14.07.2013 Views

Action Research A Methodology for Change and Development

Action Research A Methodology for Change and Development

Action Research A Methodology for Change and Development

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

REFERENCES 201<br />

Berge, B-M. <strong>and</strong> Ve, H. (2000) <strong>Action</strong> <strong>Research</strong> <strong>for</strong> Gender Equity. Buckingham:<br />

Open University Press.<br />

Bidwell, C.E. (2001) Analyzing Schools as Organizations: long-term permanence<br />

<strong>and</strong> short-term change, Sociology of Education 74 (Extra Issue:<br />

Current of Thought: sociology of education at the dawn of the 21st century):<br />

100–14.<br />

Bion, W. (1946) The Leaderless Group Project, Bulletin of the Menninger<br />

Clinic 10: 77–81.<br />

Bridges, J. <strong>and</strong> Meyer, J. (2000) Older People in Accident <strong>and</strong> Emergency:<br />

the use of action research to explore the interface between services in an<br />

acute hospital, Educational <strong>Action</strong> <strong>Research</strong> 8(2): 277–90.<br />

Brown, J.S., Collins, A. <strong>and</strong> Duguid, P. (1989) Situated Cognition <strong>and</strong> the<br />

Culture of Learning, Educational <strong>Research</strong>er 32 (Jan–Feb): 32–42.<br />

Bussis, A., Chittenden, E. <strong>and</strong> Amarel, M. (1976) Beyond Surface Curriculum:<br />

an interview study of teachers’ underst<strong>and</strong>ings. Boulder, CO: Westview<br />

Press.<br />

Carr, W. <strong>and</strong> Kemmis, S. (1983) Becoming Critical: knowing through action<br />

research. Victoria, Deakin University Press. (Republished by Falmer Press<br />

(1986) as Becoming Critical: Education, Knowledge <strong>and</strong> <strong>Action</strong> <strong>Research</strong>.)<br />

Carroll, Lewis (edited by Donald J. Gray, 1992) Authoritative Texts of Alice’s<br />

Adventures in Wonderl<strong>and</strong>, Through the Looking-glass, The Hunting of the<br />

Snark: backgrounds, essays in criticism. New York: Norton.<br />

Chiu, L.F. (2003) Trans<strong>for</strong>mational Potential of Focus Group Practice in<br />

Participatory <strong>Action</strong> <strong>Research</strong>, <strong>Action</strong> <strong>Research</strong> 1(2): 165–83.<br />

Claxton, G. (2000) What would Schools be like if they were Truly Dedicated<br />

to Helping all Young People become Confident, Competent Lifelong<br />

Learners?, in B. Lucas <strong>and</strong> T. Greany (eds) Schools in the Learning Age.<br />

London: Campaign <strong>for</strong> Learning.<br />

Coghlan, D. (2003) Practitioner <strong>Research</strong> <strong>for</strong> Organizational Knowledge:<br />

mechanistic- <strong>and</strong> organistic-oriented approaches to insider action<br />

research, Management Learning 34(4): 451–63.<br />

Cole, M. (1996) Cultural Psychology: a once <strong>and</strong> future discipline. Cambridge,<br />

MA <strong>and</strong> London: Belknap Press of Harvard University Press.<br />

Coulter, D. (2002) What Counts as <strong>Action</strong> in Educational <strong>Action</strong> <strong>Research</strong>,<br />

Educational <strong>Action</strong> <strong>Research</strong> 10(2): 189–206.<br />

Cronbach, L.J. (1982) Designing Evaluations of Educational <strong>and</strong> Social<br />

Programs. San Francisco: Jossey-Bass.<br />

Csikszentmihalyi, M. (1996) Creativity: flow <strong>and</strong> the psychology of discovery<br />

<strong>and</strong> invention. New York: Harper Perennial.<br />

Cuban, L. (2001) Oversold <strong>and</strong> Underused: computers in classrooms. Boston,<br />

MA: Harvard University Press.<br />

Dadds, M. (1995) Passionate Enquiry <strong>and</strong> School <strong>Development</strong>: a story about<br />

teacher action research. London <strong>and</strong> Bristol, PA: Falmer Press.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!