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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 17, 2009 - Issue 3
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Articles

Action research as a practice‐based practice

Pages 463-474 | Published online: 04 Aug 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (120)

Thi-Gam Phan & Wei-Yu Liu. (2023) Redefining autonomy in low-achieving high-school students: Collaborative learning in Taiwan-context classrooms. The Journal of Educational Research 116:6, pages 371-385.
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Sally Windsor & Dawn Sanders. (2023) Being bird and sensory learning activities: Multimodal and arts-based pedagogies in the ‘Anthropocene’. Educational Philosophy and Theory 55:11, pages 1220-1236.
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Melissa Moralli. (2023) Opening the black box of social innovation in migration governance. Innovation: The European Journal of Social Science Research 0:0, pages 1-17.
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Khalid Idris, Samson Eskender, Berhane Demoz, Amanuel Yosief & Kiflay Andemicael. (2023) ‘Let’s focus on us’: recounting educators’ facilitation practices in improving collaborative commitments of learner-teachers during an action research course. Educational Action Research 31:4, pages 797-820.
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Jorunn Aas Handeland, Andreas Prinz, Else Mari Ruberg Ekra & Mariann Fossum. (2023) ‘I realised it when we played with the doll!’: nursing students’ learning from participation in an action research project that included manikins. Educational Action Research 0:0, pages 1-22.
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Kristian Aga. (2023) Challenges and motivation for teachers transitioning to active learning spaces. European Journal of Engineering Education 48:4, pages 724-746.
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Petra Magnusson & Martin Malmström. (2023) Practice-near school research in Sweden: tendencies and teachers’ roles. Education Inquiry 14:3, pages 367-388.
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Andrea Nolan & Louise Paatsch. (2023) Name it and claim it: supporting early childhood teachers to recognise themselves as researchers. International Journal of Early Years Education 0:0, pages 1-16.
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Kasper Lasthein Madsen, Ole Lund & Jens-Ole Jensen. (2023) (En)action research: practice transformation through processes of participatory sense-making in educational action research. Educational Action Research 0:0, pages 1-18.
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Helen Driver, Joanna Reynolds, Tina Cook & Catherine Bailey. (2023) ‘We are listening’ Mother-led research exploring inclusive communication between autistic young people and their families. Disability & Society 0:0, pages 1-24.
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Paraskevi Mammou, Christina Maligkoudi & Nikos Gogonas. (2023) Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy. International Multilingual Research Journal 17:2, pages 139-156.
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Susan Pike, Sandra Austin, Richard Greenwood & Karin Bacon. (2023) Inquiry in teacher education: experiences of lecturers and student teachers. Irish Educational Studies 0:0, pages 1-18.
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Marit Aas & Kirsten Foshaug Vennebo. (2023) Building leadership capacity in school leadership groups: an action research project. Educational Action Research 31:2, pages 348-365.
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Lena Abrahamsen & Marit Aas. (2023) Supporting school leaders in leading school development: an action research project. Educational Action Research 0:0, pages 1-16.
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David Rueckel, Barbara Krumay & Ewald Dannerer. (2023) Developing a collaboration system for pancreatic cancer research: a clinical design science study. European Journal of Information Systems 32:1, pages 81-91.
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Christine Edwards-Groves, Peter Grootenboer, Kirsten Petrie & Zeffie Nicholas. (2023) Practising educational leading ‘in’ and ‘from’ the middle: a site ontological view of best practice. Journal of Educational Administration and History 55:1, pages 72-88.
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Colby T. Kervick, Shana J. Haines, Andrea E. Green, Cynthia C. Reyes, Katharine G. Shepherd, Mika Moore, Elizabeth A. Healy & Maria E. Gordon. (2022) Engaging interdisciplinary service providers to enhance collaboration to support refugee families whose children have special health care needs. Educational Action Research 30:5, pages 768-790.
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Simon Jorgenson & Jennie C. Stephens. (2022) Action research for energy system transformation. Educational Action Research 30:4, pages 655-670.
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Khalid Mohammed Idris, Samson Eskender, Amanuel Yosief & Berhane Demoz. (2022) Learning to teach self-study in improving data management practices of student-teachers during an action research course. Education Inquiry 13:3, pages 304-320.
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Jacquelien A. Bulterman-Bos. (2022) Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox. Educational Action Research 30:3, pages 377-394.
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Amanuel Yosief, Mohammed-Saleh Sulieman & Tecle Biede. (2022) Improving the practices of teacher educators through collaborative action research: challenges and hopes. Educational Action Research 0:0, pages 1-18.
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Carmen Richardson. (2022) Supporting collaborative creativity in education with The i5 Framework. Educational Action Research 30:2, pages 297-312.
