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For each chapter in Action Research: Teachers as Researchers in the Classroom, Fourth Edition, links to supplemental journal articles have been provided. The inclusion of these articles as supplemental assignments is intended to extend and strengthen your understanding of conceptual basis, background, and procedures for conducting action research. For each article, you should be prepared to respond to the following questions:

1. What have you learned about action research that you did not know prior to reading this article?
    
2. In what ways has this article made you think differently about action research?
    
3. Are there aspects, or specific points, made by the author(s) with which you strongly agree? Describe those aspects with which you agree.
    
4. Are there aspects, or specific points, made by the author(s) with which you strongly disagree? Describe your basic disagreements.
    
5. Why do you believe that this article is important to the body of literature on action research? How does it contribute to knowledge about action research?
    

If the particular article is a write-up of an empirical action research study (this is noted after the citation), students should also be prepared to respond to the following additional questions:

1. What is the problem or topic, and what are the research questions, that guide this action research study?
    
2. What procedures were used to conduct the study? Summarize the research design, data collection, and data analysis for this study.
    
3. Do you believe that the authors have done an adequate, thorough job of answering their original research questions? Why or why not?
    
4. What is the nature of the action plan(s) developed by the authors? Do they describe plans for a next cycle of action research? If so, what are their plans?
    

5. What aspects of this study truly make it an action research study? In other words, discuss why this is a good example of action research.
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Rubin, B., & Jones, M. (2007). Student action research: Reaping the benefits for students and school leaders. NASSP Bulletin, 91(4), 363-378.  

Eikeland, O. (2006, Mar). Condescending ethics and action research: Extended review article. Action Research, 4(1), 37-47.

Galman, S., Pica-smith, C., & Rosenberger, C. (2010, May/June). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225-236.  Empirical Action Research Study.