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The Living Contradiction: a Teacher's Examination of Tensions and Disruption in Schools, in Classrooms and in Self (2017) by Sean Warren and Stephen Bigger

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The Living Contradiction: a Teacher's Examination of Tensions and Disruption in Schools, in Classrooms and in Self (2017) by Sean Warren and Stephen Bigger

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Publisher's Synopsis

Values are in vogue in education: they are stated in school policies across the land. They are a list of what the school wants people to think about them and their educational aims - that they are caring, effective, and ethical in rooting pedagogy and all educational processes in positive relationships between teachers and pupils. Amidst the reality of classroom life, however, the very best of intentions can be compromised as the insidious influences of power, pressure, and responsibility come to bear.
In this candid account, presented in the form of a dual narrative, Warren describes how he adopted a persona infused with control and intolerance as his authoritarian approach to suppressing conflict in the secondary school classroom became increasingly incongruent with his personal values and aspirations as an educator. Then, through undertaking his action research project and engaging in a process of reconceptualisation under co-author Bigger's mentorship, Warren began to explore how he could redefine his classroom leadership and authenticate his teaching practice without compromising standards or authority.
Living Contradiction investigates the efficacy of Warren's modified approach and tells the story of how he overcame the incessant demands of tension and disruption by becoming 'confident in uncertainty'. Grappling with both the philosophical and the pragmatic, the authors offer two distinct perspectives in their commentary on Warren's journey supporting their interspersed critical reflections with thought-provoking insights into the methodology and outcomes of Warren's research project. The book is split into five parts and is punctuated throughout with expert surveying of a wide range of related research that challenges the status quo on the effectiveness of punishment and authoritarianism as approaches to behaviour management. Furthermore, in exploring how schooling should be as much about developing motivated citizens as encouraging qualifications, Living Contradiction goes in search of answers to the question that all educationalists must ask: 'What do we want our education system to do for our children?' Suitable for teachers, NQTs, and policy makers, Living Contradiction is a resonatory self-examination of teacher identity and a significant contribution to the debate about how schools and classrooms are run.

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https://www.actionresearchtutorials.org/
Action research helps you to become a more powerful version of yourself, able to engage in and engage others in a process of continual learning and change. This free course, offered by the Center for Collaborative Action Research,  is comprised of 12 Tutorials each with a short video to watch, a set of activities to complete (with linked writing templates for writing activities) and resources to support the completion of the activities.

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The third edition of The SAGE Handbook of Action Research presents an updated version of the bestselling text, including new chapters covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘skills’ section which includes new consultant-relevant materials.

Building on the strength of the previous landmark editions, Hilary Bradbury has carefully developed this edition to ensure it follows in their footsteps by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today.

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Introduction: How to Situate and Define Action Research

Alfredo Ortiz Aragón and María Teresa Castillo-Burguete

Introduction to Practices

Hilary Bradbury, George Roth, Margaret Gearty

The Practice of Learning History: Local and Open System Approaches

PRA, PLA and Pluralism: Practice and Theory

David Coghlan and A.B. Shani

Developing the Practice of Leading Change through Insider Action Research: A Dynamic Capability Perspective

Innovations In Appreciative Inquiry: Critical Appreciative Inquiry With Excluded Pakistani Women

Aftab Erfan and Bill Torbert

Collaborative Developmental Action Inquiry

Elza Falkembach and Alfonso Torres Carillo

Systematization of Experiences: A Practice of Participatory Research from Latin America

Empowerment Evaluation and Action Research: A Convergence of Values, Principles, and Purpose

Victor J. Friedman and Jay Rothman

Action Evaluation: An Action Research Practice for the Participative Definition, Monitoring, and Assessment of Success in Social Innovation and Conflict Engagement

Theatre in Participatory Action Research: Experiences from Bangladesh

Michael Krot and Lisa Stefanac

Using T-Groups to Develop Action Research Skills In Volatile, Uncertain, Complex, and Ambiguous Environments

Hok Bun Ku & Jackie Y. C. Kwok

The Action Research Practice of Urban Planning - An Example from Hong Kong

M. Brinton Lykes and Holly Scheib

The artistry of emancipatory practice: Photovoice, creative techniques, and feminist anti-racist participatory action research

Action Science Revisited: Building Knowledge Out of Practice to Transform Practice

Christina Nicolaidis and Dora Raymaker

Community Based Participatory Research with communities defined by race, ethnicity, and disability: Translating theory to practice

Mike Pedler and John Burgoyne

Elissa Perry, Robin Katcher, Mark Leach and Laurie Mazur

The Network Leadership Innovation Lab: A Practice for Social Change

Otto Scharmer and Katrin Kaufer

Awareness-Based Action Research: Catching Social Reality Creation in Flight

Frederick Steier, Juanita Brown and Flavio Mesquita da Silva

The World Café in Action Research Settings

Ethnographic Action Research: Media, information and communicative ecologies for development initiatives

Tom Wakeford, Michel Pimbert and Erin Walcon

Re-Fashioning Citizens' Juries: Participatory Democracy In Action

The practice of helping students to find their first person voice in creating living-theories for Education

The Practice of Teaching Co-operative Inquiry

Svante Lifvergren and Kent Glenzer

Introduction to Exemplars

Oguz N. Babüroglu, Gülru Z. Göker, Emre Koyuncu

Symbiosis of Action Research and Deliberative Democracy in the Context of Participatory Constitution-Making

Rebecca Boden, Davydd Greenwood, Budd Hall, Morten Levin, Judi Marshall, and Susan Wright

Action Research in Universities and Higher Education Worldwide

María Teresa Castillo-Burguete, Carmen García-Gómez, Pedro Castro-Borges and Federico Dickinson

'I'm not afraid of him; that dog barks but he don't bite'. PAR processes, gender equity and emancipation with women in Yucatan, Mexico

Kent Glenzer, Elisa Martinez, and Michael Drinkwater

Insurgent inquiry: Connecting action research, impact evaluation, and global strategy in a rights-based international development NGO

Action Research with Marginalized Immigrants' Coming to Voice: Twenty Years of Social Movement Support in Taiwan and Still Going

Improving health and well being: Researching alongside marginalized people across diverse domains

Svante Lifvergren, Tony Huzzard and Andreas Hellström

After a Decade of Action Research: Impactful Systems Improvement in Swedish Healthcare

Action Research As A Transformative Force In Management Education: Introducing The Collaboratory

Achieving Equity in Education

Introduction to Groundings

Praxis - Retrieving the Roots of Action Research

Core Issues in Modern Epistemology for Action Researchers: dancing between knower and known

Kenneth J. Gergen and Mary M. Gergen

Social Construction and Research as Action

Bjørn Gustavsen and Øyvind Pålshaugen

How to succeed in action research without really acting: Tracing the development of action research to constructivist practice in organizational worklife

Organization Development: Action Research for Organizational Change

Evolutionary Systems Thinking: What Gregory Bateson, Kurt Lewin, and Jacob Moreno Offered to Action Research That Still Remains to be Learned

How Change Happens: The implications of complexity and systems thinking for Action Research

Complex Systems and Emergence in Action Research

Stephen Kemmis, Robin McTaggart and Rhonda Nixon

Critical theory and critical participatory action research

John Gaventa and Andrea Cornwall

Danilo R. Streck and Oscar Jara Holiday

Research, Participation and Social Transformation: Grounding Systematization of Experiences in Latin American Perspectives

George Ladaah Openjuru, Namrata Jaitli, Rajesh Tandon and Budd Hall

Knowledge Democracy, Community Based Action Research, The Global South And The Excluded North

Participatory Action Research: Its Origins and Future in Women's Ways

The Location of Race in Action Research

Sex and Sensibilities: Doing Action Research while Respecting Even Inspiring Dignity

Chiara Certomà and Michel Pimbert

Crowdsourcing and Action Research. Fostering people's participation in research through digital media

Naturally emerging regulation and the danger of delegitimizing conventional leadership: Drawing on the example of Wikipedia

Action Research in an Online World

Steve Waddell, Milla McLachlan, Greta Meszoely and Sandra Waddock

Large Scale Change Action Research

Companions to Action Research: Reaching beyond our networks to build alignments and a common repository of resources

Peter Reason and Susan Canney

Action Research and Ecological Practice

Ecofeminism and systems thinking: Shared ethics of care for action research

The Integrating (Feminine) Reach Of Action Research: A Nonet For Epistemological Voice

Debra Merskin and Debra Durham

Expanding Reach and Justice with PAR: Working with More Than Humans

Mary Brydon-Miller, Amy Rector Aranda, and Douglas M. Stevens

Widening the Circle: Ethical Reflection in Action Research and the Practice of Structured Ethical Reflection

Jacques M. Chevalier, Daniel J. Buckles and Michelle Bourassa

The Skillful Means of Engaged Research

Feelings in first person action research

Elaine Herdman-Barker and Aftab Erfan

Clearing Obstacles: An Exercise to Expand a Person's Repertoire of Action

A cross-cultural approach with East-Asian epistemology: Developing soft skills in action research

David McCallum and Aliki Nicolaides

Cultivating Intention (As we enter the fray): The Practice of Embodying Presence, Awareness, and Purpose as Action Researchers

Grady McGonagill and Dana Carman

Holding Theory Skillfully in Consulting Interventions

You Better Check Your Method Before You Wreck Your Method: Challenging and Transforming Photovoice

Michael O'Rourke, Chad Gonnerman, Stephen J. Crowley, and Troy E. Hall

Discovering Philosophical Assumptions That Guide Action Research: The Reflexive Toolbox Approach

Alfredo Ortiz Aragón and Juan Carlos Giles Macedo

Radical epistemology as caffeine for social change

Charles J. Palus and John B. McGuire

Mediated dialogue in action research

Teaching The Heart of Action Research Skills: Breaking Free in the Classroom

Practice of Mindful Intuition: Bi-Directional Openness: The Skill of Expressing And Sensing Leadership That Serves a Group

Designerly Ways for Action Research

Nicole A. Steckler and James J. Huntzicker

Nurturing Creative Destruction: Bringing Management Mindsets and Influence Skillsets to Health Care

Steven S. Taylor, Jenny W. Rudolph, and Erica Gabrielle Foldy

Teaching and Learning Reflective Practice in the Action Science/Action Inquiry Tradition

From Research "On" to Research "With": Developing Skills for Research with Sex Workers

Shared inquiry capabilities and differing inquiry preferences: Navigating 'full cycle' iterations of action research

Unlocking the Secrets of Personal and Systemic Power: The Power Lab and Action Inquiry in the Classroom

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Introduction: How to Situate and Define Action Research Alfredo Ortiz Aragón and María Teresa Castillo-Burguete Introduction to Practices Hilary Bradbury, George Roth, Margaret Gearty The Practice of Learning History: Local and Open System Approaches PRA, PLA and Pluralism: Practice and Theory David Coghlan and A.B.