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Magdalena Elmersjö, Sylwia Koziel, Lill Hultman, Hanna Bertilsdotter Rosqvist, Johan Hallqvist & Sanja Obrenovic Johansson. (2022) Swedish citizenship through multicultural parenting: parental support as a learning practice for migrant parents in Sweden. European Journal of Social Work 25:2, pages 329-340.
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Øyvind H. Henriksen & Marit Aas. (2021) Enhancing system thinking - a superintendent and three principals reflecting with a critical friend. Educational Action Research 29:5, pages 804-819.
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Darío Luis Banegas & Sal Consoli. (2021) Initial English language teacher education: the effects of a module on teacher research. Cambridge Journal of Education 51:4, pages 491-507.
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Christine Edwards-Groves & Peter Grootenboer. (2021) Conceptualising five dimensions of relational trust: implications for middle leadership. School Leadership & Management 41:3, pages 260-283.
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Bulent Avci. (2021) Research methodology in critical mathematics education. International Journal of Research & Method in Education 44:2, pages 135-150.
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Andy Convery. (2021) ‘Connecting research and practice for professionals and communities’. Educational Action Research 29:1, pages 1-4.
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Bjarne Wahlgren & Vibe Aarkrog. (2021) Bridging the gap between research and practice: how teachers use research-based knowledge. Educational Action Research 29:1, pages 118-132.
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Kaz Stuart, Katie Willocks & Ruth Browning. (2021) Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research 29:1, pages 79-98.
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Pete Wright. (2020) Visible and socially-just pedagogy: implications for mathematics teacher education. Journal of Curriculum Studies 52:6, pages 733-751.
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Kirsten Foshaug Vennebo & Marit Aas. (2020) A supportive tool for principals in guiding professional group discussions. Educational Research 62:3, pages 266-283.
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Emily Edwards & Neville John Ellis. (2020) Action research remodelled in a competitive, profit-oriented sector: teachers’ and managers’ perspectives. Educational Action Research 28:3, pages 480-496.
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Kaz Stuart, Mette Bunting, Pete Boyd, Paul Cammack, Peter Hornbæk Frostholm, David Thore Graveson, Sidse Hølvig Mikkelsen, Geir Moshuus & Steve Walker. (2020) Developing an equalities literacy for practitioners working with children, young people and families through action research. Educational Action Research 28:3, pages 362-382.
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V. J. Kalungwizi, E. Krogh, S. M. Gjøtterud & A. Mattee. (2020) Experiential strategies and learning in environmental education: lessons from a teacher training college in Tanzania. Journal of Adventure Education and Outdoor Learning 20:2, pages 95-110.
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Marit Aas, Kirsten F. Vennebo & Kjell A. Halvorsen. (2020) Benchlearning – an action research program for transforming leadership and school practices. Educational Action Research 28:2, pages 210-226.
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Elisabeth Betlem, Deidre Clary & Marguerite Jones. (2019) Mentoring the Mentor: Professional development through a school-university partnership. Asia-Pacific Journal of Teacher Education 47:4, pages 327-346.
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Belinda Williams, Claire Horner & Stephen Allen. (2019) Flipped v’s traditional teaching perspectives in a first year accounting unit: an action research study. Accounting Education 28:4, pages 333-352.
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Yvonne Leeman & Erna van Koeven. (2019) New immigrants. An incentive for intercultural education?. Education Inquiry 10:3, pages 189-207.
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Ali Al-Issa. (2019) Beyond Textbook Instruction: Stories from ELT Teachers in Oman. Changing English 26:3, pages 263-281.
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Mar Beneyto, Josep Castillo, Jordi Collet-Sabé & Antoni Tort. (2019) Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research 27:2, pages 210-226.
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Hubert Kaszyński, Katarzyna Ornacka & Olga Maciejewska. (2019) Open spaces for dialogue promoting mental health as a social work education methodology. Social Work Education 38:1, pages 103-118.
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Karin Kukkonen, Anežka Kuzmičová, Steen Ledet Christiansen & Merja Polvinen. (2019) The place of the cognitive in literary studies. Cogent Arts & Humanities 6:1.
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Kjell Ivar Skjerdingstad & Thor Magnus Tangerås. (2019) Shared reading as an affordance-nest for developing kinesic engagement with poetry: A case study. Cogent Arts & Humanities 6:1.
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Jean McNiff, Odd Edvardsen & Margit Steinholt. (2018) ‘Impact’, educational influence and the practice of shared expertise. Educational Action Research 26:5, pages 803-819.
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Karin Gunnarsson. (2018) Potentiality for change? Revisiting an action research project with a sociomaterial approach. Educational Action Research 26:5, pages 666-681.
