References
- Campbell, A., and O. McNamara. 2009. “Mapping the Field of Practitioner Research, Inquiry and Professional Learning in Educational Contexts: a Review.” In Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions, edited by A. Campbell and S. Groundwater-Smith, 10–25. London: Routledge.
- Carr, W., and S. Kemmis. 2005. “Staying Critical.” Education Action Research 13 (3): 347–357.
- Cochran-Smith, M., and S. Lytle. 2009. “Teacher Research as Stance.” In The Sage Handbook of Educational Research, edited by S. E. Noffke and B. Somekh, 123–147. London: Sage.
- Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th ed. London: RoutledgeFalmer.
- Crossley, M., and K. Watson. 2003. Comparative and International Research in Education. London: RoutledgeFalmer.
- Darling-Hammond, L., R. C. Wei, A. Andree, N. Richardson, and S. Orphanos. 2009. Professional Learning in the Learning Profession: a Status Report on Teacher Development in the United States and Abroad. Technical Report. Dallas, TX: National Staff Development Council.
- Davies, M. B. 2007. Doing a Successful Research Project: Using Qualitative and Quantitative Methods. Basingstoke: Palgrave Macmillan.
- Dinham, S., P. Aubusson, and L. Brady. 2008. “Distributed Leadership as a Factor in and Outcome of Teacher Action Learning.” International Electronic Journal for Leadership in Education 12 (4): 1–19.
- Elliott, J., and C. T. Tsai. 2008. “What Might Confucius Have to Say about Action Research?” Educational Action Research 16 (4): 569–578.
- Flores-Kastanis, E., J. Montoya-Vargas, and D. H. Suárez. 2009. “Participatory Action Research in Latin American Education: a Road Map to a Different Part of the World.” In Handbook of Educational Action Research, edited by S. Noffke and B. Somekh, 453–466. London: Sage.
- Groundwater-Smith, S., and N. Mockler. 2007. “Ethics in Practitioner Research: An Issue of Quality.” Research Papers in Education 22 (2): 199–211.
- Hairon, S. 2006. “Action Research in Singapore Education: Constraints and Sustainability.” Educational Action Research 14 (4): 513–523.
- Johnson, S., M. Hodges, and M. Monk. 2000. “Teacher Development and Change in South Africa: a Critique of the Appropriateness of Transfer of Northern/Western Practice.” Compare 30 (2): 179–192.
- Kemmis, S. 2009. “Action Research as a Practice‐Based Practice.” Educational Action Research 17 (3): 463–474.
- Li, P., and M. Laidlaw. 2006. “Collaborative Enquiry, Action Research, and Curriculum Development in Rural China.” Action Research 4 (3): 333–350.
- Lloyd, A. 2010. “Framing Information Literacy as Information Practice: Site Ontology and Practice Theory.” Journal of Documentation 66 (2): 245–258.
- Loughran, J., I. Mitchell, and J. Mitchell. 2002. Learning from Teacher Research. Crows Nest, NSW: Allen and Unwin.
- McLaughlin, C., K. Black-Hawkins, and D. McIntyre. 2008. Networking Practitioner Research. London: Routledge.
- Ministry of Education, Singapore. 2008. More Support for Schools “Teach Less, Learn More” Initiatives. Singapore: Author.
- Ministry of Education, Singapore. 2009. Frequently Asked Questions. TLLM Ignite! Programme. Singapore: Author.
- Neuman, W. L. 2006. Social Research Methods. Qualitative and Quantitative Approaches. 6th ed. Singapore: Pearson Education.
- Handbook of Educational Action Research Noffke S. Somekh B. Sage London 2009
- Norton, A. 2012. Mapping Australian Higher Education. Melbourne: Grattan Institute.
- NSW Department of Education and Training. 2009. Professional Learning and Leadership Development. Action Research. Sydney: Author.
- OECD. 2011. Lessons from PISA for the United States: Strong Performers and Successful Reformers in Education. Paris: OECD Publishing. http://www.oecd.org/dataoecd/32/50/46623978.pdf
- Reynolds, D., and S. Farrell. 1996. Worlds Apart? a Review of International Surveys of Educational Achievement including England. London: HMSO.
- Robinson, M. 2009. “Practitioner Inquiry in South African Schools: What, How and Why (Not).” Educational Action Research 17 (1): 121–131.
- Schatzki, T. R. 2002. The Site of the Social. University Park, PA: The Pennsylvania State University.
- Schatzki, T. R. 2005. “Peripheral Vision: the Sites of Organizations.” Organization Studies 26 (3): 465–484.
- Schatzki, T. R. 2010. “Materiality and Social Life.” Nature and Culture 5 (2): 123–149.
- Sim, J. B. Y., and M. Print. 2009. “Citizenship Education in Singapore: Controlling or Empowering Teacher Understanding and Practice?” Oxford Review of Education 35 (6): 705–723.
- Somekh, B., and K. Zeichner. 2009. “Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts.” Educational Action Research 17 (1): 5–21.
- Stake, R. E. 1995. The Art of Case Study Research. London: Sage.
- Stake, R. E. 2006. Multiple Case Study Analysis. New York: Guilford.
- Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London: Heinemann.
- Sweeting, A., and P. Morris. 1998. “The Little Asian tigers: Identities, Differences and Globalisation.” In Education and Change in the Pacific Rim: Meeting the Challenges, edited by K. Sullivan, 203–223. Oxford: Triangle.
- Tan, W. K., D. Macdonald, and T. Rossi. 2009. “Educational Action Research in Singapore: to Prove or Improve?” Asia Pacific Journal of Education 29 (3): 357–371.
- Winkler, G. 2001. “Reflection and Theory: Conceptualising the Gap between Teaching Experience and Teacher Expertise.” Educational Action Research 9 (3): 437–449.
- Wong, L. N. 2010. “Searching for Good Practice in Teaching: a Comparison of Two Subject-Based Professional Learning Communities in a Secondary School in Shanghai.” Compare 40 (5): 623–639.
- Zeichner, K. 2003. “Teacher Research as Professional Development for P–12 Educators in the USA.” Educational Action Research 11 (2): 301–326.