A Selection of Resources for Teacher Researchers

Note: All print resources listed here may be borrowed from the McDowell Foundation and/or the STF Stewart Resources Centre.

BOOKS | JOURNALS | PAPERS AND ARTICLES

Books

Alberta Teachers' Association. Action research guide for Alberta teachers. (2000). Edmonton: ATA.

Alberta Teachers' Association. (1988). Collaborative action research: Experiences and reflections. Improvement of Instruction Series, No. 18. Edmonton: ATA.

British Columbia Teachers' Federation. (1999). Teacher inquiry: Fraser-Cascade teacher research. Vancouver: BCTF.

Caro-Bruce, Cathy. (2000). Action research: Facilitator's handbook. Wichita Falls, Texas: National Staff Development Council.

Freeman, Donald. (1998). Doing teacher research: From inquiry to understanding. Toronto: Heinle & Heinle.

Grady, Michael P. (1998). Qualitative and action research: A practitioner handbook. Bloomington, Indiana: Phi Delta Kappa.

Hubbard, Ruth S. and Power, Brenda M. (1993). The art of classroom inquiry: A handbook for teacher-researchers. Portsmouth, New Hampshire: Heinemann.

Hubbard, Ruth S. and Power, Brenda M. (1999). Living the questions: A guide for teacher researchers. York, Maine: Stenhouse Publishers.

MacLean, Marion S. and Mohr, Marian M. (1999). Teacher-researchers at work. Berkeley, California: The National Writing Project.

Mills, Geoffrey E. (2000). Action research: A guide for the teacher researcher. Upper Saddle River, New Jersey: Prentice-Hall.

Parsons, Richard D. and Brown, Kimberlee S. (2002). Teacher as reflective practitioner and action researcher. Toronto: Wadsworth/Thomson Learning.

Sagor, Richard. (2000). Guiding school improvement with action research. Alexandria, Virginia: Association for Supervision and Curriculum Development.

Schmuck, Richard A. (1997). Practical action research for change. Arlington Heights, Illinois: Skylight Training and Publishing.

Stringer, Ernest T. (1999). Action research. 2^nd edition. London: Sage Publications.

Journals

AcT (Among teachers community: experience and inquiry). The Centre for Teacher Development, Ontario Institute for Studies in Education, University of Toronto.

Educational researcher. American Educational Research Association.

Learning from practice: A bulletin of teacher research. Dr. Stirling McDowell Foundation for Research into Teaching.

Papers and Articles

American Educational Research Association Task Force on Research on Practice. Opening the door to practitioners: Report from the Task Force. Division A Newsletter, 1991(September):2,4.

Anderson, Gary L. and Herr, Kathryn. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5):12-22.

Ansley, Fran and Gaventa, John. (1997). Researching for democracy and democratizing research. Change, 29(January-February):46-53.

Applebee, Arthur N. (1987). Musings.Teachers and the process of research. Language Arts, 64(7):714-716

Avis, James. (1993). Policy oriented research: The seduction of science and the teacher researcher. Educational Review, 45(3): 195-204.

Bennett, Christene K. (1993). Teacher-researchers: All dressed up and no place to go? Educational Leadership, 51(2):69.

Bruner, Jerome. (1988). Research currents: Life as narrative. Language Arts, 65(6):574-583.

Carr, Wilfred and Kemmis, Stephen. (1986). Becoming critical: Education, knowledge and action research. Canadian Journal of Education, 13(1):215-224.

Carson, Terry and Sheridan-Carson, Rillah. (1999). Action research: Building a strong culture of professional development. The ATA Magazine, 79(2):11-12.

Clark, Caroline T. and Moss, Pamela A. (1996). Researching With: Ethical and epistomological implications of doing collaborative, change-oriented research with teachers and students. Teachers College Record, 97(4):4-519-548.

Cochran-Smith, Marilyn. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2):2-11.

Dick, Bob. (1999). What is action research? Action Research Resources. http//www.scu.edu.au/schools/sawd/ari/whatisar.html.

Elliott, John. (1990). Teachers as researchers: Implications for supervision and for teacher education. Teaching and Teacher Education, 6(1):1-26.

