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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 2, 1994 - Issue 1
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Theoretical Resources

Dracula as action researcher

Jean-Claude Couture University of Alberta, Canada
Pages 127-132 | Published online: 09 Jun 2011

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Lydia Arnold & Lin Norton. (2021) Problematising pedagogical action research in formal teaching courses and academic development: a collaborative autoethnography. Educational Action Research 29:2, pages 328-345.
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Kathryn Roulston, Roy Legette, Monica Deloach & Celeste Buckhalter Pitman. (2005) What is ‘research’ for teacher-researchers?. Educational Action Research 13:2, pages 169-190.
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Bridget Somekh. (2003) Theory and Passion in Action Research. Educational Action Research 11:2, pages 247-264.
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JudyE. Mill & HeatherM. Morris. (2000) The ambivalence of ownership: nursing graduate students as collaborators in action research. Educational Action Research 8:1, pages 137-149.
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Maggie Maclure. (1996) Telling Transitions: boundary work in narratives of becoming an action researcher. British Educational Research Journal 22:3, pages 273-286.
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Noel Gough. (1996) Textual Authority in Bram Stoker's Dracula; or, What's Really at Stake in Action Research?. Educational Action Research 4:2, pages 257-265.
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. (1996) Editorial. Educational Action Research 4:2, pages 165-167.
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Articles from other publishers (1)

Tara McMullan & Julia Sutherland. (2020) Developing motivated adolescent readers and enhancing student voice, using action research in disadvantaged contexts. London Review of Education 18:3.
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