000			02122nam a2200217Ia 4500
003			NULRC
005			20250520102733.0
008			250520s9999 xx 000 0 und d
020			_a807734403
040			_cNULRC
050			_aLB 1028.24 .E3 1995
245		0	_aEducational action research : _bbecoming practically critical.
260			_aNew York : _bTeachers College Press, _cc1995
300			_aviii, 228 pages ; _c24 cm.
504			_aIncludes index.
505			_a1. Action research and democratic schooling: problematics and potentials -- Part I. Action research in teacher education -- 2. Using action research as a vehicle for student teacher reflection: a social reconstructionist approach -- 3. The death of idealism? Or, issues of empowerment in the preservice setting -- 4. Preservice teacher supervision and reflective practice -- 5. Teaching action research: a case study -- 6. Confused on a higher level about more important things! -- Part II. Action research in schools -- 7. Putting the "P" into a participation in government course -- 8. The principal as action researcher: a study of disciplinary practice -- 9. Embedding action research into professional practice -- Part III. Supporting action research -- 10. Developing discourses and structures to support action research for educational reform: working both ends -- 11. What happens when a school district supports action research? -- 12. The role of the collaborator in action research -- 13. The institutionalization of action research: the California "100 Schools" Project -- 14. Action research and supportive school contexts: exploring the possibilities for transformation.
520			_aAction research is "about taking everyday things in the life of education and unpacking them for their historical and ideological baggage" (5). It recognizes tenets of education with a focus on the interplay between student outcomes, intuitive teaching, and the continuing collaborative development of educational pedagogy.
650			_aACTION RESEARCH
700			_aNoffke, Susan E. ;Stevenson, Robert B. _eeditor;co-editor
942			_2lcc _cBK
999			_c14112 _d14112