Developing critical understanding by teaching action research to undergraduate psychology students

References

• Anderson , L. and Thorpe , R. 2004 . New perspectives on action learning: Developing criticality . Journal of European Industrial Learning , 28 ( 8/9 ) : 657 – 68 .
   Google Scholar
• Barnett , R. 1997 . Higher education: A critical business , Buckingham : SRHE & Open University Press .
   Google Scholar
• Barré , R. 2001 . Agora processes. The Agora model of innovation systems: S&T indicators for a democratic knowledge society . Research Evaluation , 10 ( 1 ) : 13 – 18 .
   Google Scholar
• Bateson , G. 1972 . Steps to an ecology of mind , Chicago, IL : Chicago University Press .
   Google Scholar
• Biggs , J. 1999 . Teaching for quality learning at university , Buckingham : SRHE & Open University Press .
   Google Scholar
• Boaden , M. 2004 . A pilot action learning set for NHS R&D managers . Action Learning: Research and Practice , 1 ( 2 ) : 247 – 53 .
   Google Scholar
• Bolton , G. 2001 . Reflective practice. Writing and professional development , London : Sage .
   Google Scholar
• Bresler , L. , ed. 2004 . Knowing bodies, moving minds. Towards embodied teaching and learning , Dordrecht, , The Netherlands : Kluwer Academic .
   Google Scholar
• Brockbank , A. and McGill , I. 1998 . Facilitating reflective learning in higher education , Buckingham : SRHE & Open University Press .
   Google Scholar
• Brookfield , S.D. 1987 . Developing critical thinkers. Challenging adults to explore alternative ways of thinking and acting , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Brookfield , S.D. and Preskill , S. 1999 . Discussion as a way of teaching: Tools and techniques for democratic classrooms , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Brunsden , V. 2007 . Patchwork texts as a form of assessment . HEA Psychology Network Newsletter , 44 : 4 – 5 .
   Google Scholar
• Campbell , C. and Murray , M. 2004 . Community health psychology: Definitions and challenges . Journal of Health Psychology , 9 ( 2 ) : 179 – 88 .
   Google Scholar
• Carr , W. and Kemmis , S. 1985 . Becoming critical: Education, knowledge and action research , London : Falmer .
   Google Scholar
• Clandinin , D.J. and Connelly , F.M. 2000 . Narrative inquiry. Experience and story in qualitative research , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Dall’Alba , G. and Sandberg , J. 1996 . Unveiling professional development: A critical review of stage models . Review of Educational Research , 76 ( 3 ) : 383 – 412 .
   Google Scholar
• Darder , A. , Baltodano , M. and Torres , R.D. , eds. 2003 . The critical pedagogy reader , New York : Routledge .
   Google Scholar
• Freire , P. 1971 . Pedagogy of the oppressed , New York : Herder & Herder .
   Google Scholar
• Greenwood , D.J. 2007 . Teaching/learning action research requires fundamental reforms in public higher education . Action Research , 5 ( 3 ) : 249 – 64 .
   Google Scholar
• Greenwood , D.J. and Levin , M. 2007 . Introduction to action research. , 2nd ed. , London : Sage .
   Google Scholar
• Hatton , N. and Smith , D. 1994 . Reflection in teacher education – towards definition and implementation . Teaching and Teacher Education , 11 ( 1 ) : 33 – 49 .
   Google Scholar
• Hunt , C. and West , L. 2006 . Learning in a border country: Using psychodynamic ideas in teaching and research . Studies in the Education of Adults , 38 ( 2 ) : 160 – 77 .
   Google Scholar
• Illerus , K. 2003 . Towards a contemporary and comprehensive theory of learning . International Journal of Lifelong Education , 22 ( 4 ) : 396 – 406 .
   Google Scholar
• Ingleton , C. Emotion in learning: A neglected dynamic . Paper presented at HERDSA Annual International Conference . July 12–15 , Melbourne.
   Google Scholar
• Jacobs , G.C. 2006 . Imagining the flowers, but working the rich and heavy clay. Participation and empowerment in action research for health . Educational Action Research , 14 ( 4 ) : 569 – 81 .
   Google Scholar
• Jacobs , G.C. 2008 . The development of critical being? Reflection and reflexivity in an action learning programme on empowerment for health promotion practitioners in The Netherlands . Action Learning , 5 ( 3 ) : 221 – 35 .
   Google Scholar
• Jacobs , G.C. 2010 . Conflicting demands and the power of defensive routines in participatory action research . Action Research , doi: online preprint: DOI: 10.1177/1476750310366041
   Google Scholar
• Kneale , P. 1997 . “ The rise of the ‘strategic student’: How can we adapt to cope? ” . In Facing up to radical changes in universities and colleges , Edited by: Armstrong , M. , Thompson , G. and Brown , S. 119 – 39 . London : SEDA/Kogan Page .
   Google Scholar
• Koch , T. , Mann , S. , Kralik , N. and van Loon , A.M. 2005 . Reflection: Look, think and act cycles in participatory action research . Journal of Research in Nursing , 10 ( 3 ) : 261 – 78 .
   Google Scholar
• Kur , E. , DePorres , D. and Westrup , N. 2008 . Teaching and learning action research. Transforming students, faculty and university in Mexico . Action Research , 6 ( 3 ) : 327 – 49 .
