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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 4, 1996 - Issue 1
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Original Articles

Critical Collaborative Action Research as a Means of Curriculum Inquiry and Empowerment

Tania Aspland Queensland University of Technology, Red Hill, Australia
,
Ian Macpherson Queensland University of Technology, Red Hill, AustraliaCorrespondence[email protected]
,
Christine Proudford Queensland University of Technology, Red Hill, Australia
&
Letitia Whitmore Queensland University of Technology, Red Hill, Australia
Pages 93-104 | Published online: 11 Aug 2006

Citations (19)

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Read on this site (11)

Meagan Call-Cummings. (2018) Claiming power by producing knowledge: the empowering potential of PAR in the classroom. Educational Action Research 26:3, pages 385-402.
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Roy Corden. (2007) Developing Reading-Writing Connections: The Impact of Explicit Instruction of Literary Devices on the Quality of Children's Narrative Writing. Journal of Research in Childhood Education 21:3, pages 269-289.
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Jo Frankham & Andy Howes. (2006) Talk as action in ‘collaborative action research’: making and taking apart teacher/researcher relationships. British Educational Research Journal 32:4, pages 617-632.
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David Gilbourne & David Richardson. (2005) A practitioner-focused approach to the provision of psychological support in soccer: Adopting action research themes and processes. Journal of Sports Sciences 23:6, pages 651-658.
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Tony Lawson. (2004) Teacher autonomy: Power or control?. Education 3-13 32:3, pages 3-18.
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Roy Corden. (2002) Developing Reflective Writers in Primary Schools: Findings from partnership research. Educational Review 54:3, pages 249-276.
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Ross Brooker & Ian Macpherson. (1999) Communicating the processes and outcomes of practitioner research: an opportunity for self-indulgence or a serious professional responsibility?. Educational Action Research 7:2, pages 207-221.
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Tony Lawson. (1999) Individual Action Planning in Initial Teacher Training: Empowerment or discipline?. British Journal of Sociology of Education 20:1, pages 89-105.
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A. I. Pérez, N. Blanco, M. Ogalla & F. Rossi. (1998) The flexible role of the researcher within the changing context of practice: forms of collaboration. Educational Action Research 6:2, pages 241-255.
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Rob Halsall, Karen Carter, Maureen Curley & Kath Perry. (1998) School improvement: the case for supported teacher research. Research Papers in Education 13:2, pages 161-182.
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Ian Macpherson, Ross Brooker, Tania Aspland & Bob Elliott. (1998) Putting professional learning up front: a perspective of professional development within a context of collaborative research about curriculum leadership [1] [2]. Journal of In-Service Education 24:1, pages 73-86.
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Articles from other publishers (8)

Rouzana Komesidou, Melissa J. Feller, Julie A. Wolter, Jessie Ricketts, Mary G. Rasner, Coille A. Putman & Tiffany P. Hogan. (2022) Educators' perceptions of barriers and facilitators to the implementation of screeners for developmental language disorder and dyslexia. Journal of Research in Reading 45:3, pages 277-298.
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Isabelle Vinatier & Joëlle Morrissette. (2015) Les recherches collaboratives : enjeux et perspectives. Carrefours de l'éducation n° 39:1, pages 137-170.
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Tony Lawson. (2011) Empowerment in Education: Liberation, Governance or a Distraction? A Review. Power and Education 3:2, pages 89-103.
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Eileen Piggot-Irvine. (2010) One School’s Approach to Overcoming Resistance and Improving Appraisal: Organizational Learning in Action. Educational Management Administration & Leadership 38:2, pages 229-245.
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Ian Macpherson, Ross Brooker, Tania Aspland & Eve Cuskelly. (2016) Constructing a Territory for Professional Practice Research. Action Research 2:1, pages 89-106.
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Robert Gratton. (2016) Professional development through action research. Management in Education 17:5, pages 13-15.
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Roy Corden. (2016) Group discussion and the importance of a shared perspective: learning from collaborative research. Qualitative Research 1:3, pages 347-367.
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Cristina Frodden. (1999) Action Research in a Graduate Foreign Language Teaching Program. Íkala, Revista de Lenguaje y Cultura 4:1, pages 101-124.
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