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The author [relates] some of his own personal experiences as an educator in encouraging critical thinking. His insight and honesty in relating these experiences is valuable and interesting.

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Description

praise for previous books by stephen d. brookfield

"Award-winning author Stephen Brookfield offers insight, inspiration, and down-to-earth advice to all teachers in settings as diverse as college, adult education, and secondary schools—on how to thrive on the unpredictability of classroom life."—Better Teaching

"The author [relates] some of his own personal experiences as an educator in encouraging critical thinking. His insight and honesty in relating these experiences is valuable and interesting."—CBE Report

"Brookfield's book will serve as an effective focus that can facilitate faculty in thinking critically about their work, their community, their relationships, not only individually but collaboratively."—Teaching Sociology

"He offers clear, jargon-free, and unpretentious guidance." —Reference & Research Book News

"The author is so darned good at finding and highlighting the key research." —Training

"Brookfield illustrates practically his major scholarly interest in this readable, innovative, and perceptive book on college teaching."—Choice

About the Author

Stephen D. Brookfield is Distinguished University Professor at the University of St. Thomas in Minneapolis, Minnesota. For forty years he has taught in the United States and abroad. A four-time winner of the Cyril O. Houle Award for Outstanding Literature in Adult Education, he is the author of numerous books on teaching, including The Skillful Teacher and Developing Critical Thinkers.

Table of contents

Preface vii

About the Author xvii

1 What is Critical Thinking? 1

2 Critical Thinking Across the Disciplines 27

3 How Critical Thinking is Learned 53

4 Introducing Basic Protocols of Critical Thinking 77

5 Developing Critical Complexity: Intermediate and Advanced Protocols 105

6 Reading and Writing Critically 129

7 Integrating Critical Thinking Across the Curriculum 155

8 Making Discussions Critical 179

9 Misunderstandings, Challenges, and Risks 205

10 Modeling Critical Thinking 233

References 261

Index 269

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Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions

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praise for previous books by stephen d. brookfield Award-winning author Stephen Brookfield offers insight, inspiration, and down-to-earth advice to all teachers in settings as diverse as college, adult education, and secondary schools-on how to thrive on the unpredictability of classroom life.-Better Teaching The author [relates] some of his own personal experiences as an educator in encouraging critical thinking.

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The book will be useful to anyone trying to create conversations around race, teach about white supremacy, arrange staff and development workshops on racism, and help colleagues explore how to create an antiracist culture or environment.

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Lib E-Book 

Library E-Books

We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a "patron-driven demand" model.

These editions, priced at par with simultaneous hardcover editions of our titles, are not available direct from Stylus, but only from the following aggregators:

Ebook Library, a service of Ebooks Corporation Ltd. of Australia

ebrary, based in Palo Alto, a subsidiary of ProQuest

EBSCO / netLibrary, Alabama

as well as through the following wholesalers: The Yankee Book Peddler subsidiary of Baker & Taylor, Inc.

As this book was being written, the United States exploded in outrage against the murder by police of people of color across the country. Corporations, branches of state and local government and educational institutions all pledged to work for racial justice and the Black Lives Matters movement moved into the mainstream as people from multiple racial and class identities pledged their support to its message. Diversity initiatives abounded, mission statements everywhere were changed to incorporate references to racial justice, and the rampant anti-blackness endemic to US culture was brought strikingly to the surface. Everywhere, it seemed, white people were looking to learn about race. "What do we do?" "How can we help?" These were the cries the authors heard most frequently from those whites whose consciousness of racism was being raised.

This book is their answer to those cries. It's grounded in the idea that white people need to start with themselves, with understanding that they have a white racial identity. Once you've learned about what it means to be white in a white supremacist world, the answer of "what can I do" becomes clear. Sometimes you work in multiracial alliances, but more often you work with white colleagues and friends. In this book the authors explore what it means for whites to move from becoming aware of the extent of their unwitting collusion in racism, towards developing a committed antiracist white identity. They create a road map, or series of paths, that people can consider traveling as they work to develop a positive white identity centered around enacting antiracism.

The book will be useful to anyone trying to create conversations around race, teach about white supremacy, arrange staff and development workshops on racism, and help colleagues explore how to create an antiracist culture or environment. This work happens in schools, colleges and universities, and we suspect many readers will be located in K-12 and higher education. But helping people develop an antiracist identity is a project that occurs in corporations, congregations, community groups, health care, state and local government, arts organizations, and the military as well. Essentially, if you have an interest in helping the whites you interact with become antiracist, then this book is written very specifically for you.

"Written with empathy and deep knowledge of adult learning theory, Brookfield and Hess expertly demystify critical race theory and offer a highly accessible step-by-step guide for those who seek to foster discussion and create curricula related to systemic racism. As a woman of color, I found their frameworks highly useful to my teaching about antiracism within a predominantly white institution."
Hetty Cunningham, Associate Professor and Associate Vice Chair for Education and the Learning Environment, Department of Pediatrics, and Director for Equity and Justice in Curricular Affairs, Vagelos College of Physicians & Surgeons, Columbia University

"Hess and Brookfield strike a delightfully unapologetic tone in Becoming a White Antiracist, calling white people to task for perpetuating anti-Black racist behaviors and attitudes. Through honest and raw engagement with challenging issues, the authors provide an accessible guide to developing a white antiracist identity, reminding readers of its foundational importance for effective diversity, equity, and inclusion initiatives. Becoming a White Antiracist is a must-read for educators and leaders desiring to become agents for positive change in our contemporary society rife with racialized turmoil."
Lisa R. Merriweather, Associate Professor of Adult Education, University of North Carolina - Charlotte, and Cofounder & Senior Editor, Dialogues in Social Justice: An Adult Education Journal

"Becoming a White Antiracist is a long-essential and timely contribution to antiracist scholarship and practice. This book is the next best thing to Stephen Brookfield's informed and effective facilitation of conversations designed to develop racial literacy in predominantly white spaces. Becoming a White Antiracist is an important invitation and resource, especially for people committed to discovering their white racial identity towards becoming an authentic and active agent for inclusive change."
Nicole Brittingham Furlonge, Professor of Practice and Director, Klingenstein Center, Teachers College, Columbia University

Foreword
Preface
Intoduction: Our Racial Stories

1) Why We Need White Antiracism
2) What is a White Antiracist Identity?
3) What it Means to be White
4) Helping People Become Aware of Their Whiteness
5) Using Stories to Uncover Racism
6) Embracing the Discomfort of Race Talk
7) Running 'Real' Discussions Around Race
8) Getting People to Think Structurally about Race
9) Using Your Power to Empower White Antiracism
10) Sharing the Powerful History of Antiracist Work
11) Responding to Resistance Against Antiracist Efforts
12) Being an Antiracist White Ally

References
About the Authors
Index

Stephen D. Brookfield is Distinguished Scholar at Antioch University, Adjunct Professor at Teachers College, Columbia University, and Professor Emeritus at the University of St. Thomas (St. Paul, Minnesota). He has written, co-written or edited nineteen books on adult learning, teaching, critical thinking, discussion methods, critical theory, leadership, and teaching race, six of which have won the Houle World Award for Literature in Adult Education. His academic appointments have included positions at the University of British Columbia, Teachers College Columbia University (New York), Harvard University and the University of St. Thomas in Minneapolis-St. Paul.

Mary E. Hess is Professor of Educational Leadership at Luther Seminary, where she has taught since 2000. During the 2016-2017 year she held the Patrick and Barbara Keenan Visiting Chair in Religious Education at the University of St. Michael's College in the University of Toronto. She is affiliated faculty at the School of Theology and Ministry at Seattle University, as well as at the San Francisco Theological Seminary/Graduate School of Theology in the University of Redlands. Hess has degrees from Yale, Harvard and Boston College, and is a past president of the Religious Education Association. She is a consultant with the Wabash Center on Teaching and Learning in Theology and Religious Studies, is a member of the Faculty Development Committee of the Association of Theological Schools, and serves on the editorial boards of several journals.

Antiracist; Black Lives Matter; Diversity, Equity, and Inclusion; Racism; Racial Justice; Structural Racism; Systemic Racism; Whiteness; White Ally; White Privilege; White Racial Identity; White Supremacy

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Lib E-Book  Library E-Books We have signed up with three aggregators who resell networkable e-book editions of our titles to academic libraries. These aggregators offer a variety of plans to libraries, such as simultaneous access by multiple library patrons, and access to portions of titles at a fraction of list price under what is commonly referred to as a "patron-driven demand" model.

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A practical guide to the essential practice that builds better teachers.Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. 

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A practical guide to the essential practice that builds better teachers.Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. 

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Description

A practical guide to the essential practice that builds better teachers.

Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you...

Align your teaching with desired student outcomes

See your practice from new perspectives

Engage learners via multiple teaching formats

Understand and manage classroom power dynamics

Model critical thinking for your students

Manage the complex rhythms of diverse classrooms

This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups.

In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

About the Author

STEPHEN D. BROOKFIELD is the John Ireland Endowed Chair at the University of St. Thomas in Minneapolis, Minnesota. For more than 45 years, he has taught in England, Canada, Australia, and the United States. A six-time winner of the Cyril O. Houle Award for Outstanding Literature in Adult Education, he is the author of numerous books on teaching, including The Skillful Teacher (2015), Teaching for Critical Thinking (2011), and The Discussion Book (with Stephen Preskill) (2016), all from Jossey-Bass.

Table of contents

Preface vii

Acknowledgments xiii

About the Author xv

1. What Is Critically Reflective Teaching? 1

2. Uncovering Assumptions of Power 21

3. Uncovering Hegemonic Assumptions 39

4. The Four Lenses of Critical Reflection 61

5. Clarifying the Benefits of Critical Reflection 79

6. Seeing Ourselves through Students' Eyes 97

7. Learning from Colleagues' Perceptions 115

8. Team Teaching as Critical Reflection 135

9. Using Personal Experience 153

10. Learning from Theory 171

11. Incorporating Social Media and Back‐Channel Communication 189

12. Applying Critical Reflection to Teaching Race and Racism 207

13. Negotiating the Risks of Critical Reflection 225

14. Practicing Critically Reflective Leadership 243

Bibliography 261

Index 273

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Becoming a Critically Reflective Teacher, 2nd Edition

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A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique.

