SAGE Journal Articles
SAGE Journal Articles combine cutting-edge academic journal scholarship with the topics in your course for a robust classroom experience.
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Article 1: Whitehead, J. (2009). Generating living theory and understanding in action research studies. Action Research, 7(1), 85-99.
Summary: This paper explains how individuals can generate their living theories from action research as explanations for their educational influences in learning. The epistemological significance of these explanations is explored in terms of the energy and values that are expressed in explanatory principles of learning in enquiries of the kind, `How do I improve what I am doing?'.
Questions to Consider:
1. What are explanatory principles?
2. What is a living theory? How is it important to action research?
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Article 2: Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?. Action Research, 1(1), 9-28.
Summary: This article examines common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration. The authors also use this opportunity to welcome readers of this new journal and to introduce them to members of the editorial board.
Questions to Consider:
1. What is action research?.
2. Discuss the evolution/implementation of action research.
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Article 3: Kane, R. G., & Chimwayange, C. (2014). Teacher action research and student voice: Making sense of learning in secondary school. Action Research, 12(1), 52-77.
Summary: This article explores how researchers challenge teachers to move beyond taken for granted conceptions of teaching, learning, and roles of students, to engage in learning-centered dialog with their students and through this, transform classroom practice. Supported by the researchers, teachers and students gain a sense of empowerment as they deepen their relationships and negotiate new roles as partners and coresearchers making sense of learning in their classrooms. Teachers and students come to situated understandings of the complexity of teaching and learning that reveal transformative and emancipatory outcomes
Questions to Consider:
1. How can action research assist with professional development?
2. How did the MLS project assist with increasing the knowledge of action research?
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Article 4: Cumming, T. M., Strnadová, I., & Singh, S. (2014). iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project. Action Research, 12(2), 151-176.
Summary: This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.
Questions to Consider:
1. Discuss the design of the study – using the knowledge presented in the chapter.
2. How did the iPads enhance learning opportunities for both the teachers and students?