An Annotated Bibliography on
Altrichter, H., Posch, P., & Somekh, B. (1993).
Teachers investigate their work: An
introduction to the methods of action research London, UK:
This is an excellent methods book for teachers who want to
conduct research into their own practice. The authors hope that the book will
inspire teachers to take control of the development of schools and help them
resolve their professional problems. Action research (AR) is promoted as way
for teachers to share their professional experiences and raise awareness
regarding the professional thinking that informs their practice. The book is
also an excellent reference for researchers in other fields. The chapters are
organized according to the phases of the AR process. These include details
concerning starting a project, maintaining a journal, clarifying the issue,
collecting and analyzing data, developing action strategies, and sharing
teacher knowledge. The final chapter looks at the theoretical foundations of
AR. Of particular interest are the 40 concise summaries of strategies and
methods that are provided throughout the book. These are suggested as useful
handouts for courses or projects.
Argyris, C., & Schön, D. (1974).
Theory in practice: Increasing professional
effectiveness San Francisco, CA:, Jossey-Bass.
A classic, this book is about explaining human action
particularly in the social contexts such as organizations. The authors focus
not only on action but how to create action, or rare events, by intervention.
Part One lays out the genesis of the authors ideas about theories of
action and theories-in-use. Part Two discusses the specific theories-in-use
that affect ineffective and effective interpersonal and professional behaviour.
The last part explores the strategies and environments that are most likely to
engender successful interventions.
Elliott, J. (1991). Action
research for educational change. Buckingham, UK: Open University
Teacher professional development through action research is
the topic of this book. It begins with a look at action research as it emerged,
in Britain, in the context of school intitiated change of the 1960s and
proceeds to examine the methodological issues relating to the use of action
research for professional learning in schools. The author has extensive
experience as an academic working to facilitate and promote the
teachers-as-researchers movement in the UK. In addition to presenting case
studies of his work, Elliott identifies some of the tensions he has experienced
between the cultures of teachers and teacher educators in academe. He also
explains how government policy is deprofessionalizing the role of the teacher
and eroding the traditional culture of teaching as a craft. One chapter serves
as a practical guide to action research but the series editor remarks in the
introduction that the author, having used this guide with teachers, advises
that it should be used a as guide to test against experience rather than a
prescription. The final chapters look at three policy contexts, the national
curriculum, teacher appraisal, and competence-based teacher training, within
which future action research must be forged.