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Burke, P.J., Crozier, G. and Misiaszek, L.I., 2016. Changing pedagogical spaces in higher education: Diversity, inequalities and misrecognition. Taylor & Francis.

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Burke, P.J., Crozier, G. and Misiaszek, L.I., 2016. Changing pedagogical spaces in higher education: Diversity, inequalities and misrecognition. Taylor & Francis.

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This is a book I have found to be so useful in helping to frame my thoughts and feelings as a champion of fair access to higher education. It is not about action research but it highlights issues of power in H.E. and narrates beautifully student experiences of "not belonging" at university.

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SOME KIDS I TAUGHT AND WHAT THEY TAUGHT ME BY KATE CLANCHY
This book is a must read for educators in my opinion. Clancy's work exhibits all the hallmarks of critically reflective practice. The book is grounded in strong values of social justice and inclusion. Review coming soon.

Added by Mary Roche

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Irish Educational Studies - the journal of ESAI 

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Irish Educational Studies - the journal of ESAI 

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Irish Educational Studies is an international, refereed journal publishing manuscripts on a range of topics relevant to education by drawing on the full spectrum of disciplines that feed into educational theory and practice; this includes anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies.

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2017 Impact Factor 0.405
Ranking: 222/238 (Education & Educational Research)
© 2018 Thomson Reuters, 2017 Journal Citation Reports®

2017 Citescore 0.56 - values from Scopus

Irish Educational Studies is an international, refereed journal publishing manuscripts on a range of topics relevant to education by drawing on the full spectrum of disciplines that feed into educational theory and practice; this includes anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies.

The journal welcomes papers that draw on a range of research methodologies, with articles that have a critical edge, making links between the local and global and influences on practice across all sectors of education - from early childhood education, primary and post-primary schooling through to higher education - of particular interest.

Peer Review Policy:
All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.

Authors can choose to publish gold open access in this journal.

Read the Instructions for Authors for information on how to submit your article.

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2017 Impact Factor 0.405 Ranking: 222/238 (Education & Educational Research) © 2018 Thomson Reuters, 2017 Journal Citation Reports® 2017 Citescore 0.56 - values from Scopus Irish Educational Studies is an international, refereed journal publishing manuscripts on a range of topics relevant to education by drawing on the full spectrum of disciplines that feed into educational theory and practice; this includes anthropology, sociology, psychology, history, economics, philosophy, politics and curriculum studies.

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by Jack Whitehead (1993) Hyde Publications, Dorset.
Pip Bruce Ferguson talks about  aspects of this book that influenced her at learning. See NEARIMeet Online 24 April 2020 (www.eari.ie).

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Creating a Good Social Order Through Action Research

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Creating a Good Social Order Through Action Research

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by Jean McNiff, Moira Laidlaw, Jack Whitehead and members of the Bath Action Research Group (1999),
Hyde Publications, Dorset.

Pip Bruce Ferguson talks about  aspects of this book that influenced her at learning. See NEARIMeet Online 24 April 2020 (www.eari.ie).

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How could the magic of picture books be used to enable the development of critical thinking skills?

In this episode, we spoke to Mary Roche, who makes the case for using children's picture books to teach critical thinking skills to younger learners. Mary is a highly experienced primary school teacher and renowned author of the award winning book: Developing Children's Critical Thinking through Picturebooks (2015).

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SPEAKER:
Welcome to the New South Wales Department of Education's Edspresso Series. These short podcasts are part of the work of the Education for Changing World initiative and explore the thinking and ethical literacy skills students need in an AI future. Join us as we speak to a range of experts about how emerging technologies such as artificial intelligence are likely to change the world around us and what this might mean for education.

The magic of picture books has been used throughout history to support student learning. But can these timeless gems facilitate the development of critical thinking skills? In this episode, we hear from Mary Roche, an experienced primary school teacher and renowned author of the award-winning book, Developing Children's Critical Thinking Through Picturebooks. Mary makes a case for why critical thinking skills can be effectively taught through the text and illustrations in picture books. Mary, how would you define critical thinking, and why might it be important to develop for an AI-augmented future?

MARY ROCHE:
In my book, I describe critical thinking as thinking for yourself. Not just receiving other people's ideas but looking at all the evidence possible and making up your own mind. And, it does demand effort, it does demand active engagement with ideas. So it's not a passive activity and it's about looking at something from all sides and weighing up the evidence. And then in relation to texts, which is more my work, it's helping children to become agents of the texts rather than victims of the texts, if you like.

Ultimately, I think critical thinking leads to critical literacy and it's all about, well, what kind of a world do we want to live in, which leads to the second part of your question. I think it's essential for democracy, for active citizenry. Because we need to empower people as early as possible to sort through arguments and to understand different perspectives and where people are coming from, what agendas, what ideology they have. And then to assess the logic of things.

So, in a world where artificial intelligence, algorithms, robotic thinking processes are going to come to the fore, it's essential that we have a critically literate populous, really. So that we can discern what's true, whose ideology is at play here, who's dominant, who's powerful and who's powerless. And that means equipping children, really, with the skills as early as possible to, I suppose tell fact from fiction.

SPEAKER:
Mary, thanks for that, it?s really interesting. It?s often said that content knowledge is required to think critically. Can younger students who may not have deep content knowledge still think critically? And, what does critical thinking in the early years look like?

MARY ROCHE:
If we go right back to the earlier, very simplistic idea of thinking for yourself. So if you have a tiny tot at home and you ask them, do they want a yellow lollipop or a red lollipop and they say, "I want the yellow one." And you say, ?Why do you want the yellow one?? ?It's because it's the same colour as my wellies or it's my favourite colour?. They're giving you a reason for a choice that they have made. Which is a very basic beginning of critical thinking. And I've worked quite a lot during my career as a primary teacher with very young children. And so, I used to start with asking open ended questions. And it gets children, very, very early, thinking for themselves about why things are happening in a picture or in a nursery rhyme or in a story.

So, moving along into traditional stories, I'm sure you've got the 'Little Red Hen' story where the other animals wouldn't help to cut the corn, but they all wanted to help to eat the bread. So asking questions like, why is that hen, why do you think her friends aren't helping her? What's going on in their lives? What's happening here? And it's beginning that process of children saying, Oh, there's another layer of meaning here. They may not articulate that but they begin to see that there are things that go beneath the surface, deeper than the surface. And we have to start looking between the lines.

So yeah, they may not have huge experience and content knowledge and prior knowledge, but they have language, they have thought processes, they have curiosity, they are engaged in the story. It has got meaning for them, it's relevant for them. And they begin to look beneath the surface here. So, to go back to your question, yes, content knowledge is important but, at the very early stages children are very capable of doing critical thinking.

SPEAKER:
Mmm. What led you to develop the critical thinking and book talk approach? Could you take us through what it looks like in practice?

MARY ROCHE:
What led me to it was, I trained as a primary teacher way back in the 1970s, and my first experiences in the classroom were not great. I had a very large number of children, over 50 children in a class of mixed junior and senior infants, which would be age four to age six. And I can remember thinking, you know, that was unfair on the children, unfair on me, and looking back afterwards when I got the language of critical reflection, I understood that my teaching was all about control and domination. It was very didactic, it was very monologic. And I questioned that for quite a while, but I couldn't figure out a way of how to create a more dialogic classroom.

And serendipitously, a bit later on, I met with Philomena Donnelly in Dublin who had taken the work of Matthew Lipman, the Philosophy for Children, she had taken his work and with the professor of philosophy in her college, Professor Joe Dunne, she had adapted it to an Irish context and called it 'Philosophy with Children' or 'Thinking Time'. And I saw this as a possible way of introducing more dialogue into my classroom. So she would take a picture or a line from a poem or a story or anything, and just begin to ask questions about it. And the children would all be given an opportunity to reply.

And I thought this was fantastic, because there is a danger in a classroom even when a teacher tries to do what she thinks is authentic discussion. There is a danger that the dominant children will take over and that some children's voices will never be heard. So, I gradually took that thinking time idea and, I suppose, refined it a bit in order to just discuss picture books. And that came about because in 2011 in Ireland, we got a new literacy numeracy policy, which was, I suppose, a reaction or a fallout from our PISA results, which showed a drop in standards. And the literacy numeracy was to the fore. And I felt, well, if I'm trying to introduce a new approach to teaching for our teachers, it needs to be linked to something that they have to do already.

So I devised in 2010, I had designed my critical thinking and book talk approach and I linked it with literacy specifically around picture books. Thinking, in my innocence, that they're short and they're sweet and we'll get through a book fairly quickly. I had no idea of the complexity and the magic of picture books at that point.

So, what it looks like in practice is that a particular time is set aside, at least 45 minutes. The children are seated in a circle. So, the pedagogical framing of this is that you will try and time it when there won't be any interruptions, when maybe the children have had a break and the story is read either at that point or it could be read in advance. What I do is, I photograph the story or scan it and beam it up onto the whiteboard so that every child can see the images and I take my time reading it.

When the story is finished, I give the children time to think, process silently, and then I say, who would like to start? And whoever starts, I tell them, has huge power because they will decide what kind of knowledge we're going to create today. Because the person who starts, when they're finished speaking, will tap on the shoulder of the person to their left or to their right, and that will determine the direction around the circle.

And I always say to children, you know, if it goes that way, we will think different thoughts than if it went that way. Because what we say will influence what other people think and give them new ideas, and it's just amazing that we're going to create knowledge. So, the idea that knowledge is not a fixed box of tricks that a teacher can transmit to an empty vessel. All of that Freirean idea of the banking metaphor of education. That knowledge is fluid, dynamic, ongoing, being created, never finished, it's always evolving. And that children can construct knowledge and co-construct knowledge. Listening to each other, arguing, building up ideas, building on each other's ideas, processing what others are saying, getting new ideas.

All of that, those values underpin my work. And so to kind of go back to your question, why, what led me to do this. It was to do with these ideas of justice and fairness and care about the other. That children needed to have more voice in their classroom, needed to have their voices heard, rather than just responding in kind of a recitation way or an initiation response evaluation type interaction. Their actual ideas and thoughts needed to be heard. And I tried to find a way of doing that, and critical thinking and book talk is the way that I have found.

