Edited By Patricia H. Hinchey
Can the action research project of a classroom teacher intended to raise standardized test scores properly be considered critical? Is there a role for advocacy in any enterprise calling itself research? If critical action research is distinct from traditional empirical research, then what formats make sense for sharing results? This highly diverse collection of previously unpublished and published works offers a sampling of opinions on key theoretical and methodological questions, complemented by a wide range of critical action research reports illustrating what various theories look like in practice. The book provides a sketch of the topography of critical action research terrain and illuminates some diverse paths through it.
) ISBN 978-1-4331-1760-2 (paperback) ISBN 978-1-4539-1621-6 (e-book) ISSN 1058-1634 Bibliographic information published by Die Deutsche Nationalbibliothek. Die Deutsche Nationalbibliothek lists this publication in the ‘‘Deutsche Nationalbibliografie’’; detailed bibliographic data are available on the Internet at http://dnb.d-nb.de/. © 2016 Peter Lang Publishing, Inc., New York 29 Broadway, 18th floor, New York, NY 10006 www.peterlang.com All rights reserved. Reprint or reproduction, even partially, in all forms such as microfilm, xerography, microfiche, microcard, and offset strictly prohibited. To the classroom teachers who generously contributed their work to this book and so patiently waited for its publication—Jessica Blanchard, Rachel Klimke, Lisa Sibbett, Nien N. Tran, Inga Wilder, and Jennifer Zapata—and to all teachers working toward a better world.
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