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Openings that might position action research as an opportunity to take up an ongoing inquiry stance.

Valuing teachers' thinking and voices is highly variable, so this course takes up a stance of considering who can be a knower and what can be know.

The course looks at knowledge of practice as generative with ideas and thinking leading to new ideas and new thinking.

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1. What is Action Research?
2. How do we get started?
3. How do we make a plan?
4. What does the literature say?
5. How do we execute our plan?
6. What do we find and discover?
7. How will we share?

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Collegial inquiry in teams.
Strategies for reviewing literature.
Self-reflection on inquiry stance.

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Coghlan, D. & Brannick, T. (2014). Doing action research in your own organization (4th ed.). Los Angeles: SAGE Publications.

Koshy, V. (2010). Action research for improving educational practice: A Step-by-step guide (2nd ed.). Los Angeles: SAGE.

Reason, P & Bradbury, H. (2008) Handbook of Action Research: Participative Inquiry and Practice (2nd ed.). Thousand Oaks, CA: Sage.

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Sequential sessions: action research traditions and approaches; strengthen skills in research design, data collection and analysis; and engage students in the various cycles of action research as they work and learn collaboratively on an action research project.

The class will develop teams based on commonalities and interests found by instructor in reading pre-course work.

Together all will learn the process of action research with the support structure of teaming.

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Attendance & Participation (50%)
Good discussion participation involves people trying to build on, and synthesize, comments from others, and on showing appreciation for others’ contributions.

Presentation of proposal (50%)
Creative 10-minute presentation

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Pre-Course Work options:
1. Dilemma statement (written / oral)
2. Personal narrative
(written / oral)
3. Creative representation
(written / oral)

Lesson Plan #1
1. Introductions
2. Writing norms
3. Reflection
4. Bring quote from scholarly writing about Action Research for next class.

Lesson Plan #2
1. Quote to affirm/challenge
2. Students presentation of
quotes
3. Gallery walk to make reactions visible
4. Debrief and reflection

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Biesta, Gert. (2013). The Beautiful Risk of Education. New York: Paradigm Publishers.

www.stephenbrookfield.com

Drago-Severson, E. (2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA.: Corwin/Sage Inc. & Learning Forward.

Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey-Bass.

Greenwood, D. & Levin, M., Introduction to Action Research. Sage Press, 1998.

Hendry, P.M. (2011). Engendering curriculum history. In Engendering curriculum history (pp.

11-30). New York: Routledge.

Mann, S. (1999). Opening the Insider's Eye: Starting Action Research. Language Teacher.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. 3nd ed. Chapter 6.

Sleeter, Christine and Judith Flores Carmona. (2016). Un-Standardizing Curriculum: Multicultural Teaching in the Standards-based Classroom. 2nd Edition. New York: Teachers College Press.

Walker, D., & Soltis, J. (2009). Curriculum and aims (5th ed.). New York, NY: TC Press.

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Explore action research in theory and practice in relation to teaching in their school settings.

Make connections between their theoretical understanding of action research and their own journey as practitioner researchers in educational settings.

View themselves as potential producers of knowledge who can learn about their teaching and the learning of their diverse students.

Pose a question about their practice and write an action research plan.