SPEAKER:
Thanks for that. Why is it important to give space for critical thinking when developing young children's literacy? And will encouraging critical thinking also make students better readers?

MARY ROCHE:
I will take the second bit first. I think it makes them better readers, but better in the sense of more discerning, more active, more engaged. It teaches them to be curious and to be sceptical. One child said to me at one point, we were doing a religious education because I was in a Catholic school, and we were doing religion and it was the 1 st of February, which is the feast day of Saint Brigid. Nearly as big as Saint Patrick in our world. And it said in the little lesson, now this was aimed at seven, eight-year-olds, that Brigid loved the poor. And one chap interjected and said, ?That's such woolly thinking, what does it mean she loved the poor? Did she only love people who were poor, if there were good rich people, did she not love them?" And he just tore it apart. And so, yeah.

Better readers in the sense that they begin to challenge and they begin to question their assumptions that are built into what they're reading. And given this complex world, we cannot afford for children not to engage in some tough conversations if they are to learn to become critical analysts of the world who are able to make informed decisions. As they engage with the world around them.

So, that's the aspect of literacy and it goes back to Allan Luke's work of being a critical literate person. Not just decoding, encoding, reading for information, which are all hugely important, they're all absolutely necessary. But that last step of becoming critical is the part, I think, that will prepare them to take their place in the world and make a difference perhaps.

SPEAKER:
Mary that?s really interesting. You also encourage teachers to ensure that children spend time studying the illustrations in picture books. Why is this important, and how does this help to develop their thinking skills?

MARY ROCHE:
There are books that are illustrated books and they're beautiful. For example, there is a new illustrated version of 'Harry Potter'. The pictures are great, they add to it. But, the story will stand alone without the pictures. But in a normal, ordinary picture book where you have texts and images and we'll take 'Rosie's Walk' as an example. There is another narrative going on in the images that is not in the text.

So, if you just read the words and didn't show the children the pictures, they're going to miss the whole point of that story. The whole fun of being that story. And Margaret Meek talked about the child being the teller and the told. So, by being able to read the pictures, they're able to read a whole other narrative that marries with the narrative they're being told, and it's quite tongue in cheek and can often be quite subversive. And children, pre-literate children, children who haven't yet learned to maybe decode the texts, are extremely conscious of the tiniest things in the images.

And so giving them time to look at those images and then giving them some of the skills around examining the images, like where is the artist positioned? Who's dominant in the picture? Are they facing forward, is their back turned? Why is that? So, all of these parts of the picture can be analysed.

So, what I do with 'Once Upon an Ordinary School Day' is I scan in, or I take my red whiteboard marker when the image is on the whiteboard, and draw a smile on the child's face and say, now what do you feel? Is he happy now? And they say, oh, that changes how I feel about him. That makes me think he's happy to go to school. Now I've got a different feeling about the story. And for the first time, small children can realise that artists manipulate our feelings. This need not be a pejorative term. But that this is an aesthetic and we are made to feel, and this can be the very first time that they realise that everything in this image is carefully placed, it's there for a reason.

SPEAKER:
Thanks for that, Mary. How then does critically studying picture books support students' understanding of their own thought processes, and why might that be important to making them better thinkers, do you think?

MARY ROCHE:
I encourage teachers when they're doing this critical thinking and book talk approach to have a notebook and pencil in their hands. They sit into the circle as a participant. I encourage them to sit there with a notebook and pencil and to jot down what the children are saying. It has several effects.

First of all, you're looking down at what you're writing, you as the teacher are looking down. Therefore, the children, there's no point in them talking just to you, because, initially, when you do this work, the children tend to just answer the teacher because that's what they've been trained to do since they were in pre-school. So they begin to talk to each other and make eye contact with each other because you're not available to make eye contact with them while you're writing. So, that's one benefit.

The second benefit is they say, ?Hm, she's actually writing down what I'm saying, it must be worth something." And the third benefit, and there are more than three, is that you've got a record of what was said. Now, I used to type those out, and then after three or four discussions I would give the transcripts to the children and we would go back over, this is assuming now they can read, so they were at that point, eight-year-old children.

And I would give then the transcripts and say, ?Would you still agree with what you said or have you changed your mind?" And they begin to question why they said what they said and re-evaluate it in the light of seeing the old discussion and say, ?Hm, I don't know why I said that. I think it was because Robbie said that and Mary said that and I was just thinking about what they were saying. I wasn't really thinking for myself. I actually disagree with what I said." Or they might say, "I partially agree and partially disagree with what I said."

But what it leads to is the children beginning to examining why they're thinking what they're thinking, what's prompting that thought and how is their thinking improving. So, from that point of view, after doing this work for a year, maybe, in a classroom, or more than a year if it's policy in a school, they get very, very good at analysing their own thinking.

SPEAKER:
I?m sure they do get very good at analysing their own thinking. If you could go back in time and give advice to yourself as a school student, what would you tell yourself to focus on? To help you prepare for what was to come. And would you give different advice to students today?

MARY ROCHE:
When I think back on myself as a reader, I was like a vacuum cleaner, I just hoovered up everything. I just read everything I could lay my hands on, that was at the start. But then I began to just read one kind, the things I liked. So, I liked Enid Blyton, I liked the Bobbsey Twins and Nancy Drew and I kind of just kept on reading what I liked. Now, you might say, what's wrong with that?

If I were to give myself a little bit of advice, I'd say, challenge yourself a little bit more. Read something outside your comfort zone, and if you don't like it, analyse why. So, I would maybe go back and say, keep a reading diary, note down the books you like and your responses to them. Just briefly, it's not going to be a big chore. And that's the advice I would give to teachers, how can we inject enthusiasm and passion for reading if we're not enthusiastic, passionate readers ourselves? How can we inject these feelings into children and encourage them to become passionate?

So, my advice to teachers would be, at least once a week to read something current from the world of children's literature and maybe not just the populist books that are being flagged up wall to wall in the book shops. But to go on websites and go into Twitter, even, there's a huge community in Twitter who are involved in promoting and discussing children's literature and read a good quality children's book. Let children see you reading and be able to discuss the book. There's nothing more empowering for a child than to know that the teacher has read and enjoyed a book that they have read and enjoyed. Because now they can discuss that as equals.

SPEAKER:
Thank you for listening to this episode of the Edspresso Series. You can find out more about the Education for a Changing World initiative via the New South Wales Department of Education's website. There you can sign up to our mailing list or you can join our conversation on Twitter @education2040.

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How could the magic of picture books be used to enable the development of critical thinking skills? In this episode, we spoke to Mary Roche, who makes the case for using children's picture books to teach critical thinking skills to younger learners.

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Enhancing Practice through Classroom Practice 2nd Edition

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Enhancing Practice through Classroom Practice 2nd Edition

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An updated version of our earlier book. It includes a really lovely and thought-provoking foreword by Stephen Brookfield

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In this latest and revised book, the Irish authors have provided a well-written, very well referenced and accessible inspiration for teachers anywhere to investigate their practice. The book provides clear guidelines and questions to stimulate self-study action research while interspersing the advice with meaningful and credible accounts of how this has been done in each author's own practice. I warmly recommend this book to any wanting to enhance their own teaching practice.
Dr Pip Bruce Ferguson, Teaching Developer
If you're setting out on a journey, travel with companions who know the territory but encourage you to explore your own path. The authors of this new edition of Enhancing Practice Through Classroom Research: A teacher's guide to professional development provide readers with a thoughtful and supportive guide to developing and carrying out their own action research processes with a view toward deepening practice and encouraging personal and professional growth and well-being. Enjoy this opportunity to discover new ways of seeing the world, but don't expect to come back unchanged!
Mary Brydon-Miller, Professor, Educational Leadership, Evaluation, and Organizational Development ELOD Ph.D. Program Director
College of Education and Human Development, University of Louisville, Louisville, KY　 40292
Reading this book is like talking to four wise and kind mentors.　 It is full of conversations that I wish I'd had as a beginning teacher, as a new postgraduate student, and as a new university lecturer.　 In fact, it is also the type of conversation that I still value and benefit from forty years into the job.　 The authors skilfully draw on their own, and other experiences, to explore, challenge and develop their own, and their readers' criticality and educational thinking.　 In doing so, they have produced a text that is theoretically rich, while being fully grounded in the practice of education.
Mary McAteer. Department of Professional Learning (Teaching Excellence Framework Gold Award)　Edge Hill University, UK. Vicky Betterby, Educational Action Research
Relatable, touching and deeply authentic, Mcdonagh et al's account of self-study action research has the rare ability to transcend educational sectors. Whether you are an early years specialist or a university educator, this book will undoubtedly be a welcome addition to your action research collection.

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Enhancing Practice through Classroom Research: A Teacher's Guide to Professional Development

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Offering updated references, questions for reflection, the latest case studies, and current advice relating to data protection and storage, this second edition of Enhancing Practice through Classroom Research provides an accessible introduction to understanding and improving teaching and learning through a process of reflection, research, and action.

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A guide for critical reading and analytical writing by David Labaree  (shared by Anne O Mahony)

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A guide for critical reading and analytical writing by David Labaree  (shared by Anne O Mahony)

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You need to scroll right to the bottom of the page to reach the guide.

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David Labaree on Schooling, History, and Writing

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This post contains all of the material for the doctoral proseminar - Introduction to Big Issues in the Field of Education - that I taught at the Stanford Graduate School of Education for the last four years.

The aim of this class is to give first-year doctoral students in education a grounding in some of the big issues surrounding the social role and social practice of schooling, with special emphasis on teaching and learning in classrooms and on school organization. Each of you will soon be specializing in a particular component of the educational domain, but it will be helpful to you to be able to locate your own special area to broader themes and literatures in the field. A lot of the readings in the class are nodal pieces in the network of educational citations; these are works you need to become familiar with. This class should help you answer crucial questions about your own work. What is your study a case of? What larger issues does it resonate with? What does it contribute to the larger discourse about school and society?

All of the course materials are embedded in the syllabus through hyperlinks to a Google drive. For each week, the syllabus includes a link to tips for approaching the readings, links to the PDFs of the readings, and a link to the slides for that week's class. Slides also include links to additional sources. So the syllabus is all that is needed to gain access to the full class.

