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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 25, 2017 - Issue 5
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Articles

The multi-paradigmatic character of contemporary educational action research: a promising perspective or an underlying threat?

Eleni KatsarouDepartment of Philosophy and Social Studies, University of Crete, Rethymno, GreeceCorrespondence[email protected]
Pages 673-686 | Received 03 Jul 2016, Accepted 21 Sep 2016, Published online: 19 Oct 2016

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Isobel Rainey. (2023) Action research and the deferred hopes for just research at the TESOL grassroots. Educational Action Research 31:4, pages 728-744.
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Michaela J. Harrison. (2022) Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers. Educational Action Research 30:3, pages 395-410.
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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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Kim Wilson, Janet Dutton & Elizabeth Hitches. (2021) ‘It was a breath of fresh air across the school’: school leaders’ mediation of contested spaces during practitioner inquiry professional learning. Professional Development in Education 0:0, pages 1-16.
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Tara Webster-Deakin. (2021) Exploring the fluidity of relationships and methodology as an ‘insider’ action researcher. Educational Action Research 29:5, pages 722-737.
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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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