Fueyo, Vivian and Koorland, Mark A. (1997). Teacher as researcher: A synonym for professionalism. Journal of Teacher Education, 48(5):336-344.

Goodson, Ivor. (1994). Studying the teacher's life and work. Teaching and Teacher Education, 10(1)29-37.

Hamilton, Doug and Zaretsky, Lindy. (1997). Building professional communities of inquiry in schools: The Doncrest experience. Orbit, 28(3):44-47.

Hargreaves, Andy. (1996). Revisiting voice. Educational researcher. January-February (1996):12-18.

Houser, Neil O. (1990). Teacher-researcher: The synthesis of roles for teacher empowerment. Action in Teacher Education, XII(2):55-60.

Jalango, Mary R. (1990). Strategies for generating teacher narratives. Handout from Phi Delta Kappa.

Johnson, Beverly (1993). Teacher-As-Researcher: ERIC Digest. ERIC#: ED355205.

Lewis, Catherine. (1990). From intuition to articulation: The teacher-researcher concept. Alberta English, 28(1):39-41.

Lieberman, Ann. (1992). The meaning of scholarly activity and the building of community. Educational Researcher 2(6):5-12.

McCutcheon, Gail and Jung, Burga. (1990). Alternative perspectives on action research. Theory into Practice, XXIX(3):144-151.

McElroy, Lon. (1990). Becoming real: An ethic at the heart of action research. Theory into Practice, XXIX(3):209-213.

Miller, Janet L. (1992). Exploring power and authority issues in a collaborative research project. Theory into Practice, XXXI(2):165-172.

Naylor, Charlie. (1997). Developing pro-active research roles for teacher unions. BCTF Research Report. www.bctf.bc.ca/ResearchReports/97tr01.

Newman, Judith M. (1987). Learning to teach by uncovering our assumptions. Language Arts, 64(7):727-737.

Noffke, Susan E. (1996). Professional, personal, and political dimensions of action research. Review of Research in Education, 22: 305-343.

Overview of the methodological approach of action research. (2001). Handout.

PD notebook: The teacher as researcher. (1987). Saskatchewan Bulletin, September 16, 1987.

Page, Ernie. (1994). Does real research mean teacher research? English Journal, 83(6):51-54.

Patterson, Leslie and Stansell, John C. (1987). Teachers and researchers: A new mutualism. Language Arts, 64(7): 717-721.

Robbins, Stuart. (1995). The status of school based research in Canada. CAHPERD, 16(3):10-12.

Robertson, F. G. (1963). The logical, psychological and professional justification for teacher research. Paper delivered to the STF Action Research Seminar, March 8-9, 1963.

Sagor, Dick. (1993). Collaborative action research: Overview. R and R for American schools: Reform and revitalization transform education:56-61. Also: Handouts from Regional Collaborative Professional Development School.

Sangor, Jack. (1990). Awakening a scream of consciousness: The critical group in action research. Theory into Practice, XXIX(3):174-178.

Strickland, Dorothy S. (1988). The teacher as researcher: Toward the extended professional. Also: Burton, Frederick R. Reflections on Strickland's "Toward the extended professional. And: Strickland, Dorothy S. Reflections on Burton's reflections. Language Arts, 65(8):754-770.

Thomson, Scott. (1996). How action research can put teachers and parents on the same team. Educational Horizons, 74(2):70-76.

Tom, Alan R. (1987). Disciplined study of the problems of practice: An alternative to craft- or discipline-based educational inquiry. Educational Administration Quarterly, 23(2):7-22.

Ward, Angela. (1990). Kidwatching in the middle years: Teachers as researchers. In the Middle, 9:2.

Where do the mermaids stand? Teacher research as professional development at the school level. (1996). Interactive Symposium at the Annual Meeting of the American Educational Research Association, New York, April 8-12, 1996.

Wong, E. David. (1995). Challenges confronting the research/teacher: Conflicts of purpose and conduct. Educational Researcher, 24(3):22-28. Also: Wilson, Suzanne. Not tension but intention: A response to Wong's analysis of the research/teacher. And: Challenges confronting the researcher/teacher: A rejoinder to Wilson. Educational Researcher, 24(8):19-22.

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