Citations (7)
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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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Jacquelien Bulterman-Bos. (2022) Barriers to creating a science of the art of teaching via Participative Action Research; learning from the tribulations of Lesson Study in different epistemic cultures. Educational Action Research 30:1, pages 22-38.
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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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Allan Feldman & Frederick Bradley. (2019) Interrogating ourselves to promote the democratic production, distribution, and use of knowledge through action research. Educational Action Research 27:1, pages 91-107.
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Articles from other publishers (3)
Tracy Bloor & Jérôme Santini. (2022) Modeling the Epistemic Value of Classroom Practice in the Investigation of Effective Learning. Science & Education 32:1, pages 169-197.
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Maria Andrée & Inger Eriksson. (2019) A research environment for teacher-driven research – some demands and possibilities. International Journal for Lesson and Learning Studies 9:1, pages 67-77.
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Jérôme Santini, Tracy Bloor & Gérard Sensevy. (2018) Modeling Conceptualization and Investigating Teaching Effectiveness. Science & Education 27:9-10, pages 921-961.
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