I hope you find this useful.
Doctoral Proseminar An Introduction to Big Issues in the Field of Education
David Labaree

Web: http://www.stanford.edu/~dlabaree/

Twitter: @Dlabaree

Blog: https://davidlabaree.com/
Course Description
The aim of this class is to give first-year doctoral students in education a grounding in some of the big issues surrounding the social role and social practice of schooling, with special emphasis on teaching and learning in classrooms and on school organization. Each of you will soon be specializing in a particular component of the educational domain, but it will be helpful to you to be able to locate your own special area to broader themes and literatures in the field. A lot of the readings in the class are nodal pieces in the network of educational citations; these are works you need to become familiar with. This class should help you answer crucial questions about your own work. What is your study a case of? What larger issues does it resonate with? What does it contribute to the larger discourse about school and society?

In the first week we look at the backstory of schooling in the U.S. We explore its historical roots, the nature of its original mission, and how that mission evolved over time. And we also examine the conflicting mix of goals that we have imposed on schools and the various social functions they have accumulated over time.

In week two, we turn to the core practices of teaching and learning in classrooms. Included as issues such as: the distinctive characteristics of teaching as a professional practice; the socialization of teachers and the incentives that shape the way teachers play their roles; and the grammar of schooling that both defines it and makes it resistant to change.

In week three, we look at the teacher-student relationship in the classroom and how this relationship is experienced by both parties. We also examine some of the ways that schools create winners and losers, how they both promote and ameliorate social differences.

In week four, we look as school organization from several perspectives: alternative ways of school organization and their implications for school outcomes; the loose coupling of the nested components of American schooling (classroom, school, school district, and state system) that make it different from other organizations; and the reasons that structural reforms often have little impact on teaching practice.

In week five, we look at the social and cultural pressures that shape school. This includes examining how the shared expectations of teachers, students, and parents reinforce our conception of what a "real school" is; the rampant formalism that runs through schooling, favoring process over content; and the organizational features of schooling that allow it to carry social functions that the organization of families does not allow.

In week six, we look at the role that race, class, and culture have in schooling. Among other things, this means examining the class and race factors that shape the kind of cultural knowledge and skill (cultural capital) schools value and try to teach; and the problem of attempting to teach this culture without at the same time demeaning or repressing other cultures.

In week seven, we look at the issue of cultural capital compared to other forms of capital. And then we consider two different theoretical perspectives on the social role of the school curriculum - the functionalist view that schools teach the knowledge and values that all adults need in order to function in a modern society; and the social reproduction view that schools teach different knowledge and values to students from different backgrounds, thus preparing them for stratified futures.

In week eight, we read a classic book by the political economist Albert Hirschman - Exit, Voice, and Loyalty - which explores the mechanisms by which different kinds of organizations correct for dysfunctional outcomes. He shows how market organizations are primarily responsive to exit, in which customers signal their dissatisfaction with a product by buying another one instead. On the other hand, political organizations are primarily responsive to voice, in which clients signal their dissatisfaction by directly voicing their complaint. From this view, low functioning schools can be seen as unhappy hybrids - political organizations that respond to voice but provoke dissatisfied customers to exit.

In week nine, we read another classic book by the political scientist and anthropologist James Scott - Seeing Like a State. Here he addresses the problems inherent in state-initiated efforts at social engineering. The issue is that such schemes too often involve an attempt by planners in the capital to impose a highly rationalized and universalistic model of social order on remote ecologies that are organic and particularistic. Which sounds a lot like what happens in school reform.

In week ten, we look at the role that educational researchers play in shaping educational policy, the nature of educational research as a practice, and the trajectory of academic careers in a stratified system of higher education.
Readings
All of the readings for this class are available as PDFs on the web. This includes the full text of the two books assigned for the course, Hirschman and Scott.
Course Outline
Below are the topics we will cover, week by week, with the readings for each week Just click on the assigned reading to link to the document on Google drive. For every week you can click on a link to get tips for doing that week's readings. In addition, you can link to the slides for that week's class.
1) Introduction: The Historical Roots and Competing Goals of the U.S. School System Tips for week 1 readings Labaree, David F. (1997). Public goods, private goods: The American struggle over educational goals. American Educational Research Journal, 34:1 (Spring), 39-81. Labaree, David F. (2010). Founding the American school system. In Someone has to fail: The zero-sum game of public schooling (pp. 42-79). Cambridge: Harvard University Press. Class slides for week 1 2) The Problems of Teaching as a Practice Tips for week 2 readings Cohen, David K. (1988), Teaching practice: Plus que ça change. In Phillip W. Jackson (ed.), Contributing to Educational change (pp. 27-84). Berkeley: McCutchan. Lortie, Dan C. (1969). The balance of control and autonomy in elementary teaching. In Amatai Etzioni (Ed.), The semi-professions and their organization. Teachers, nurses, social workers. New York, 1-53. Tyack, David & Tobin, William. (1994). The "grammar" of schooling: Why has it been so hard to change? American Educational Research Journal 31: 3 (Autumn), 453-479. Class slides for week 2 3) The Classroom, the Teacher-Student Relationship, and Tracking Tips for week 3 readings Jackson, Philip. (1990). The daily grind. Life in classrooms (pp. 33-50). New York: Teachers College Press. Waller, Willard. (1932/1965). The teacher-pupil relationship. In The sociology of teaching (pp. 189-211). New York: Wiley. Class slides for week 3 4) The Organization of the School Tips for week 4 readings Katz, Michael. (1971). Alternative proposals for American education: The nineteenth century. In Class, Bureaucracy, and Schools (pp. 3-55). New York: Praeger. Class slides for week 4 5) Expectations and the Roots of the Stability of the School as an Organization Tips for week 5 readings Metz, Mary H. (1990). Real school: A universal drama amid disparate experience. In Douglas E. Mitchell & Margaret E. Goertz (Eds.), Education Politics for the New Century (pp. 75-91). New York: Falmer. Meyer, John W. & Rowan, Brian. (1983). The structure of educational organizations. In Organizational environments: Ritual and rationality (pp. 71-97), edited by John W. Meyer and William R. Scott. Beverly Hills, CA: Sage. Parsons, Talcott. (1959). The school as a social system: Some of its functions in American society. In Social structure and personality (pp. 129-154). New York: Free Press. Labaree, David F. (2014). Schooling in the United States: Historical analyses. In D.C. Phillips (Ed.), Encyclopedia of educational theory and philosophy (pp. 740-43). Sage Publications: Thousand Oaks, CA. Class slides for week 5 6) Class, Race, and Culture in the School Tips for week 6 readings Bernstein, Basil. (1977). Social class, language and socialization. In Jerome Karabel & A. H. Halsey (eds.), Power and ideology in education (pp. 473-486). New York: Oxford University Press. Delpit, Lisa. (1995). The silenced dialogue. In Other people's children (pp. 21-47). New York: New Press.
Recommended: The Problem We All Live With, Parts 1 and 2. (2015). This American Life Podcast. http://www.thisamericanlife.org/radio-archives/episode/562/the-problem-we-all-live-with.
Class slides for week 6 7) Cultural Difference and the School Curriculum Tips for week 7 readings Bourdieu, Pierre. (1986). The forms of capital. In John G. Richardson (ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood.
McWhorter, John. (2018). There's nothing wrong with Black English. The Atlantic. https://www.theatlantic.com/politics/archive/2018/08/who-gets-to-use-black-english/566867/?utm_source=twb.
Dreeben, Robert. (1968). The contribution of schooling to the learning of norms: Independence, achievement, universalism, and specificity. In On what is learned in school (pp. 63-90). Reading, MA: Addison-Wesley. Anyon, Jean. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-42. Class slides for week 7 8) Schools as Political and Market Entities Tips for week 8 readings Hirschman, Albert O. (2006). Exit, voice, and loyalty: Responses to decline in firms, organizations, and states. Cambridge: Harvard University Press. Chubb, John E. & Moe, Terry M. (1988). Politics, markets, and the organization of schools. American Political Science Review, 82:4 (December), 1065-1087.
Du Bois, W.E.B. (1903). The souls of black folk. New York: Knopf. http://etc.usf.edu/lit2go/203/the-souls-of-black-folk/4457/chapter-13-of-the-coming-of-john/
Class slides for week 8 9) The Problem of School Reform - Imposing a Rationalized Vision on the Ecology of the Classroom; Schooling and the Meritocracy Tips for week 9 readings Scott, James. (1999). Seeing like a state. New Haven: Yale University Press. Introduction, chapters 1-2 and 9-10.
McClay, William M. (2016). A distant elite: How meritocracy went wrong. The Hedgehog Review 18:2 (Summer). http://www.iasc-culture.org/THR/THR_article_2016_Summer_McClay.php

Class slides for week 9
10) The Role of Researchers in Educational Policy and the Prospects for New Researchers in the University Tips for week 10 readings Weber, Max. (1919/1958). Science as a vocation. In H. H. Gerth & C. Wright Mills, From Max Weber (pp. 129-156). New York: Oxford University Press. Class slides for week 10 Guidelines for Critical Reading
As a critical reader of a particular text (a book, article, speech, proposal), you need to use the following questions as a framework to guide you as you read:

What's the point? This is the analysis issue: what is the author's angle?

Who says? This is the validity issue: On what (data, literature) are the claims based?

What's new? This is the value-added issue: What does the author contribute that we don't already know?

Who cares? This is the significance issue, the most important issue of all, the one that subsumes all the others: Is this work worth doing? Is the text worth reading? Does it contribute something important?

If this is the way critical readers are going to approach a text, then as an analytical writer you need to guide readers toward the desired answers to each of these questions.
Guidelines for Analytical Writing
In writing papers for this (or any) course, keep in mind the following points. They apply in particular to the longer papers, but most of the same concerns apply to short papers as well.

Pick an important issue: Make sure that your analysis meets the "so what" test. Why should anyone care about this topic, anyway? Pick an issue or issues that matters and that you really care about.

Keep focused: Don't lose track of the point you are trying to make and make sure the reader knows where you are heading and why.

Aim for clarity: Don't assume that the reader knows what you're talking about; it's your job to make your points clearly. In part this means keeping focused and avoiding distracting clutter. But in part it means that you need to make more than elliptical references to concepts and sources or to professional experience. When referring to readings (from the course or elsewhere), explain who said what and why this point is pertinent to the issue at hand. When drawing on your own experiences or observations, set the context so the reader can understand what you mean. Proceed as though you were writing for an educated person who is neither a member of this class nor a professional colleague, someone who has not read the material you are referring to.

