Note: Sites indicated with an asterisk* have access to online tables of contents for issues and/or article abstracts. The full articles from these journals may not be available from the websites below. Readers might need to acquire the journal or subscribe to an online service, such as EBSCO, for full access.
Educational Action Research*
"Educational Action Research is a fully refereed international journal concerned with exploring the dialogue between research and practice in educational settings." (On the journal website, click on 'Online Contents' in the box to the right to access contents/abstracts.)
Teaching and Teacher Education*
"Teaching and Teacher Education aims to enhance theory, research, and practice in teaching and teacher education through the publication of papers concerned with the description of teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers." (On the journal website, click on 'Tables of Contents' under 'Free Content' to the right to access contents/abstracts.)
Teachers and Teaching
"Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers." (On the journal website, click on 'Online Contents' in the box to the right to access contents/abstracts.)
Journal of Research in Science Teaching*
"Journal of Research in Science and Teaching, the official journal of the National Association for Research in Science Teaching, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy." (Click on 'Issues' to link to tables of contents/abstracts.)
"Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory." (Click on Tables of Contents, under Journal Menu to the left of the journal website.)
Qualitative Studies in Education*
"The aim of the Journal is to enhance the practice of qualitative research in education." (On the journal website, click on 'Online Contents' in the box to the right to access contents/abstracts.)
"Educational Review is a leading journal for generic educational research and scholarship. For over half a century it has offered authoritative reviews of current national and international issues in schooling and education. It publishes peer-reviewed papers from international contributors which report research across a range of education fields including curriculum, inclusive and special education, educational psychology, policy, management and international and comparative education." (On the journal website, click on 'Online Contents' in the box to the right to access contents/abstracts.)
Note: (Annotations from The National Writing Project, http://www.nationalwritingproject.org.)
Armstrong, F. & Moore, M. (2004). Action research for inclusive education: Changing places, changing practice, changing minds. London, UK: Routledge.
Boog, B., Coenen, H., & Keune, L. (2002). Action Research: Empowerment and Reflection. Tilburg University Press.
Burnaford, G., Fischer, J. & Hobson, D. (Eds.) (1996). Teachers doing research: Practical possibilities. Mahwah, NJ: Erlbaum Associates.
The greatest strength of this book is its diversity: Professors and classroom teachers from a range of grades, in fields as varied as chemistry and German write about a wide variety of classroom research approaches. These papers provide thoughtful, detailed suggestions as well as broader discussions for both experienced and apprentice teachers. Chapters of special interest might include Chapter I, which reflects on the use of autobiography and journal in teacher research, Chapter 2, which centers on literacy curriculum, and Chapter 6, which addresses professional development. Each chapter ends with suggestions for further thinking and reading.
Carr, W. and Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. Lewes: Falmer Press.
Carson, T. & Sumara, D. (Ed.) (1997). Action research as a living practice. NY: P. Lang.
Cochrane-Smith, M. & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. NY: Teachers College Press.
Inside/Outside is a seminal text in teacher research literature. In the first part, Cochran-Smith and Lytle develop a comprehensive theory of teacher-research and its role in teacher culture and educational change. In the second part, Philadelphia teachers discuss their work, examining classroom research tools such as oral inquiry and journal work.
Cooke, B. (2004). Fundamentals of Action Research. Sage Publications.
Crockett, D. (2004) Action Research in the classroom: Practical and critical strategies. Peter Lang Publishing Inc.
Elliot, J. (1991) Action research for educational change. Milton Keynes: Open University Press.
Freeman, Donald. (1998). Doing teacher research: From Inquiry to Understanding. Heinle & Heinle Publishers.
The Teacher Source series consists of clearly written guides to aspects of teaching that incorporate a trifold focus: the perspective of researchers, the perspective of practitioners, and resourceful instruction. This particular volume includes discussions of teacher research principles, descriptions of how it is employed, exercises, and activities designed to initiate teachers into the practice. It includes clear definitions of classroom research vocabulary and useful references to outside materials.
Glantz. Jeffery (1998). Action research: An educational leader's guide to school improvement. Christoper-Gordon Publishing.
Haggerson, N., Pryor, C., & Wolfe, M. (2002). The Mission of the Scholar: Research and Practice: A Tribute to Nelson Haggerson. New York: Peter Lang Pub. Inc.
Halsall, R. (1998). Teacher research and school improvement opening doors from the inside. Open University Press.
UK classroom teachers, professors and academic researchers write about the serious potential for teacher research to improve individual schools, districts and systems. The essays and case studies address topics such as student interaction, racism in education, teacher professionalism, and literacy and teacher collaboration.
