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Book Reviews

Reviews

Pages 277-292 | Published online: 09 Jul 2006

References

  • Altrichter , H. , Posch , P. and Somekh , B. 1993 . Teachers Investigate Their Work , London : Routledge .
  • Carr , W. and Kemmis , S. 1983 . Becoming Critical: Knowing through Action Research , Victoria : Deakin University Press .
  • Elliott , J. 1976 . Developing Hypotheses About Classrooms from Teachers Practical Constructs , Grand Forks, ND : North Dakota Study Group on Evaluation, University of North Dakota .
  • Elliott , J. 1985 . “ ‘Educational action‐research’ ” . In World Year Book of Education: Research, Policy and Practice , Edited by: Nisbet , J. 231 – 276 . London : Kogan Page .
  • Elliott , J. ‘Teachers as researchers: implications for supervision and for teacher education’ . paper presented at the annual meeting of the American Educational Research Association . New Orleans.
  • Kincheloe , J. L. 1991 . Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment , London : Falmer .
  • Mohr , M.M. and MacLean , M.S. 1987 . Working Together , Urbana, IL : National Council of Teachers of English .
  • Pathways . 1984 . Journal of the Educators Forum , Cambridge, MA : Harvard Graduate School .
  • Schön , D.A. 1983 . The Reflective Practitioner , New York : Basic Books .
  • Schön , D. A. 1987 . Educating the Reflective Practitioner , San Francisco and London : Jossey‐Bass .
  • Stenhouse , L. 1975 . An Introduction to Curriculum Research and Development , London : Heinemann .
  • Watt , M. L. , ed. 1994 . Action Research and the Reform of Mathematics and Science Education: Purposes, Practices and Potential , New York : Teachers’ College Press . forthcoming
  • Winter , R. 1989 . Learning from Experience , London : Falmer .

References

  • Carrington , B. and Wood , E. 1983 . ‘Body talk: images of sport in a multi‐racial school’ . Multiracial Education , 11 (2) : 29 – 38 .
  • Siraj‐Blatchford , I. 1993 . ‘Ethnicity and conflict in physical education: a critique of Carroll and Hollin‐shead's study’ . British Educational Research Journal , 19 (1) : 77 – 82 .

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