Provide analysis: A good paper is more than a catalogue of facts, concepts, experiences, or references; it is more than a description of the content of a set of readings; it is more than an expression of your educational values or an announcement of your prescription for what ails education. A good paper is a logical and coherent analysis of the issues raised within your chosen area of focus. This means that your paper should aim to explain rather than describe. If you give examples, be sure to tell the reader what they mean in the context of your analysis. Make sure the reader understands the connection between the various points in your paper.

Provide depth, insight, and connections: The best papers are ones that go beyond making obvious points, superficial comparisons, and simplistic assertions. They dig below the surface of the issue at hand, demonstrating a deeper level of understanding and an ability to make interesting connections.

Support your analysis with evidence: You need to do more than simply state your ideas, however informed and useful these may be. You also need to provide evidence that reassures the reader that you know what you are talking about, thus providing a foundation for your argument. Evidence comes in part from the academic literature, whether encountered in this course or elsewhere. Evidence can also come from your own experience. Remember that you are trying to accomplish two things with the use of evidence. First, you are saying that it is not just you making this assertion but that authoritative sources and solid evidence back you up. Second, you are supplying a degree of specificity and detail, which helps to flesh out an otherwise skeletal argument.

Draw on course materials (this applies primarily to reaction papers, not the final paper). Your paper should give evidence that you are taking this course. You do not need to agree with any of the readings or presentations, but your paper should show you have considered the course materials thoughtfully.

Recognize complexity and acknowledge multiple viewpoints. The issues in the history of American education are not simple, and your paper should not propose simple solutions to complex problems. It should not reduce issues to either/or, black/white, good/bad. Your paper should give evidence that you understand and appreciate more than one perspective on an issue. This does not mean you should be wishy-washy. Instead, you should aim to make a clear point by showing that you have considered alternate views.

Challenge assumptions. The paper should show that you have learned something by doing this paper. There should be evidence that you have been open to changing your mind.

Do not overuse quotation: In a short paper, long quotations (more than a sentence or two in length) are generally not appropriate. Even in longer papers, quotations should be used sparingly unless they constitute a primary form of data for your analysis. In general, your paper is more effective if written primarily in your own words, using ideas from the literature but framing them in your own way in order to serve your own analytical purposes. However, selective use of quotations can be very useful as a way of capturing the author's tone or conveying a particularly aptly phrased point.

Cite your sources: You need to identify for the reader where particular ideas or examples come from. This can be done through in-text citation: Give the author's last name, publication year, and (in the case of quotations) page number in parentheses at the end of the sentence or paragraph where the idea is presented - e.g., (Kliebard, 1986, p. 22); provide the full citations in a list of references at the end of the paper. You can also identify sources with footnotes or endnotes: Give the full citation for the first reference to a text and a short citation for subsequent citations to the same text. (For critical reaction papers, you only need to give the short cite for items from the course reading; other sources require full citations.) Note that citing a source is not sufficient to fulfill the requirement to provide evidence for your argument. As spelled out in #6 above, you need to transmit to the reader some of the substance of what appears in the source cited, so the reader can understand the connection with the point you are making and can have some meat to chew on. The best analytical writing provides a real feel for the material and not just a list of assertions and citations. Depth, insight, and connections count for more than a superficial collection of glancing references. In other words, don't just mention an array of sources without drawing substantive points and examples from these sources; and don't draw on ideas from such sources without identifying the ones you used.

Take care in the quality of your prose: A paper that is written in a clear and effective style makes a more convincing argument than one written in a murky manner, even when both writers start with the same basic understanding of the issues. However, writing that is confusing usually signals confusion in a person's thinking. After all, one key purpose of writing is to put down your ideas in a way that permits you and others to reflect on them critically, to see if they stand up to analysis. So you should take the time to reflect on your own ideas on paper and revise them as needed. You may want to take advantage of the opportunity in this course to submit a draft of the final paper, revise it in light of comments, and then resubmit the revised version. This, after all, is the way writers normally proceed. Outside of the artificial world of the classroom, writers never turn in their first draft as their final statement on a subject.

David F. Labaree is Lee L. Jacks Professor at the Stanford University Graduate School of Education and a professor (by courtesy) in history. His research focuses on the historical sociology of American schooling, including topics such as the evolution of high schools, the growth of consumerism, the origins and nature of education schools, and the role of schools in promoting access and advantage more than subject-matter learning. He was president of the History of Education Society and member of the executive board of the American Educational Research Association. His books include: The Making of an American High School (Yale, 1988); How to Succeed in School Without Really Learning: The Credentials Race in American Education (Yale, 1997); The Trouble with Ed Schools (Yale University Press, 2004); Someone Has to Fail: The Zero-Sum Game of Public Schooling (Harvard, 2010); and A Perfect Mess: The Unlikely Ascendancy of American Higher Education (Chicago, 2017). View All Posts

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Doctoral Proseminar: An Introduction to Big Issues in the Field of Education

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This post contains all of the material for the doctoral proseminar -- Introduction to Big Issues in the Field of Education -- that I taught at the Stanford Graduate School of Education for the last four years. The aim of this class is to give first-year doctoral students in education a grounding in some of...

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Living Theory Research As A Way Of Life Paperback – 6 Jun 2018 by Jack Whitehead 

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Living Theory Research As A Way Of Life Paperback – 6 Jun 2018 by Jack Whitehead 

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This long-awaited book from Jack Whitehead contains eight previously-published papers dating from 1989 (many of which draw on much earlier work also), up to the present day (2018). It is a celebration of Whitehead's most significant writings, which contain his seminal ideas around his development of Living Theory research.

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Buy Living Theory Research As A Way Of Life by Jack Whitehead (ISBN: 9781785452758) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Why educational research has been so uneducational: The case for a new model of social science based on collaborative inquiry

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Why educational research has been so uneducational: The case for a new model of social science based on collaborative inquiry

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By William R. Torbert

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Knowledge democracy and action research 
by Lonnie Rowell and Allan Feldman

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Knowledge democracy and action research 
by Lonnie Rowell and Allan Feldman

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While this is an editorial for the Educational Action Research journal (Vol 1, No 27. 2019), it gives a clear overview of where action research is located in the idea of knowledge democracy. This is well worth a look!

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Timeless Learning : How Imagination, Observation, and Zero-Based Thinking Change Schools. Ira socol, Pam Moran, Chad Ratliff. ISBN: 978-1-119-46169-2 2018 Jossey-Bass

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Timeless Learning : How Imagination, Observation, and Zero-Based Thinking Change Schools. Ira socol, Pam Moran, Chad Ratliff. ISBN: 978-1-119-46169-2 2018 Jossey-Bass

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Verdict: A keeper, a “drop everything and read” book - the story of leading and supporting change in the public school system in Albemarle County, Virginia, USA. It outlines how they identified barriers to student learning, and conceived and implemented ways to dissolve them over time - changing classroom structures, professional learning opportunities, leveraging all possible financial and system supports. This book would be an ideal “professional book club” choice, and I would recommend to to all those responsible for initial and in-career training and learning.

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Authentic Professional Learning: Making a Difference through Learning in Work.Ann Webster-Wright, Springer - 2010

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Authentic Professional Learning: Making a Difference through Learning in Work.Ann Webster-Wright, Springer - 2010

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This is a reflexive work Informed by the author’s triple viewpoint - practitioner, professional development provider, academic researcher. The book research delves into Professional Development and Professional Learning, advocating a change from delivery of the former to support for the latter, and acknowledging dissonance between both, and tensions involved in evolving from one to the other.

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by Mary Brydon-Miller, Davydd Greenwood, Patricia Maguire
Members of the editorial board of Action Research responded to the question, `Why action research?' Based on their responses and the authors' own experiences as action researchers, this article examines common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration. We also use this opportunity to welcome readers of this new journal and to introduce them to members of the editorial board.

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Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. See what you think!

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Sir Ken Robinson: How to escape education's death valley

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Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

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This Much I Know About Love Over Fear by John Tomsett

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This Much I Know About Love Over Fear by John Tomsett

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Not about action research per se, but a good read about creating a values driven school culture.

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This Much I Know About Love Over Fear is a compelling account of leading a values-driven school where people matter above all else. Weaving autobiography with an account of his experience of headship, Tomsett explains how, in an increasingly pressurised education system, he creates the conditions in which staff and students can thrive. Too many of our state schools have become scared, soulless places. Tomsett draws on his extensive experience and knowledge and calls for all those involved in education to find the courage to develop a leadership-wisdom which emphasises love over fear. Creating a truly great school takes patience. Ultimately, truly great schools don't suddenly exist. You grow great teachers first, who, in turn, grow a truly great school.

There is a huge fork in the road for head teachers: one route leads to executive headship across a number of schools and the other takes head teachers back into the classroom to be the head teacher. John strongly believes that if the head teacher is not teaching, or engaged in helping others to improve their teaching, in their school, then they are missing the point. The only thing head teachers need obsess themselves with is improving the quality of teaching, both their colleagues' and their own.

This Much I Know About Love Over Fear is an authentic personal narrative of teaching, leadership and discovering what really matters. It gets to the heart of what is valuable in education and offers advice for those working in schools.

Also by John Tomsett: This Much I Know about Mind Over Matter, ISBN 9781785831683.

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This Much I Know About Love Over Fear ...

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This Much I Know About Love Over Fear is a compelling account of leading a values-driven school where people matter above all else. Weaving autobiography with an account of his experience of headship, Tomsett explains how, in an increasingly pressurised education system, he creates the conditions in which staff and students can thrive.

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The Beautiful Risk of Education by Gert Biesta

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The Beautiful Risk of Education by Gert Biesta

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A very thought-provoking book. Read a review here:

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Book Review: The Beautiful Risk of Education, by Gert J. J. Biesta - Philosophy of Education Society of Great Britain

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The Beautiful Risk of Education. On the question of purpose, Biesta has insightfully commented elsewhere:

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Over the years, I have shared Kay Wood's introduction to her book with new students as they register. I've asked them to read it before their first Foundations of Education lecture. It problematises, in an accessible way, a few of the complexities of what we mean by the word 'education'

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How to access EBSCO through the Teaching Council website (for teachers registered in Ireland only).

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How to access EBSCO through the Teaching Council website (for teachers registered in Ireland only).

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Instructions for teachers on how access EBSCO at no cost. EBSCO is an invaluable resource for teachers including researchers who are not affiliated to an academic institution and for practitioners wanting to read up about their area of interest.

