Citations (10)
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Read on this site (6)
Gina Martin & Elizabeth Currin. (2023) The good fight: action research as resistance. Educational Action Research 31:4, pages 781-796.
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Mari Bergroth, Júlia Llompart-Esbert, Nathalie Pepiot, Sven Sierens, Tjaša Dražnik & Karin Van Der Worp. (2023) Whose action research is it?: Promoting linguistically sensitive teacher education in Europe. Educational Action Research 31:2, pages 265-284.
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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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Ali Derakhshan & Mostafa Nazari. (2022) Examining Teacher Identity Construction in Action Research: The Mediating Role of Experience. Educational Studies 0:0, pages 1-20.
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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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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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Articles from other publishers (4)
Thomas G. Ryan. (2021) Action Research as Pre-Service Teacher Inquiry Physical Education. IJAR – International Journal of Action Research 17:2, pages 154-170.
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Katharina E. Kariippanon, Dylan P. Cliff, Anthony D. Okely & Anne-Maree Parrish. (2019) The ‘why’ and ‘how’ of flexible learning spaces: A complex adaptive systems analysis. Journal of Educational Change 21:4, pages 569-593.
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Emily A. Barton & Sara Dexter. (2019) Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning. Educational Technology Research and Development 68:1, pages 89-108.
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Darío Luis Banegas. (2018) Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for Specific Purposes 50, pages 1-13.
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