Action Research Reading List, Fall 2002

Allan Feldman
School of Education
University of Massachusetts

Calhoun, E. (1994). Action research: Three approaches. Educational leadership, October, 62-65. Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
Chapter 5. Phase 2: Collecting data (pp. 50-70)
Chapter 6. Phase 3: Organizing data (pp. 71-79)

Carr, W. and Kemmis, S. (1988). Becoming critical: Education, knowledge and action research
. Philadelphia: Falmer Press.
Chapter 5: A critical approach to theory and practice , 129-154.

Cochran-Smith, M. and Lytle, S. (1993). Inside/Outside: Teacher research and knowledge
. NY: Teachers College Press.
Chapter 1: Research on teaching and teacher research: The issues that divide, 5-22.
Chapter 2: Learning from teacher research: A working typology, 23-40.

Eisner, E. (1981). On the differences between scientific and artistic approaches to qualitative research. Educational researcher, 10
(4), 5-9.

Hollingsworth, S. (1994). Teacher research and urban literacy: Lessons and conversations in a feminist key
. NY: Teachers College Press.
Ch. 1: Sustained conversation, 3-16.
Ch 2: Rewriting the conversation and curriculum of literacy education, 17-33.

Holly, M. (1989). Reflective writing and the spirit of inquiry. Cambridge journal of education, 19
(1), pp. 71-80.

Lather, P. (1986). Research as praxis. Harvard educational review, 56(3), 257-277.

Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of research in education, 22
, 305-343.

Phillips, D. (1987). Validity in qualitative research: Why the worry about warrant will not wane. Education and urban society, 20
(1), 9-24.

Schön, D. (1983). The reflective practitioner: How professional think in action
. New York: Basic Books. Ch. 2, pp. 21-69.

Schwab, J. (1978). The practical: A language for curriculum. In I. Westbury and N. Wlkof (Eds.), Science, curriulum, and liberal education, 287-321. Chicago: University of Chicago Press.

Stenhouse, L. (1981). What counts as research? British journal of educational studies, 29
(2), 103-114.

Tremmel, R. (1993). Zen and the art of reflective practice in teacher education. Harvard educational review, 63
(4), 437-458.

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