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Free Access to EBSCO Education Source Digital Library

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Learning Communities in Educational Partnerships: Action Research as Transformation by Máirín Glenn, Mary Roche, Caitriona McDonagh, Bernie Sullivan

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Learning Communities in Educational Partnerships: Action Research as Transformation by Máirín Glenn, Mary Roche, Caitriona McDonagh, Bernie Sullivan

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Learning Communities in Educational Partnerships shows how theory and practice come into lived interplay in social spaces where theory informs practice and practice turns into theory. Drawing on their own experiences of becoming a learning community, the authors introduce the ideas underpinning self-study action research. Through a series of first-hand practitioner accounts, the chapters describe and explain how to engage in processes of inquiry and establish learning communities, how to make space for professional conversations and how to develop living theories from within daily practice.
Available at https://www.bloomsbury.com/uk/learning-communities-in-educational-partnerships-9781474243599/
Link to the preview of the first chapter:

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This resource not directly connected with self-study action research, but it contains podcasts from some distinguished education specialists both from Ireland and all over the world. Inside Education is a weekly radio programme on 103.2 Dublin City FM in the Dublin area with live streaming on www.dublincityfm.ie. You can hear it every Wednesday live at 13:00 (Dublin time) or download the podcasts.

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Presented and produced by Seán Delaney.

In this episode I speak to two experts on curriculum integration from Brock University in Ontario, Canada, Professor Susan Drake and Dr. Joanne Reid. Among the topics we discuss are the following:

Multidisciplinary, interdisciplinary and transdisciplinary connections among subjects

SAMPLE TOPICS FOR INTEGRATION: War, water, homelessness, food waste in the cafeteria, traffic patterns in a school, sustainability, patterns, change, conflict, trace origin of everyday item (Coffee, chocolate etc.), medieval fair.

Finnish requirement that students do a phenomenon-based learning unit each year based around transversal competencies (21st century)

Project-based learning examples

Students present their work to an authentic audience

Finding themes for integration (look out your window!)

Project-based learning on Edutopia

Buck Institute and Project-based learning

Benefits of integration: more fun, students are engaged, fewer behaviour problems, social and emotional development, wellbeing, relevance, focus on whole person. Teachers who collaborate are more energised and creative

OECD Report: Curriculum Overload: A Way Forward.

Student achievement and integrated curricula

Obstacles to integration: textbooks, timetabling, subject-specific responsibilities,

Origin of Integrated teaching and its relation to constructivism which is relevant, interactive, real-world, choice, inquiry-based.

The Eight Year Study with Ralph Tyler, Hilda Taba and others. It was written up by Aikin.

Balancing integration and disciplinary integrity

Cross-curricular and teaching to the big ideas compared to integrated curriculum

Explanation of their curriculum framework: KDB: Know, Do, Be

Twenty-first century competencies: Communication (reading, writing, oral communication, listening, media literacy), critical thinking, creative thinking, collaboration, global competency, design thinking, digital skills, data literacy, financial literacy.

How they conduct research on integrated curriculum

Gordon Vars and research on integrated curriculum.

Bluewater study

What happened when standards/accountability model arrived in schools in the 1990s.

How the pandemic has impacted on assessment

Assessment and integration.

Benefits of students seeing the value of their work in the wider world (having an audience outside the classroom).

Finding out more about integrated curriculum and its history.

John Dewey and William Heard Kilpatrick and The Project Method.

James Beane.

Twenty-first century life skills

High Tech High

Getting started with integration : Genius Hour. More here.

Student-led teaching

How integrated curriculum is for students of all ages.

Inside the Black Box by Paul Black and Dylan William

In addition, Susan and Joanne compiled a list of resources with additional information about curriculum integration:

Drake, S. M. & Reid, J. L. (2020). How education can shape a new story in a post-pandemic world. Brock Education, 29(2), 6-12

Drake, S. M. & Reid, J. L. (2020). 21 st Century competencies in light of the history of integrated curriculum. In "Rethinking what has been rethought consistently over the millennia: A global perspective on the future of education". Frontiers in Education Journal, 5(122),1-10. https://doi.org/10.3389/feduc.2020.00122

Drake, S.M. & Reid, J.L. (in press). Integrated curriculum In J. Flinders & P, Hiebowitsh (Eds.) Routledge Encyclopedia of Education. New York: Routledge

Drake, S.M. & Reid, J. L. (2018). Integrated curriculum as an effective way to teach 21 st Century capabilities. Asia Pacific Journal of Educational Research, 1(1), https://doi.org/10.0000/APJER.2018.1.1.031

Drake, S.M. & Reid, J. L. (2018).Integrated curriculum for the 21st Century. In J. Miller, M. Binder, S. Crowell, K. Nigh and B. Novak (Eds). International handbook in holistic education (pp.118-128) New York: Routledge.

Drake, S.M. & Reid, J. L. (2017). Interdisciplinary assessment in the 21 st Century.

file:///Users/sdrake/Desktop/IEJEE_57fa80bd928bb_last_article_57fa813187fad.pdfIn Steve Pec (Ed). Scholarship of teaching and learning Part 3 (pp. 1-8) Stuyvesant Falls, NY: Rapid Intellect Group. http://www.rapidintellect.com/AE/ec5771v14.pdf

Savage, M. & Drake, S. (2016). Living transdisciplinarity: Teachers' experiences with the International Baccalaurete Primary years Programme. International Electronic Journal of Elementary Education. (19), 1-19,file:///Users/sdrake/Desktop/IEJEE_57fa80bd928bb_last_article_57fa813187fad.pdf

Drake, S.M. & Savage, M. (2016). Negotiating accountability and integrated curriculum in a global context. International Journal of Learning, Teaching, and Educational Research, 15, 6. http://www.ijlter.org/index.php/ijlter/article/view/639

Drake, S.M. (2015). Designing across the curriculum for "sustainable well-being": A 21 st Century approach. In F. Deer, T. Falkenberg, B. McMillan & L. Simms (Eds.). Sustainable Well-Being: Concepts, Issues, and Educational Practice (pp. 57-77). Winnipeg, MB: EWSB Press. http://www.eswb-press.org/uploads/1/2/8/9/12899389/sustainable_well-being_2014.pdf.

Drake. S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving curriculum and classroom assessment Engaging students for the 21st century. Don Mills, ON: Oxford University Press.

Drake S & Burns R. (2004). Meeting standards with integrated curriculum. Alexandria, VA:ASCD. Susan says "it is the easiest "how to" book" and Joanne agrees. It is almost like a manual. Very good even if it seems old now.
Project-based learning - sites for ideas https://www.pblworks.org/what-is-pbl https://www.prodigygame.com/main-en/blog/project-based-learning/ https://www.edutopia.org/project-based-learning
https://iearn.org (collaborative international projects)

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Inside Education - a podcast for educators interested in teaching

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Presented and produced by Seán Delaney. In this episode I speak to two experts on curriculum integration from Brock University in Ontario, Canada, Professor Susan Drake and Dr. Joanne Reid.

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This resource is a series of podcasts from Taylor and Francis and is not specifically aimed at action researchers. However it does contain some interesting tips on writing papers and getting published.

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From driving public engagement in research to making the most of academic mentoring, there's something for everyone in our 15-minute podcast series. Created with Vitae, the international program which champions professional development for researchers, we offer practical tips and insights for researchers looking to develop their career.

Listen to the current episodes below or subscribe on iTunes.

LATEST

How should you approach writing your first research article? Once you've pressed submit, what happens next? What practical steps can you take to maximize the impact of your research?

Catherine Harper, Editor of Textile: Cloth and Culture, David Bogle from University College London and others share insights and advice.

Listen to the podcast here.

What is impostor syndrome? Why is it a hotly discussed topic in academia? What steps can you take to overcome it?

Starring interviews with David Uribe from European University Association and PhD researcher, Lilia Mantai.

Listen to the podcast here.

What can researchers gain from being mentored? What are the different mentoring opportunities out there?

Interviewees include Dr Uzma Asghar from the Institute of Cancer Research, Andy Nobes from AuthorAid and Maryanne Dever, joint Editor-in-Chief of Australian Feminist Studies.

Download the podcast here.

What do researchers go on to do after their PhD? What are the different career paths available? What are the transferable skills you develop as a researcher?

We spoke to careers consultant Kate Murray from Kings College London to hear her advice, and also previous PhD students working outside of academia to get a taster of some of the different career paths researchers take.

Download the podcast here.

What does 'public engagement' mean? What can researchers gain from encouraging people outside of academia to read their work? And where should you begin?

We hear from Lucy Robinson, Citizen Science Manager at The Natural History Museum, as well as PhD students explaining their thesis in three minutes as part of the Three Minute Thesis competition.

Download the podcast here.

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15 minutes to develop your research career

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From driving public engagement in research to making the most of academic mentoring, there's something for everyone in our 15-minute podcast series. Created with Vitae , the international program which champions professional development for researchers, we offer practical tips and insights for researchers looking to develop their career.

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The Palgrave International Handbook of Action ResearchEditors: ROWELL, L., Bruce, C., Shosh, J.M., Riel, M. (Eds.)

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The Palgrave International Handbook of Action ResearchEditors: ROWELL, L., Bruce, C., Shosh, J.M., Riel, M. (Eds.)

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The Palgrave International Handbook of Action Research offers a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research.
http://www.palgrave.com/fr/book/9781137441089

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A short video clip outlining the power and potential of self-study action research.

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What's so great about self-study action research?

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A look at what makes self-study action research so relevant to practitioner researchers

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The Educational Journal of Living Theories (EJOLTS) is committed to publishing living-educational-theory (often shortened to living-theory) accounts of practitioner-researchers from a wide range of global, social, cultural and professional context.
http://ejolts.net/current

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Action Research in Education by Mary McAteer

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Action Research in Education by Mary McAteer

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This hands-on and user-friendly book uses illustrative case studies to demonstrate and explore the potential for change in real social situations. This book seeks to assert the academic integrity of action research and to de-mystify the process.
Each chapter includes:
- a 'how to' section based on concrete examples and dilemmas
- commentary that relates examples to the broader field
- a discussion of the underlying theoretical approach
- discussion and exploration of quality issues
- discussion of ethical and pragmatic decision-making
The mix of theoretical grounding and focus on real issues will be of benefit to Master's level or advanced undergraduate students on Education and Research Methods courses or those undertaking Action Research as part of professional development activities.

