An Emergent History of Educational Action Research in the English-Speaking World
Document Type
Book Chapter
Publication Date
2017
Keywords
Preservice Teacher Educational Research, American Educational Research Association, Narrative Form, Teacher Inquiry
Digital Object Identifier (DOI)
https://doi.org/10.1057/978-1-137-40523-4_8
Abstract
This chapter explores educational action research from its inception in the early twentieth century as a form of applied social science research in response to poverty, racism, and fascism to its decline in the post-war period (Era 1). The second era began with the development of curriculum action research in the UK and the work of the Writing Projects in the USA and continues to the present, joined by critical action research and self-study of teacher education practices. The third era focuses on technical problem solving to improve student learning as measured by high-stakes examinations. The chapter ends with a call for action researchers to learn from the past so that it can continue to be a way to reduce inequities and support social justice.
Citation / Publisher Attribution
An Emergent History of Educational Action Research in the English-Speaking World, in L. Rowell, C. Bruce, J. M. Shosh & M. Riel (Eds.), The Palgrave International Handbook of Action Research, Palgrave Macmillan, p. 125-145
Scholar Commons Citation
Feldman, Allan, "An Emergent History of Educational Action Research in the English-Speaking World" (2017). Teaching and Learning Faculty Publications. 451.
https://digitalcommons.usf.edu/tal_facpub/451