Hollingsworth, S. (Ed.) (1997). International action research: A case book for educational reform. London: Falmer Press.
This anthology examines research reports, theoretical essays, personal reflections and letters about teacher research from educators all over the world. The authors frame key issues in classroom observation, professional development and educational reform as they relate to the national contexts of South Africa, Italy, the U.K., the U.S., Canada, Mexico, Australia, Thailand, Austria and Malaysia in. In addition to providing a geographical as well as historical context for teacher research, this volume explores two main areas of inquiry: how teacher research is connected to personal and pedagogical transformation, and where the teacher research tradition fits into currents of contemporary political thought and action.
Holly, M.L., Arhar, J. & Kasten, W.C. (2004). Action research for teachers: Traveling the yellow brick road. Prentice Hall.
Hopkins, D. (1993). A teacher's guide to classroom research (2nd edition). Buckingham: Open University Press.
This is a practical book that gives specific advice about data collection, analysis, etc., A Teacher's Guide translates techniques and understandings common to university research to a classroom research context.
Johnson, A. (2004). A short guide to action research. Allyn & Bacon.
Kember, D. (2000). Action Learning and Action Research: Improving the Quality of Teaching and Learning. Kogan Page Ltd.
Kemmis, S. & McTaggart, R. (1982). The action research planner. Geelong, Victoria: Deakin University Press.
Designed as a planning guide for specific teacher research studies, this book leads the reader by the hand through a process of developing a research project.
Kemmis, S. & McTaggart, R. (1982). The action research reader (3rd edition). Geelong, Victoria: Deakin University Press.
Lomax, P. (1990). Managing Staff Development in Schools: An action research approach. Multilingual Matters.
Lomax, P. (1991). Managing better schools and colleges: The action research way. University of Toronto Press.
Marzano, R. (2003). What works in schools: Translating research into action. Association for Supervision and Curriculum Development.
McNiff, J. (1988). Action research: Principles and practice. Basingstoke: Macmillan Education.
McNiff, J. (1993). Teaching as learning: An action research approach. London: Routledge.
Merter, C. (2004). Action research: Teachers as researchers in the classroom. Sage Publications.
Mills, G.E. (2003). Action research: A guide for the teacher researcher (2nd edition). Upper Saddle River, NJ: Pearson.
Myers, K. (Ed.) (1996). School improvement in practice: Schools Make a Difference Project. London: Falmer Press.
Nias, J. & Groundwater-Smith, S. (1988) The enquiring teacher: Supporting and sustaining teacher research. London: Falmer Pres
A collection of case studies interspersed with theoretical reflections on classroom-research-based teacher education courses in the UK. The text highlights both the potential for transformation in these course and some of the problems that arise when schools confront radically new ideas about instruction.
Noffke, S. (1998). Educational Action Research: Becoming practically critical. New York: Teacher's College Press.
Teachers, fieldwork supervisors, principals, consultants, graduate students, student teachers and teacher educators all contribute to this exploration of the theory and practice of teacher research. Authors present case studies and essays that highlight the theoretical issues of the practice, writing openly about the problems and tensions that confront practitioners. The book is divided into three sections that discuss action research in teacher education, action research in schools and the ways in which communities can support action research. Educational Action Research strives to strike a balance between theoretical concerns and daily practice. Nevertheless, it is guided by the political principle that research at its best promotes democracy in classrooms and social justice in the broader community.
Rudduck, J. (Ed.) (1995). An education that empowers: A collection of lectures in memory of Lawrence Stenhouse. Philadelphia: Multilingual Matters.
Rust, F. & Meyers, E. (2003). Taking Action with Teacher Research. Heinemann.
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development.
Sagor, R. (2004). The action research guidebook: A four-step process for educators and school teams. Corwin Press.
Strauss, A.L. & Corbin, J.M. (1998) Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd edition). Newbury Park, CA: Sage.
Stringer, E. (2003). Action Research in Education. Prentice Hall.
Tomal, D. (2003). Action Research for Educators. Scarecrow Press.
Wells, G. (Ed.) (1993). Changing schools from within: Creating communities of inquiry. Toronto: OISE Press.
Article on Multiple Measures [PDF]
Read an article on “Multiple Measures” written by Dr. Victoria Bernhardt to gain an understanding of different types of data and how each can be used to help understand and improve schools.
Bernhardt, V.L., (1998, March). Invited Monograph No. 4., California Association for Supervision and Curriculum Development (CASCD). Note: From the School Portfolio Toolkit: A Planning, Implementation, and Evaluation Guide for Continuous School Improvement, by Victoria L. Bernhardt, 2002, Larchmont, NY: Eye on Education. Copyright © Eye on Education, Inc. Reprinted with permission.