Action Research A Methodology for Change and Development

esearch question 96–7
residential teaching blocks
137–8
resistance to change 16, 20–1,
181–2
respect 164
roles
PELRS and 187–8, 189
staff roles 77–85
routines 15
disruption by introduction of
computers 16
rules 186–7
Russell, T. 15, 98
Rutter, K.A. 57–9, 61
Salomon, G. 22
Salzeber, S. 20
Sandholtz, J. 175
Saunders, L. 178
scholarship 26
Schön, D.A. 15, 147, 148
schools
PALM Project see Pupil
Autonomy in Learning with
Microcomputers
PELRS see Pedagogies with
E-Learning Resources
Project
study of power and decisionmaking
in school 73–85
Schools Council 59
Schostak, J. 14
Schutz, A. 47
Seaborne, P. 118, 119, 122, 123,
128
secondary teachers 166
self
construction as powerful 151
distributed definition of 7
nature of 14–17
researcher’s 7
Selwyn, N. 176
Senge, P.M. 21, 53, 141, 142
INDEX 223
senior managers 113, 117, 119,
124, 125–6, 131, 132, 133
sensitivity 164
settings for action research 31–61
business settings 50–9, 61
health, social care and
community settings 41–50,
60
‘southern’ or ‘developing’
countries 32–40, 60
Shared Perspectives 104
Sharples, M. 194
single-loop learning 53
situated cognition 185, 189
situational understanding 13, 17,
28, 29, 148
Smith, J.K. 11–12
social care settings 41–50, 60
social engineering 45
social justice 5, 7, 24–6
action research in ‘southern’
countries 36–8, 39, 60
and politicization of work
practices 45–6
social psychology 12
social transformation, vision
of 7
socio-cultural theories 21–2
socio-technical approach 54–6
software problems 194
Somekh, B. 16, 17, 18, 21, 23, 24,
28, 29, 59, 94, 102, 104–5,
123, 124, 125–6, 149, 154,
171, 181, 183, 189, 191
classroom study 63–73
experience of business settings
50–2
experience of teacher research
8–9, 62–88
involvement in health 41–2
study of power and decisionmaking
in school 73–85
visit to Brazil 32–3
visit to South Africa 33–4