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Introduction to Critical Reflection and Action for Teacher Researchers by Bernie Sullivan, Máirín Glenn, Mary Roche, Caitriona McDonagh

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Introduction to Critical Reflection and Action for Teacher Researchers by Bernie Sullivan, Máirín Glenn, Mary Roche, Caitriona McDonagh

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Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and can write about practitioner research, some need guidance and assistance to reflect meaningfully on their teaching practice so as to articulate their educational values. This book provides this guidance.

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Introduction to Critical Reflection and Action for Teacher Researchers (Paperback) - Routledge

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Introduction to Critical Reflection and Action for Teacher Researchers provides crucial direction for educators looking to improve their teaching and maximise learning. While many students can grasp the basic elements of researching their practice and...

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https://www.facebook.com/groups/708019069302386/
The above is the PhD OWLS - Older Wise Learners - group set up by Fiona Tito Wheatland. It's a closed group so you need to ask to join but a great source of ideas and support.
https://thesiswhisperer.com/
This is a blog run by Australian academic Inger Mewburn. Again, a great source of ideas and support.
https://www.youtube.com/user/TaraBrabazon
Link to Tara Brabazon's YouTube offerings - broad and helpful. Tara is another Australian academic.
Posted by Pip (obvious skewing to Down Under here!)

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Alan Feldman's powerpoint sequence, "Developing Trust in Action Research". Delivered at pre-conference workshop, CARN, Lincoln, 10 November 2016 and shared with permission.

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Alan Feldman's powerpoint sequence, "Developing Trust in Action Research". Delivered at pre-conference workshop, CARN, Lincoln, 10 November 2016 and shared with permission.

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Action Research for Professional Development: Concise advice for new action researchers. By Jean McNiff

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Action Research for Professional Development: Concise advice for new action researchers. By Jean McNiff

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This booklet does exactly what it says on the label: it offers concise advice for new (and more experienced) action researchers. It is very accessible and is a free download at http://www.waikato.ac.nz/tdu/pdf/booklets/24_AR.pdf

Added by Máirín Glenn

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Let Your Life Speak: listening for voice of vocation. Parker J. Palmer

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Let Your Life Speak: listening for voice of vocation. Parker J. Palmer

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In this short book of six chapters and 116 pages, Palmer encourages readers to investigate what path they should be following. ‘Our deepest calling is to grow into our own authentic selfhood, whether or not it conforms to some image of who we OUGHT to be’ (16). Instead of looking to others for guidance about the direction we should take in life, we should investigate who we are, and what our bodies, minds and spirits are suggesting should be our path.
Palmer discusses how working in an educational institution disturbed him so much, because his values were being denied, that he became severely depressed and left. After a long recovery he now works in education still, but outside of formal institutions. He advises readers to become aware of how to 'live by our own best lights' and to recognise gifts that we may be unaware of.

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Enhancing Practice through Classroom Research: a teacher's guide to professional development

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Enhancing Practice through Classroom Research: a teacher's guide to professional development

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This is the book that Caitriona, Bernie, Mairin and I co-authored.  Because we each have many years of teaching experience in a variety of contexts, urban and rural, co-ed and single sex, disadvantaged and mainstream, we feel it offers a step-by-step guide to teachers who want to improve what they do by researching their own classroom practice. We included questions for reflection and we illustrated the book throughout with case studies and vignettes from our own experiences of undertaking classroom research.

added by MRoche

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The Critical Pedagogy Reader Edited by Antonia Darder et al

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The Critical Pedagogy Reader Edited by Antonia Darder et al

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The blurb describes it as 'An elegant presentation of theory melded with a powerful examination of practice ...truly what Paulo Freire meant by praxis'. This book is probably one of the most well thumbed books I have. It has been superseded by a more up-to-date 2nd edition but it is still an invaluable resource for anyone  trying to provide a rationale for critical practice.

added by MRoche

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Teachers Caught in the Action: Professional Development That Matters By Ann Liberman and Lynn Miller

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Teachers Caught in the Action: Professional Development That Matters By Ann Liberman and Lynn Miller

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The authors ask: What is the purpose of staff development? What ends does it seek? and then they go to people like Maxine Greene, Carl Glickman, Derrick Aldridge, Judith Warren Little, Marilyn Cochran-Smith and Susan Lytle for some answers. There are accounts by academics about teachers researching and accounts from novice teachers also. Interesting read. Good book for browsing.

added by MRoche

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Researching Your Own Practice: The Discipline of Noticing by John Mason

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Researching Your Own Practice: The Discipline of Noticing by John Mason

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The fundamental hypothesis of Mason's book (pub 2002) is that change is not something that you do to other people, but something you do to yourself, following the maxim 'I cannot change others, but I can work at changing myself'. He goes on then to give detailed accounts of why and how this might be achieved. A curate's egg but an interesting read

added by MRoche

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Fromm's thesis is that two modes of existence struggle for the spirit of humankind: the having mode, which concentrates on material possessions, power, and aggression, and is the basis of the universal evils of greed, envy, and violence; and the being mode, which is based on love, the pleasure of sharing, and in productive activity. Fromm's thesis provided one of the conceptual frameworks for my PhD work

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Action Research: The Challenges of Understanding and Changing Practice by Andrew Townsend

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Action Research: The Challenges of Understanding and Changing Practice by Andrew Townsend

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In the abstract for an article uploaded to http://www.academia.edu/966212/Why_write_about_action_research

Andrew Townsend writes:

'The conduct of action research, unlike other models of research, is more to do with achieving principled change than in producing and publishing knowledge, as Kurt Lewin said in support of action research “research that produces nothing but books will not suffice” (Lewin, 1946: 35)'. He goes on to make a strong case for writing and publishing from action research. This book, published in 2013, is a good example. (NOTE: I am not completely objective here: I like the book partly because he refers to my work in pp42-43.)

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Improving Teacher Education Practices through Self-Study by John Loughran and Tom Russell

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Improving Teacher Education Practices through Self-Study by John Loughran and Tom Russell

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"..the self is the focal point for studying the intersection of theory and practice" (p9). This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching. It has some interesting viewpoints from up close and personal to more broader perspectives. Worth a read.

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Action Research for Teachers by Jean McNiff

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Action Research for Teachers by Jean McNiff

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This book encourages teachers to adopt an investigative attitude to their educational practice so as to try to improve and evaluate what they do in their day-to-day school lives. Assuming no prior knowledge of research methods and techniques, the book is appropriate for teachers  undergoing professional development who need to enhance their formal reflection skills. It explains of what action research is and invites teachers to try out educational research for themselves.

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Here's something I stumbled upon via Twitter last week. It is quite thought-provoking. It reminds me of Bourdieu's and Passeron's work, and that of Kathleen Lynch and Sheelagh Drudy.

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A short story about privilege. By Toby Morris.

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How I came to develop a living theory approach

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How I came to develop a living theory approach

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This is one of a series of videoclips that Jack Whitehead made to explain his ideas. Jack explains how he discovered that his practice was grounded in a living contradiction ...and how this led him to develop a living theory of his practice.

This is a great clip: but the whole interview is worth watching - again and again

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How did you develop your living theory approach? Jack Whitehead interviewed.

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The ethical dimension of teaching: the question of having values. "Name the reasons you are becoming a teacher... Articulate your values... Don't let your teaching life make a mockery of your teaching values. Let your teaching values guide your teaching life..."

I LOVE this clip.

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Becoming a Critically Reflective Teacher by Stephen Brookfield

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Becoming a Critically Reflective Teacher by Stephen Brookfield

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An oldie but still a goodie. Brookfield makes a great case for critical reflection in teaching. He provides a model for doing so - his 4 lenses model - and he explains how we have to critically hunt and examine our assumptions, the everyday taken-for-granted explanations we have, of how the world works. Many good teachers feel that the integrity of their intentions guarantees the purity of their actions but, as Whitehead (1989) says, we are often 'living contradictions'. Brookfield has a very accessible writing style too.

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John P. Miller

I really like this book because it highlighted for me the importance of connection in teaching and learning. 'Holistic education is concerned with connections in human experience - connections between mind and body, between linear thinking and intuitive ways of knowing, between individual and community, and between the personal self and the transpersonal self'.

Máirín Glenn

http://amzn.to/1FXQFuY

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Talking Shop: Authentic Conversation and Teacher Learning by Christopher M Clark

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Talking Shop: Authentic Conversation and Teacher Learning by Christopher M Clark

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In her review of this book Adger (2002) says that 'Teacher talk is not the icing on the cake - it IS the cake' 'Talking Shop' is a set of stories about how 'ordinary talk' among teachers can become a powerful medium for teacher learning and professional development. 'Authentic conversation is about making sense of, and articulating, our own experiences, implicit theories, hopes and fears in the intellectual and emotional company of others whom we trust...(p 177)  The chapter authors use the teachers' own words to document their learning and describe the ways in which readers could begin their own sustainable teacher conversation group, both with experienced teachers and with teacher education students.

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This book doesn't make sens, cens, sns, seens, sense: Living and Learning with yslexia by Jean Augur

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This book doesn't make sens, cens, sns, seens, sense: Living and Learning with yslexia by Jean Augur

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Jean's experience of raising a family of three dyslexic sons was the inspiration for her career in special education. In this book she candidly reveals what that experience was like - for her as a parent and former teacher, and for her 3 bright boys who suffered by being thought stupid and lazy. I enjoyed reading this book and I learned a great deal. It also made me feel very angry and very moved.  'This book doesn't make sens, cens, sns, seens, sense (1981) - is full of sense.

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"Teacher" was first published in 1963. Sylvia Ashton-Warner, spent many years teaching Maori children, and found that many of her Maori students, who were taught according to British methods, were not learning to read.  Aston-Warner devised a method whereby written words became prized possession for her students. Today her findings are strikingly relevant to the teaching of socially disadvantaged and non-English-speaking students. It is a riveting read but has had many critics. Make up your own mind: http://nzetc.victoria.ac.nz/tm/scholarly/tei-Whi071Kota-t1-g1-t12.html

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An Experiment in Education by Sybil Marshall

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An Experiment in Education by Sybil Marshall

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This book was one of the most inspiring books about teaching I have ever read. Sybil Marshall discovered - after months of trial and error in teaching - that the key to engaging the children's imagination and getting them to concentrate was to harness their natural creativity.  Her ideas, which she described as "symphonic method", were unconventional at the time; but they worked, and the school soon made a name for itself. For more about Sybil see http://www.telegraph.co.uk/news/obituaries/1499751/Sybil-Marshall.html

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