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Marta Benet, Kathleen Tereza Cruz, Valeria Santoro-Lamelas, Emerson Elias Merhy & Margarida Pla. (2018) Participation in health through the construction of encounters: a micropolitical approach. Educational Action Research 26:4, pages 550-566.
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Burcu Tezcan-Unal. (2018) Action research on a collegial model of peer observations. Educational Action Research 26:4, pages 641-654.
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Marie Claire Murphy. (2018) ‘Exploring the “Construction” strand in the Irish Primary School Visual Arts Curriculum through the Forest School approach’. Journal of Adventure Education and Outdoor Learning 18:3, pages 257-274.
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Mia O’Brien & Levon Blue. (2018) Towards a positive pedagogy: designing pedagogical practices that facilitate positivity within the classroom. Educational Action Research 26:3, pages 365-384.
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Marit Ulvik, Hanne Riese & Dag Roness. (2018) Action research – connecting practice and theory. Educational Action Research 26:2, pages 273-287.
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Debra Talbot, Jane Denny & Sarah Henderson. (2018) ‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice. Teaching Education 29:1, pages 47-60.
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Yvonne Leeman, Erna van Koeven & Frank Schaafsma. (2018) Inter-professional collaboration in action research. Educational Action Research 26:1, pages 9-24.
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Johan Luttenberg, Helma Oolbekkink-Marchand & Paulien Meijer. (2018) Exploring scientific, artistic, moral and technical reflection in teacher action research. Educational Action Research 26:1, pages 75-90.
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Angela A. Daddow & Britta Schneider. (2017) Teaching social work students against the grain: negotiating the constraints and possibilities. Higher Education Research & Development 36:7, pages 1369-1382.
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Pete Wright. (2017) Critical relationships between teachers and learners of school mathematics. Pedagogy, Culture & Society 25:4, pages 515-530.
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Margo L. Brewer, Helen Louise Flavell & Joanne Jordon. (2017) Interprofessional team-based placements: The importance of space, place, and facilitation. Journal of Interprofessional Care 31:4, pages 429-437.
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Sandra I. van Aalderen-Smeets, Juliette H. Walma van der Molen, Erna G. W. C. M. van Hest & Cindy Poortman. (2017) Primary teachers conducting inquiry projects: effects on attitudes towards teaching science and conducting inquiry. International Journal of Science Education 39:2, pages 238-256.
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Johannes Vogelzang & Wilfried F. Admiraal. (2017) Classroom action research on formative assessment in a context-based chemistry course. Educational Action Research 25:1, pages 155-166.
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Grace Morales, Gérard Sensevy & Dominique Forest. (2017) About cooperative engineering: theory and emblematic examples. Educational Action Research 25:1, pages 128-139.
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Jacquelien Bulterman-Bos. (2017) How can a clinical research approach contribute to knowledge-building for the teaching profession?. Educational Action Research 25:1, pages 119-127.
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Johan Luttenberg, Paulien Meijer & Helma Oolbekkink-Marchand. (2017) Understanding the complexity of teacher reflection in action research. Educational Action Research 25:1, pages 88-102.
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Paul Gibbs, Patricia Cartney, Kate Wilkinson, John Parkinson, Sheila Cunningham, Carl James-Reynolds, Tarek Zoubir, Venetia Brown, Phil Barter, Pauline Sumner, Angus MacDonald, Asanka Dayananda & Alexandra Pitt. (2017) Literature review on the use of action research in higher education. Educational Action Research 25:1, pages 3-22.
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Catherine Burke & Karen D. Könings. (2016) Recovering lost histories of educational design: a case study in contemporary participatory strategies. Oxford Review of Education 42:6, pages 721-732.
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Christine Edwards-Groves, Peter Grootenboer & Karin Ronnerman. (2016) Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders. Educational Action Research 24:3, pages 369-386.
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R. I. (Vana) Hutter, J. R. (Rob) Pijpers & Raôul R. D. Oudejans. (2016) Assessing competence in sport psychology: An action research account. Journal of Sport Psychology in Action 7:2, pages 80-97.
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Josephine Bleach. (2016) Learning networks – enabling change through community action research. Educational Action Research 24:1, pages 21-33.
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Alice Goodenough, Sue Waite & Jade Bartlett. (2015) Families in the forest: guilt trips, bonding moments and potential springboards. Annals of Leisure Research 18:3, pages 377-396.
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M. Naci Kayaoglu. (2015) Teacher researchers in action research in a heavily centralized education system. Educational Action Research 23:2, pages 140-161.
