Citations (49)
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Anette Olin, Jonas Almqvist & Karim Hamza. (2023) To recognize oneself and others in teacher-researcher collaboration. Educational Action Research 31:2, pages 248-264.
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Jayne Pearson. (2021) Assessment of agency or assessment for agency?: a critical realist action research study into the impact of a processfolio assessment within UK HE preparatory courses for international students. Educational Action Research 29:2, pages 259-275.
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Nicholas Stock. (2021) Darkness and light. The archetypal metaphor for education. Educational Philosophy and Theory 53:2, pages 151-159.
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Louise Gazeley, Fay Lofty, Penny Longman & Ruth Squire. (2019) Under-tapped potential: practitioner research as a vehicle for widening participation. Journal of Further and Higher Education 43:7, pages 1008-1020.
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Ian Hardy, Peter Grootenboer & Laurette Bristol. (2016) Praxis, educational development and the university sector in Australia. International Journal of Qualitative Studies in Education 29:7, pages 925-945.
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Rhonda Nixon. (2016) Principals and teachers as partners in critical, participatory action research. Educational Action Research 24:3, pages 404-423.
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Joseph M. Shosh & Mary McAteer. (2016) The CARN/ARNA inaugural Study Day inquiry: what happens to action research after the master’s degree?. Educational Action Research 24:1, pages 4-20.
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Jane Wilkinson & Stephen Kemmis. (2015) Practice Theory: Viewing leadership as leading. Educational Philosophy and Theory 47:4, pages 342-358.
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David Leat, Anna Reid & Rachel Lofthouse. (2015) Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views? . Oxford Review of Education 41:2, pages 270-286.
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Simon Stephens & Michael Margey. (2015) Action learning and executive education: achieving credible personal, practitioner and organisational learning. Action Learning: Research and Practice 12:1, pages 37-51.
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Andrea Georgia MacLeod, Ann Lewis & Christopher Robertson. (2014) ‘CHARLIE: PLEASE RESPOND!’ Using a participatory methodology with individuals on the autism spectrum. International Journal of Research & Method in Education 37:4, pages 407-420.
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Laurette Bristol & Petra Ponte. (2013) ‘Muddying the space’: social justice, action research and professional learning. Professional Development in Education 39:4, pages 513-530.
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H.J. Smit. (2013) Young people as co-researchers: enabling student participation in educational practice. Professional Development in Education 39:4, pages 550-573.
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Jane Wilkinson & Scott Eacott. (2013) These disruptive times: rethinking critical educational leadership. International Journal of Leadership in Education 16:2, pages 135-138.
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Stephen Kemmis. (2012) Researching educational praxis: spectator and participant perspectives. British Educational Research Journal 38:6, pages 885-905.
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TessaL. Mearns. (2012) Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project. The Language Learning Journal 40:2, pages 175-192.
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Ian Hardy & Christopher Boyle. (2011) My School? Critiquing the abstraction and quantification of Education. Asia-Pacific Journal of Teacher Education 39:3, pages 211-222.
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Stephen Kemmis. (2010) What is to be done? The place of action research. Educational Action Research 18:4, pages 417-427.
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Frode Frederiksen & Steen Beck. (2010) Caught in the crossfire: educational research in context. International Journal of Research & Method in Education 33:2, pages 135-149.
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Stephen Kemmis. (2010) Research for praxis: knowing doing. Pedagogy, Culture & Society 18:1, pages 9-27.
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Graham Badley. (2010) Valuing essays: essaying values. Research in Post-Compulsory Education 15:1, pages 103-115.
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Nick Peim. (2009) Thinking resources for educational research methods and methodology. International Journal of Research & Method in Education 32:3, pages 235-248.
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Mary Hamilton & Yvon Appleby. (2009) Critical perspectives on practitioner research: introduction to the special edition. Studies in the Education of Adults 41:2, pages 107-117.
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ØyvindF. Standal. (2008) Celebrating the Insecure Practitioner. A Critique of Evidence-Based Practice in Adapted Physical Activity. Sport, Ethics and Philosophy 2:2, pages 200-215.
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Articles from other publishers (23)
Alan Kinder & Steve Brace. (2021) The Geography and Education Research Group and school geography: Problematics and possibilities. Area 54:1, pages 33-40.
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