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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 20, 2012 - Issue 3
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Articles

‘Doing research was inspiring’: building a research community with teachers

Dragana Martinovic Faculty of Education, University of Windsor, Windsor, ON, CanadaCorrespondence[email protected]
,
Natasha Wiebe Office of Research Services, University of Windsor, Windsor, ON, Canada
,
Snezana Ratkovic Faculty of Education, Brock University, St. Catherines, ON, Canada
,
Colleen Willard-Holt Faculty of Education, Wilfrid Laurier University, Waterloo, ON, Canada
,
Terry Spencer Catholic Education Centre, London District Catholic School Board, London, ON, Canada
&
Maria Cantalini-Williams Schulich School of Education, Nipissing University, Brantford, ON, Canada
Pages 385-406 | Received 01 Oct 2011, Accepted 03 Apr 2012, Published online: 24 Jul 2012

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Hasianna Nopina Situmorang, Freddy Tua Musa Panggabean & Manihar Situmorang. (2023) Action research with projects to facilitate students to study research and prepare research proposals during the Covid-19 pandemic. Educational Action Research 0:0, pages 1-18.
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Wei Liu & Qiang Wang. (2018) The processes of teachers’ engagement in action research: an ethnographic study in Beijing. Educational Action Research 26:2, pages 258-272.
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Lorraine Beveridge, Nicole Mockler & Jennifer Gore. (2018) An Australian view of the academic partner role in schools. Educational Action Research 26:1, pages 25-41.
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Ian Barron & Lisa Taylor. (2017) Eating and scraping away at practice with two-year-olds. Pedagogy, Culture & Society 25:4, pages 567-581.
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Articles from other publishers (19)

Joanne Gleeson, Blake Cutler, Mark Rickinson, Lucas Walsh, John Ehrich, Connie Cirkony & Mandy Salisbury. (2023) School educators’ engagement with research: an Australian Rasch validation study. Educational Assessment, Evaluation and Accountability 35:2, pages 281-307.
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Michael Rochnia, Falk Radisch & Claudia Kastens. (2023) Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality. Education Sciences 13:4, pages 381.
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Michael Rochnia, Kati Trempler & Judith Schellenbach-Zell. (2023) Two sides of the same coin? A comparison of research and practice orientation for teachers and doctors. Social Sciences & Humanities Open 7:1, pages 100502.
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Chunxia Qi, Chen Cao & Rongjin Huang. (2021) Teacher Learning Through Collaboration Between Teachers and Researchers: a Case Study in China. International Journal of Science and Mathematics Education 21:1, pages 93-112.
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Hadjar Mohajerzad & Josef Schrader. (2022) Transfer from research to practice – A scoping review about transfer strategies in the field of research on digital media. Computers and Education Open 3, pages 100111.
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Lucy Rycroft‐Smith. (2022) Knowledge brokering to bridge the research‐practice gap in education: Where are we now?. Review of Education 10:1.
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Lucy Rycroft‐Smith & Andreas J. Stylianides. (2022) What makes a good educational research summary? A comparative judgement study of mathematics teachers' and mathematics education researchers' views. Review of Education 10:1.
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Christiaan Tempelman, Urjan Jacobs, Michel van der Eijk & Margriet Verbrugge. (2021) Developing a Catalysis Applied Research Community at a University of Applied Sciences: From Educational Setting to High-Quality Research Output. Journal of Chemical Education 98:8, pages 2559-2565.
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Alisa Grimes, Nicole Schrode, Rebecca Stober & Shannon WachowskiAlisa Grimes, Nicole Schrode, Rebecca Stober & Shannon Wachowski. 2021. Honoring Teachers As Professionals. Honoring Teachers As Professionals 1-1 1-24 .
Eva Thomm, Christine Sälzer, Manfred Prenzel & Johannes Bauer. (2021) Predictors of teachers' appreciation of evidence-based practice and educational research findings. Zeitschrift für Pädagogische Psychologie 35:2-3, pages 173-184.
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Dragana Martinovic & Heidi Horn-Olivito. 2020. STEM Teachers and Teaching in the Digital Era. STEM Teachers and Teaching in the Digital Era 19 36 .
Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2019) Approaches to co-construction of knowledge in teacher learning groups. Teaching and Teacher Education 84, pages 30-43.
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Michelle Vaughan. 2019. The Wiley Handbook of Action Research in Education. The Wiley Handbook of Action Research in Education 53 74 .
Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2018) Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research 90, pages 50-63.
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Salleh Hairon. (2017) Action research in Singapore: where are we now?. Asia-Pacific Science Education 3:1.
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Ian Barron, Lisa Taylor, Jan Nettleton & Shabnam Amin. (2017) Working with the cracks in the rigging in researching early childhood professional development. Contemporary Issues in Early Childhood 18:1, pages 67-79.
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Lynn Ahlgrim-Delzell, Tracie-Lynn Zakas, Diane Browder & Jane Rhyne. 2016. Professional Development and Workplace Learning. Professional Development and Workplace Learning 235 253 .
Robert V. BulloughJr.Jr. & Leigh K. Smith. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 305 351 .
Lynn Ahlgrim-Delzell, Tracie-Lynn Zakas, Diane Browder & Jane Rhyne. 2015. Professional Development Schools and Transformative Partnerships. Professional Development Schools and Transformative Partnerships 98 116 .

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