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Josephine Bleach. (2015) Improving numeracy outcomes for children through community action research. Educational Action Research 23:1, pages 22-35.
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Tomi Kiilakoski & Antti Kivijärvi. (2015) Youth clubs as spaces of non-formal learning: professional idealism meets the spatiality experienced by young people in Finland. Studies in Continuing Education 37:1, pages 47-61.
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Elia Fernández-Díaz, Adelina Calvo & Carlos Rodríguez-Hoyos. (2014) Towards a collaborative action research in Spain to improve teaching practice. Educational Action Research 22:3, pages 397-410.
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Paul Gibbs. (2014) Deliberation, capability and action research: knowledge and becoming. Educational Action Research 22:3, pages 428-440.
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Lynne Keevers, Geraldine Lefoe, Betty Leask, Fauziah K.P. Dawood Sultan, Sumitha Ganesharatnam, Vincent Loh & Jane See Yin Lim. (2014) ‘I like the people I work with. Maybe I’ll get to meet them in person one day’: teaching and learning practice development with transnational teaching teams. Journal of Education for Teaching 40:3, pages 232-250.
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Neville John Ellis & Ann Cheryl Armstrong. (2014) How context shapes practitioner research and professional learning in schools in Singapore and NSW. Compare: A Journal of Comparative and International Education 44:3, pages 435-454.
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Sophie Langlois, Johanne Goudreau & Lyne Lalonde. (2014) Scientific rigour and innovations in participatory action research investigating workplace learning in continuing interprofessional education. Journal of Interprofessional Care 28:3, pages 226-231.
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Neville John Ellis. (2014) Afraid to lose out: the impact of kiasuism on practitioner research in Singapore schools. Educational Action Research 22:2, pages 235-250.
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Josephine Bleach. (2014) Developing professionalism through reflective practice and ongoing professional development. European Early Childhood Education Research Journal 22:2, pages 185-197.
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Robbie Nicol. (2014) Fostering environmental action through outdoor education. Educational Action Research 22:1, pages 39-56.
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Vishalache Balakrishnan & Sue Cornforth. (2013) Using working agreements in participatory action research: working through moral problems with Malaysian students. Educational Action Research 21:4, pages 582-602.
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Eleni Tragoulia & Vasilis Strogilos. (2013) Using dialogue as a means to promote collaborative and inclusive practices. Educational Action Research 21:4, pages 485-505.
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Ben H.J. Smit. (2013) Young people as co-researchers: enabling student participation in educational practice. Professional Development in Education 39:4, pages 550-573.
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Yvonne Hodgson, Robyn Benson & Charlotte Brack. (2013) Using action research to improve student engagement in a peer-assisted learning programme. Educational Action Research 21:3, pages 359-375.
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Josephine Bleach. (2013) Improving educational aspirations and outcomes through community action research. Educational Action Research 21:2, pages 253-266.
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. (2013) Editorial. Educational Action Research 21:2, pages 127-130.
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John A. Ross & Catherine D. Bruce. (2012) Evaluating the impact of collaborative action research on teachers: a quantitative approach. Teacher Development 16:4, pages 537-561.
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Dag Husebo. (2012) Bridging theory and practice in Norwegian teacher education through action research. Educational Action Research 20:3, pages 455-471.
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Kaz Stuart. (2012) Narratives and activity theory as reflective tools in action research. Educational Action Research 20:3, pages 439-453.
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Anne McKim & Noeline Wright. (2012) Reflections on a collaborative adult literacy and numeracy action enquiry. Educational Action Research 20:3, pages 353-366.
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VíctorM. López‐Pastor, Roberto Monjas & Juan Carlos Manrique. (2011) Fifteen years of action research as professional development: seeking more collaborative, useful and democratic systems for teachers. Educational Action Research 19:2, pages 153-170.
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Kerry Shephard, Tony Harland, Sarah Stein & Toni Tidswell. (2010) Preparing an application for a higher-education teaching-excellence award: whose foot fits Cinderella's shoe?. Journal of Higher Education Policy and Management 33:1, pages 47-56.
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Noeline Alcorn. (2010) Knowledge through a collaborative network: a cross‐cultural partnership. Educational Action Research 18:4, pages 453-466.
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Stephen Kemmis. (2010) What is to be done? The place of action research. Educational Action Research 18:4, pages 417-427.
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Keijo Räsänen. (2009) Understanding academic work as practical activity – and preparing (business‐school) academics for praxis?. International Journal for Academic Development 14:3, pages 185-195.
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June O’Sullivan, Saudaa Nadat & Leila Roberts. Understanding parent and staff perspectives on bicycle usage in nurseries and at home. International Journal of Early Years Education 0:0, pages 1-16.
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