The following are some of the papers that I've written about action research. The links will get you drafts of the papers. Please go to the journals or books to get the published versions. Use the published versions for quotations and citing.
Feldman, A. (1994a). Erzberger's dilemma: Validity in action research and science teachers' need to know. Science education, 78(1), 83-101.
Feldman, A. (1994b). Teachers learning from teachers: Knowledge and understanding in collaborative action research. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April 4-8, 1994.
Feldman, A. (1995). The institutionalization of action research: The California "100 Schools" project. In S. Noffke and R. Stevenson (Eds.), Educational action research: becoming practically critical. NY: Teachers College Press.
Feldman, A. (1996). Enhancing the practice of physics teachers: Mechanisms for the generation and sharing of knowledge and understanding in collaborative action research. Journal of research in science teaching, 33(5), 513-540.
Feldman, A. (1998). Implementing and assessing the power of conversation in the teaching of action research. Teacher education quarterly, 25(2), 27-42.
Feldman, A., Alibrandi, M., Capifali, E., Floyd, D., Gabriel, J., Henriques, B., Hitchens, F., Lucey, J. and Mera, M. (1998). Looking at ourselves look at ourselves: an action research self-study of doctoral students' roles in teacher education programs. Teacher education quarterly, 25(3), 5-28.
Feldman, A. (1999). The role of conversation in collaborative action research. Educational action research, 7(1), 125-144.
Feldman, A. (2002). Existential action research. Educational action research.
Feldman, A. and Atkin, J. (1995). Embedding action research in professional practice. In S. Noffke and R. Stevenson (Eds.), Educational action research: becoming practically critical. NY: Teachers College Press.
Feldman, A. and Capobianco, B. (2000). Action research in science education. ERIC Digest. Clearinghouse for Science, Mathematics, and Environmental Education.
Feldman, A. and Minstrell, J. (2000). Action research as a research methodology for the study of the teaching and learning of science. In E. Kelly and R. Lesh (Eds.), Handbook of research design in mathematics and science education. Mahwah, NJ: Lawrence Erlbaum Associates.
Feldman, A., Rearick, M. and Weiss, T. (2001). Teacher development and action research: findings from six years of action research in schools. In J. Rainer and E. Guyton (Eds.), Research on the effects of teacher education on teacher performance: Teacher Education Yearbook IX. Dubuque, IA: Kendall/Hunt Publishing Company.
Rearick, M. and Feldman, A. (1999). Orientations, purposes, and reflection: a framework for understanding action research. Teaching and teacher education, 15(4), 333-350.
Feldman, A. (2007). Validity and Quality in Action Research. Educational action research, 15(1).
Feldman, A. (2007). Teachers, responsibility and action research. Educational action research, 15(2).
Capobianco, B. and Feldman, A. (2007). Promoting quality for teacher action research: lessons learned from science teachers' action research. Educational action research. 14(4).
Feldman, A. (2003). Validity and quality in Self-Study. Educational researcher, 32(3), 26-28.
Feldman, A. (2006). Self-Study And Existentialism: A Case Of Teacher Educator Transformation. In A. Freese and C. Beck, Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Kluwer Press.
Feldman, A., Paugh, P. & Mills, G. (2004). Self-Study through Action Research. In J. Loughran, M. Hamilton, V. LaBoskey, T. Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices. Dordrecht: Kluwer Academic Publishers.