Action Research in Education

McAteer, Mary (2013) Action Research in Education. Research Methods in Education. SAGE/BERA, London. ISBN 9781446241059

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Abstract

This hands-on and user-friendly book uses illustrative case studies to demonstrate and explore the potential for change in real social situations. At a time when the term 'action research' is widely misused, and often reduced to a form of low-level evaluation of imposed educational initiatives, this book seeks to assert the academic integrity of action research, and to de-mystify the process. Each chapter includes: - a 'how to' section based on concrete examples and dilemmas - commentary that relates examples to the broader field - a discussion of the underlying theoretical approach - quality issues - discussion of both ethical and pragmatic decision making The book covers both theory and practice, providing theoretical perspectives and practical examples for practitioners of action research in education contexts. The mix of theoretical grounding and focus on real issues will be a real benefit to Master's level or advanced undergraduate students on Education and Research Methods courses. Mary McAteer is Director of the Mathematics Specialist Teacher (MaST) programme at Edge Hill University

Item Type: Book
Additional Information: SAGE and BERA are proud to bring you a brand new series of books on education research methods... Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher. Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master’s-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Education
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Date Deposited: 21 Nov 2012 10:37
URI: http://repository.edgehill.ac.uk/id/eprint/4505

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