Efnisyfirlit

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Contributors
• Illustrations
• Abbreviations
• Introduction About CARN (Collaborative Action Research Network)
  • Coming of age: 70 years of action research
  • The scope of this book: an overview of contemporary action research
  • Notes
  • References
• 1 Innovation in education through action research
  • Introduction
  • Innovative teaching in educational research
    • The move from a transmission view to a construction view of teaching and learning
    • Constructive use of feedback
  • Innovating teaching through performance standards and data feedback
  • Promoting reflective teaching – features and examples
    • Action research and innovation in in-service education
    • Lesson studies as school-based initiative
  • Conclusion
  • Notes
  • References
• 2 Thirty years of educational reform through action research Traces in the Austrian school system
  • Introduction
  • Theoretical framework
    • Action research
    • Constructivism
    • Systems theory
  • Four dimensions of teacher professional development
  • Trace one: the university course “Pedagogy and subject didactics” (PFL)
    • Evaluation outcomes
    • Research findings
  • Trace two: the master course “Professionalization in the teaching profession” (ProFiL)
    • Evaluation measures and research findings
  • Trace three: the support program “Innovations Make Schools Top” (IMST)
    • An example: the regional network in the federal province of Styria
      • A steering committee emerges
      • A successful launch
      • Exemplary network activities
      • Evaluation outcomes
      • Research findings
    • Resume – lessons learnt
      • 1 Reform projects need both visible challenges and visible success
      • 2 Reform projects need both individual and organizational efforts
      • 3 Reform projects need both flexible plans and the use of windows of opportunity
      • 4 Reform projects need active insistence and resilience as well as patience
      • 5 Reform projects need both accepting and allocating responsibility
  • References
• 3 Addressing end-of-life issues through peer education and action research
  • Introduction
  • Problem identification
  • Objectives and principles of action research
  • Action 1 Introduction of a personal portfolio
    • Examination of end-of-life issues
    • Search for information and resources
    • Review resources
    • Design and structure the portfolio template
    • Use the portfolio
  • Reflection 1 Revise the portfolio
    • Share portfolios with others
  • Action 2 Public workshops
  • Reflection 2 Revise the portfolio
  • Evaluation
    • The extent to which worthwhile practical purposes are addressed
    • Levels of democracy and participation
    • The different forms of knowledge engaged with during the study
    • The extent to which the research has been and continues to be responsive and developmental
  • Reassessment and conclusions
  • Personal reflective postscript
  • Acknowledgements
  • References
• 4 The International Collaboration for Participatory Health Research Legitimating the science and ensuring quality
  • Participatory research in a health context
  • Examples of participatory health research
    • Promoting the participation of vulnerable groups in preventing disease
    • Improving health services through user involvement
    • Understanding the health needs of homeless women
  • The need for collaboration in participatory health research
    • The defining characteristics of PHR
    • The distinctive scientific contribution of PHR to health research
    • Setting standards for scientific quality in PHR
  • Structure and goals of the ICPHR
  • Issues and challenges
    • Identifying the primary goal of the collaboration
    • Building on current practice
    • What's in a name? Finding the best term
    • The conflict between a participatory ethic and setting standards
    • The relationship between theory and results
    • Avoiding the dominance of one language, country or region
  • Conclusion
  • Notes
  • References
• 5 Research as empowerment Blending PAR with community development
  • A tale of two villages … and of community development
  • The responsibilities of the research consultant
  • Reflection about my own ambitions … and finding my research question
  • Research questions about community issues
  • Choosing the research methods
  • Challenges faced in the research process
  • Findings from the community research
  • My additional action research project: ‘Research as Empowerment'
  • Empowerment: what does it mean?
  • Reflections about Participatory Action Research (PAR)
  • Is PAR empowering? Results from the secondary research
  • Conclusion and consequences
  • Outlook
  • References
• 6 Empowering young care leavers through peer research
  • Introduction and overview
  • Concept and framework of the peer research project
  • Aspects of the peer research methodology
  • Stages of the project development
  • Young peer researchers' empirical findings
  • Lessons learnt 1 Young peer researchers' recommendations for policy makers
  • Lessons learnt 2 How did our peer research make a difference?
