Show Less
Restricted access

Beyond Actions

Psychology of Action Research for Mindful Educational Improvement

Series:

Norijuki Inoue

Beyond Actions is a new breed of book on action research, going beyond procedural descriptions of action research and discusses psychological processes and epistemological challenges involved in planning and conducting action research. The book discusses in depth key concepts of action research and the ways in which these concepts actually contribute to the improvement of educational practice by assuming the viewpoint of educators. Dr. Inoue offers ample opportunities for readers to deeply reflect on personal, social, cultural, and philosophical foundations of practice improvement efforts and develop a comprehensive understanding of action research. Beyond Actions is targeted to educators, educational researchers, principals, and students taking graduate-level courses in action research, educational research methods, educational psychology, education foundations, educational leadership, and other related fields as well as anyone seeking a new methodology for mindful educational improvement.
Show Summary Details
Restricted access

References

← 192 | 193 →REFERENCES

Extract

Adler, A. (1931). What life should mean to you. Boston, MA: Little, Brown.

Aheadi, A., Dixon, P., & Glover, S. (2010). A limiting feature of the Mozart effect: Listening enhances mental rotation abilities in non-musicians but not musicians. Psychology of Music, 38(1), 107–117.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.

Anderson, G. L., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28, 12–40.

Arhar, J., Niesz, T., Brossmann, J., Koebley, S., O’Brien, K., Loe, D., et al. (2013). Creating a “third space” in the context of a university-school partnership: Supporting teacher action research and the research preparation of doctoral students. Educational Action Research, 21(2), 218–236.

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.