   Web of Science ®Google Scholar
• Labonte , R. , Feather , J. and Hills , M. 1999 . A story/dialogue method for health promotion knowledge development and evaluation . Health Education Research: Theory & Practice , 14 ( 1 ) : 39 – 50 .
   PubMed Web of Science ®Google Scholar
• Lizzio , A. and Wilson , K. 2004 . Action learning in higher education: An investigation of its potential to develop professional capability . Studies in Higher Education , 29 ( 4 ) : 469 – 88 .
   Web of Science ®Google Scholar
• McGill , I. and Brockbank , A. 2004 . The action learning handbook , London : Routledge .
   Google Scholar
• McLaren , P. 2003 . “ Critical pedagogy: A look at the major concepts ” . In The critical pedagogy reader , Edited by: Darder , A. , Baltodano , M. and Torres , R.D. 69 – 96 . New York : Routledge .
   Google Scholar
• Mead , M. , Yearley , C. , Lawrence , C. and Rogers , C. 2006 . Action learning – a learning and teaching method in the preparation programme for supervisors of midwives . Action Learning: Research and Practice , 3 ( 2 ) : 175 – 86 .
   Google Scholar
• Merriam , S.B. 1997 . Qualitative research and case study applications in education , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Mezirow , J. 1991 . Transformative dimensions of adult learning , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Mezirow , J. 2000 . “ Learning to think like an adult: Core concepts of transformation theory ” . In Learning as transformation , Edited by: Mezirow , J. and associates . 3 – 34 . San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Moon , J.A. 1999 . Learning journals. A handbook for reflective practice and professional development , London : Routledge .
   Google Scholar
• Moon , J.A. 2000 . Reflection in learning and professional development: Theory & practice , London : Routledge .
   Google Scholar
• Murray , M. , Nelson , G. , Poland , B. , Maticka‐Tyndale , E. and Ferris , L. 2004 . Assumptions and values in community health psychology . Journal of Health Psychology , 9 ( 2 ) : 315 – 26 .
   Google Scholar
• Nelson , G. and Prilleltensky , I. 2004 . Community psychology: In pursuit of liberation and well‐being , London : Palgrave/Macmillan .
   Google Scholar
• Nixon , J. , Marks , A. , Rowland , S. and Walker , M. 2001 . Towards a new academic professionalism: A manifesto of hope . British Journal of Sociology of Education , 22 ( 2 ) : 227 – 44 .
   Web of Science ®Google Scholar
• Noffke , S. and Somekh , B. , eds. 2010 . The Sage handbook of educational action research , London : Sage .
   Google Scholar
• Norton , L. 2002 . Psychology Applied Learning Scenarios (PALS). A practical introduction to problem‐based learning using vignettes for psychology lecturers. A mini‐project funded by LTSN Psychology http://www.psychology.heacademy.ac.uk/docs/pdf/p20040422_pals.pdf (accessed August 8, 2008)
   Google Scholar
• Nowotny , H. , Gibbons , M. and Scott , P. 2001 . Re‐thinking science. Knowledge and the public in an age of uncertainty , Oxford : Polity Press .
   Google Scholar
• Reason , P. and Bradbury , H. , eds. 2007 . Handbook of qualitative research , London : Sage .
   Google Scholar
• Rigg , C. and Trehan , K. 2004 . Reflections on working with critical action learning . Action Learning: Research and Practice , 1 ( 2 ) : 149 – 65 .
   Google Scholar
• Sankaran , S. , Hase , S. , Dick , B. and Davies , A. 2007 . Singing different tunes from the same song sheet: Four perspectives of teaching the doing of action research . Action Research , 5 ( 3 ) : 293 – 305 .
   Google Scholar
• Schön , D. 1987 . Educating the reflective practitioner , San Francisco, CA : Jossey‐Bass .
   Google Scholar
• Shor , I. 1992 . Empowering education: Critical teaching for social change , Chicago, IL : University of Chicago Press .
   Google Scholar
• Stafford , T. 2008 . Teaching questions rather than answers: Inquiry‐based learning on an MSc course . HEA Psychology Network Newsletter , 46 : 2 – 3 .
   Google Scholar
• Taylor , P. and Pettit , J. 2007 . Learning and teaching participation through action research: Experiences from an innovative masters programme . Action Research , 5 ( 3 ) : 231 – 47 .
   Google Scholar
• van Maanen , M. 1991 . The tact of teaching , London, ON : The Althouse Press .
   Google Scholar
• Warhurst , C. 2001 . “ Using debates in developing students’ critical thinking ” . In Reconstructing professionalism in university teaching. Teachers and learners in action , Edited by: Walker , M. 81 – 104 . Buckingham : SRHE/OUP .
   Google Scholar
• Wenger , E. 1998 . Communities of practice: Learning as a social system . Systems Thinker , http://www.open.ac.uk/ldc08/sites/www.open.ac.uk.ldc08/files/Learningasasocialsystem.pdf (accessed May 2009)
   Google Scholar
• Whitehead , J. and McNiff , J. 2006 . Action research as living theory , London : Sage .
   Google Scholar
• Yin , R. 1994 . Case study research: Design and methods , London : Sage .
   Google Scholar
• Zuber‐Skerritt , O. 2001 . “ Action learning and action research: Paradigm, praxis and programs ” . In Effective change management through action research and action learning: Concepts, perspectives, processes and applications , Edited by: Sankara , S. , Dick , B. and Passfield , R. 1 – 20 . Lismore : Southern Cross University Press .
   Google Scholar