    • Using young people for peer research addressed power relations
    • Both peer researchers and respondents felt the power of empathy
    • We achieved a greater depth and insight into the subject of leaving care
    • Peer researchers had the opportunity to acquire research and life skills
    • Young people became active in national and international advocacy
  • Lessons learnt 3 General criteria for successful peer research
  • Challenges and concluding considerations
  • Acknowledgements
  • Note
  • References
• 7 Powerful partnership in a schools–university research collaboration
  • Introduction
  • The SUPER partnership
  • Theoretical framework: Bourdieu's concepts and Bhabha's third space theory
  • Qualitative methodology (based on grounded theory)
    • Gill
    • Helen
  • Findings
    • Evidence of learning
      • Gill
      • Helen
      • Facilitating learning
  • Illuminating the cases
  • Notes
  • References
• 8 Camera, action! Teaching documentary video as a tool for empowering weak students
  • Background: a difficult classroom situation
  • A new and risky idea, its objectives and hypothesis: why teach documentary video?
    • Research methods: investigating my own teaching
  • Action: realization of the project and how things developed
  • Evaluation: the students' feedback
  • Reflection: lessons to be learnt
  • Summary and conclusions
  • Acknowledgements
  • References
• 9 Reflective processes in action research and in psychoanalytic observational studies Two approaches for teaching professionals
  • Introduction
  • Reflecting upon reflection
  • Phases of reflection
  • Reflection in action research
  • Reflection in psychoanalytic observational studies
  • Benefits of reflective processes in teaching
    • Example I
    • Example II
  • Biographical reflection and learning
  • Conclusion
  • References
• 10 Learning to guide open inquiry From self-experience to transfer into teaching
  • Introduction
  • Theoretical background
    • The learning environment “Lernwerkstatt Science”
    • Pedagogical Content Knowledge (PCK)
    • Action research and reflective practice
  • Rationale
  • Course model
  • Objective and research questions
  • Methodology
    • Participants and data
    • Analysis
  • Findings
  • Discussing teachers' professional development
  • Summary
  • Outlook
  • References
• 11 Action research in science education From general justifications to a specific model in practice
  • Justifying action research in science education
  • Interpretations of action research in science education
  • The model of Participatory Action Research in science education
  • An illustrative case taken from lower secondary school chemistry education
  • Ten years of Participatory Action Research in science education
  • Lessons learnt from Participatory Action Research in science education
  • Conclusions
  • References
• 12 Action research with chemistry teachers in Israel
  • Introduction
  • The design and implementation of the action research workshops
  • Description of a case study within the action research workshop
    • The stages of the action research (Towns et al. 2000)
    • Collecting and analyzing data (Stage 3)
    • Implementing: teaching a topic while focusing on a variety of strategies (Stage 4)
    • Collecting and analyzing data (Stage 5)
    • Evaluating and reflecting (Stage 6)
  • A follow-up study one year later
  • Discussion and summary
  • References
• 13 Critical action research and the challenge of postmodernism Perspectives and limitations
  • The urgent need to reconceptualize educational action research in our times
  • The postmodern challenge for critical action research
    • Defining the terms
    • The perspectives of postmodernism for critical action research
  • Enriching AR with postmodern methods
    • The potential contribution of postmodernism to AR
    • Integrating methodological tensions: limitations and conditions
  • References
• 14 What is good action research? Reflections about quality criteria
  • Some characteristics of action research – and their justification
  • Practical and ethical criteria for action research
  • 1 Good action research pursues worthwhile practical purposes
  • 2 Good action research is collaborative/participatory
  • 3 Good action research is responsive and developmental
  • 4 Good action research connects theory and praxis
  • Epistemological criteria for action research
  • Controversies about quality and rigour in action research
  • Conclusion and outlook
  • Notes
  • References
• Index

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