“Teachers-as-Researchers” or Action Research: What is It, and What Good is it for Art Education?

References

• Apple, M., & Weis, L. (Eds.) (1983). Ideology and practice in schooling. Philadelphia: Temple University Press.
   Google Scholar
• Atkins, E. (1986). The deliberative process: An analysis from three perspectives. Journal of Curriculum and Supervision, 1, 265–293.
   Google Scholar
• Bolin, F., & Falk, J. (Eds.) (1987). Teacher renewal Professional issues, personal choices. New York: Teachers College Press.
   Google Scholar
• Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry; 21(2), 193–216.
   Web of Science ®Google Scholar
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. New York: Nichols.
   Google Scholar
• Buchmann, M. (1988). Practical arguments are no accounts of teacher thinking: But then, what is? (Occasional Paper No. 119). East Lansing: Michigan State University, Institute for Research on Teaching.
   Google Scholar
• Bullough, R., Goldstein, S., & Holt, L. (1984). Human interests in the curriculum: Teaching and learning in a technological society. New York: Teachers College Press.
   Google Scholar
• Butt, R., Raymond, D., & Yamagishi, L. (1988). Autobiographic praxis: The formation of teachers' knowledge (notes 1, 2). Journal of Curriculum Theorizing 7(4), 87–164.
   Google Scholar
• Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Philadelphia: Falmer.
   Google Scholar
• Carson, T. (1990). What kind of knowing is critical action research? Theory into Practice, 29(3), 167–173.
   Google Scholar
• Clift, R., Houston, W. R., & Pugach, M. (Eds.) (1990). Encouraging reflective practice in education: An analysis of issues and programs. New York: Teachers College Press.
   Google Scholar
• Connelly, M., & Clandinin, J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
   Google Scholar
• Corey, S. (1953). Action research to improve school practices. New York: Bureau of Publications, Teachers College, Columbia University.
   Google Scholar
• Dewey, J. (1904). The relation of theory to practice in education. In C. McMurry (Ed.), Third yearbook of the National Society for the Scientific Study of Education (pp. 9–30). Chicago: University of Chicago Press.
   Google Scholar
• Eisner, E. (1985). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
   Google Scholar
• Elliott, J. (1977). Developing hypotheses about classrooms from teachers' practical constructs: An account of the Ford Teaching Project. Interchange, 17(2), 2–20.
   Google Scholar
• Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.
   Web of Science ®Google Scholar
• Fehrs-Rampolla, B. (1991). Accepting diversity: A multicultural approach. New York: National Arts Education Research Center, New York University.
   Google Scholar
• Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Continuum.
   Google Scholar
• Goswami, D., & Stillman, P. (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook.
   Google Scholar
• Grumet, M. (1980). Autobiography and reconceptualization. Journal of Curriculum Theorizing, 2(2), 155–158.
   Google Scholar
• Grumet, M. (1988). Bitter milk: Women and teaching. Amherst: University of Massachusetts Press.
   Google Scholar
• Hall, G., & Hord, S. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.
   Google Scholar
• Hustler, D., Cassidy, A., & Cuff, E. C. (Eds.) (1986). Action research in classrooms and schools. London: Allen & Unwin.
   Google Scholar
• Jackson, P. (Ed.) (1988). Contributing to educational change: Perspectives on research and practice. Berkeley, CA: McCutchan.
   Google Scholar
• Kemmis, S., & McTaggart, R. (1988). The action research planner. Geelong, Victoria, Australia: Deakin University Press.
   Google Scholar
• Kincheloe, J., & Pinar, W. (Eds.) (1991). Curriculum as social psychoanalysis: The significance of place. Albany, NY: State University of New York Press.
   Google Scholar
• Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–194.
   Web of Science ®Google Scholar
• Lather, P. (1986). Research as praxis. Harvard Educational Review, 56, 257–277.
   Web of Science ®Google Scholar
• Lather, P. (1988, April). Educational research and practice in a postmodern era. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
   Google Scholar
• Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 1, 34–36.
   Web of Science ®Google Scholar
• Lieberman, A. (Ed.) (1988). Building a professional culture in schools. New York: Teachers College Press.
   Google Scholar
• Manigo, K. (1991). Teaching high school students to recognize African musical idioms in the music of South Carolina's Gullah people. New York: National Arts Education Research Center, New York University.
   Google Scholar
• Marcus, R. (1991). Developing a methodology for stimulating and nurturing an appreciation of nonrepresentational art in an independent school setting. New York: National Arts Education Research Center, New York University.
   Google Scholar
• May, W. (1989). Teachers, teaching, and the workplace: Omissions in curriculum reform. Studies in Art Education, 30(3), 142–156.
   Google Scholar
• May, W. (1990). Art/music teachers' curriculum deliberations. (Elementary Subjects Center Series No. 22). East Lansing: Michigan State University, Institute for Research on Teaching and Learning of Elementary Subjects.
   Google Scholar
• May, W. (1991). Constructing history in a graduate curriculum class. Curriculum Inquiry 21(2), 163–191.
   Web of Science ®Google Scholar
• Miller, J. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany, NY: State University of New York Press.
   Google Scholar
• Oberg, A., & McCutcheon, G. (Eds.), (1990). Teacher as researcher. Theory into Practice, 29(3).
   Google Scholar
• Packer, G., & Newman, D. (1991). Developing an interdisciplinary middle school arts curriculum in an isolated, multicultural community. New York: National Arts Education Research Center, New York University.
   Google Scholar
• Pinar, W. (Ed.) (1988). Contemporary curriculum discourses. Scottsdale, AZ: Gorsuch Scarisbrick.
   Google Scholar
• Polyani, M. (1967). The tacit dimension. London: Routledge & Kegan Paul.
   Google Scholar
• Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic.
   Google Scholar
• Schön, D. (Ed.) (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
   Google Scholar
• Schwab, J. (1969). The practical: A language for curriculum. School Review, 77, 1–23.
   Web of Science ®Google Scholar
• Shumsky, A. (1958). The action research way of learning. New York: Teachers College Press.
   Google Scholar
• Sleeter, C. (Ed.), (1991). Empowerment through multicultural education. Albany, NY: State University of New York Press.
   Google Scholar
• Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
   Google Scholar
• Taba, H., & Noel, T. (1957). Action research: A case study. Washington, DC: Association for Supervision and Curriculum Development.
   Google Scholar
• Tripp, D. (1990). Socially critical action research. Theory into Practice, 29(3), 158–166.
   Google Scholar
• van Manen, M. (1990a). Beyond assumptions: Shifting the limits of action research. Theory into Practice, 29(3), 152–157.
   Google Scholar
• van Manen, M. (1990b). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.
   Google Scholar
• van Manen, M. (1991). The tact of teaching: The meaning of pedagogical thoughtfulness. Albany, NY: State University of New York Press.
   Google Scholar
• Walker, D. (1990). Fundamentals of curriculum. New York: Harcourt Brace Jovanovich.
   Google Scholar
• Willis, G., & Schubert, W. (Eds.), (1991). Reflections from the heart of educational inquiry: Understanding curriculum and teaching through the arts. Albany, NY: State University of New York Press.
   Google Scholar
• Wittrock, M. (Ed.), (1986). Handbook of research on teaching: A project of the American Educational Research Association. New York: Macmillan.
   Google Scholar