Action Research Methods: Plain and Simple by Sheri R. Klein PhD (eds.)

By Sheri R. Klein PhD (eds.)

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Studies in Art Education, 48(1), 9–18. Elliott, J. (1991). Action research for educational change. Buckingham, UK: Open University Press. Giroux, H. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Westport, CT: Bergin & Garvey. , & Hadden, J. (1997). Educative research: Acting on power relations in the classroom. In S. ), International action research: A casebook for educational reform (pp. 70–84). London, England: Falmer. Glanz, J. (1998). Action research: An educational leader’s guide to school improvement.

A danger with this type of reporting is that it can appear wooden and laundry-list-like as the author cranks out each theme. To remedy this, some researchers use a hybrid of narrative and thematic reporting so that instead of distinct themes, each with its own heading, they are interwoven as a larger piece of text. In all situations, it is important to tie your analysis back to your study’s original research questions. In some situations, the research questions themselves provide the reporting framework, as in McCarty et al.

Thousand Oaks, CA: Sage. Creswell, J. (2009). ). Thousand Oaks, CA: Sage. Cruikshank, D. R. (1987). Reflective teaching. Reston, VA: Association of Teacher Educators. DeFreitas, E. (2008). Interrogating reflexivity: Art, research, and the desire for presence. In J. G. Knowles & A. L. ), Handbook of the arts in qualitative research (pp. 469–476). Thousand Oaks, CA: Sage. Dewey, J. (1904). The relation of theory to practice in education. The third NSSE yearbook (pt. 1). Chicago, IL: University of Chicago Press.

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