social Sciences

Thomas A. Schwandt

This collection from a highly impressive international group of educational researchers explores epistemological, methodological, and ethical-political issues in the production of knowledge about educational phenomena in contemporary society. The book is organized in two sections. The first focuses on how the enterprise of knowledge production is being influenced by global discourses of educational accountability, evidence-based practice and policy, and quality assessment. The second section features material that focuses more specifically on reconceiving both methodological matters and the kinds of knowledge that demand attention in this climate. The book is unique in bringing together chapters by scholars well-known internationally for their original contributions to educational theory and research practice. Many books in this area are no more than guides on how to do research or text books reiterating rather narrow frameworks of research paradigms, this book both breaks new ground and sets the tone for discussions about the future path of educational research in the coming years.

Research Work in Interesting Times

Knowledge Production

Bridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period, including: the process of change educational vision for ICT teacher motivation and engagement the phenomenon of ‘fit’ to existing practices systemic constraints policy and evaluation of its implementation students’ motivation and engagement the penetration of ICT into the home online learning and the ‘disembodied’ teacher.

Researching the Art of Innovation

Pedagogy and Learning with ICT

Christopher Day

John Elliott

Richard Winter

The work of public service professionals all over the world has become more complex in recent years as they have had to manage new realities of the intensification of work, persistent demands to raise standards without the power to influence the nature, direction or pace of these, and associated increases in bureaucracy. By regularly and systematically reflecting upon their thinking and practice and the contexts in which these take place, many professionals have found 'room to manoeuvre' and have been able to rediscover, articulate and communicate a set of core values that promote the care and concern for welfare and the public good, which are essential components of work in the public service sector. This book contains 16 articles from across the professions and from different countries which explore and examine the nature, purposes, processes and outcomes of action research, its importance to professional growth and the challenges of collaboration and change. Written by practitioners from schools and universities, health and social services, it provides a comprehensive yet focused critical appraisal which the Editors believe is essential reading for all for whom lifelong learning is a key component of being and sustaining themselves as professionals.

some international perspectives

Theory and Practice in Action Research

Allan Feldman

Herbert Altrichter

Peter Posch

Teachers Investigate Their Work introduces the methods and concepts of action research through examples drawn from studies carried out by teachers. The book is arranged as a handbook with numerous sub-headings for easy reference and fourty-one practical methods and strategies to put into action, some of them flagged as suitable `starters'. Throughout the book, the authors draw on their international practical experience of action research, working in close collaboration with teachers. It is an essential guide for teachers, senior staff and co-ordinators of teacher professional development who are interested in investigating their own practice in order to improve it.

Bridget Somekh

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