VOLUME ONE: HISTORICAL PERSPECTIVES IN ACTION RESEARCH IN SCHOOLS: FROM CURRICULUM DEVELOPMENT TO ENHANCING TEACHER PROFESSIONAL LEARNING Why Action Research? - Mary Brydon-Miller, Davydd Greenwood and Patricia Maguire Mapping the Field of Practitioner Research, Inquiry and Professional Learning - Anne Campbell and Olwen McNamara Relationships of Knowledge and Practice: Teacher learning in communities - Marilyn Cochran-Smith and Susan Lytle Democracy and Education - John Dewey The Teacher Research Movement: A decade later - Marilyn Cochran-Smith and Susan Lytle What is Evidence-Based Education? - Philip Davies Making Evidence-Based Practice Educational - John Elliott Building Educational Theory through Action Research - John Elliott People′s Spaces in Global Processes: The response of the local - Orlando Fals Borda Connecting Action Research to Genuine Teacher Development - Jennifer Gore and Ken Zeichner The Knowledge Creating School - David Hargreaves The Use of Research to Improve Practice: A systematic review of the literature - Jane Hemsley-Brown and Caroline Sharp Between a Rock and a (Very) Hard Place: The ambiguous promise of action research in the context of state mandated teacher professional development - Mary-Lee and George Richardson Action Research and Minority Problems - Kurt Lewin Constructing a Territory for Professional Practice Research: Some introductory considerations - Ian Macpherson, Ross Brooker, Tania Aspland and Eve Cuskelly Professional, Personal and Political Dimensions of Action Research - Susan Noffke Action Research in Education: Addressing gaps in ethical principles and practices - Amanda Nolen and Jim Vander Putten Explorations in Teaching and Learning: A biographical narrative and some enduring issues - Andrew Pollard Action Research in Singapore Education: Constraints and sustainability - Hairon Salleh Research as a Basis for Teaching - Lawrence Stenhouse What Counts as Research? - Lawrence Stenhouse Practitioner Research - Ken Zeichner and Susan Noffke Accumulating Knowledge Across Self-Studies in Teacher Education - Ken Zeichner VOLUME TWO: DISTINCTIVE METHODOLOGIES EMPLOYED IN ACTION RESEARCH IN SCHOOLS The New Paradigm Wars: Is there room for rigorous practitioner knowledge in schools and universities? - Gary Anderson and Kathryn Herr Educational Research: The hardest science of all - David Berliner Guidelines for Quality in Autobiographical Forms of Self-Study Research - Robert Bullough, Jr and Stefinee Pinnegar Action Research as Critical Educational Science - Wilfred Carr and Stephen Kemmis Teacher Development Partnership Research: A focus on methods and issues - Ardra Cole and J. Gary Knowles Stories of Experience and Narrative Inquiry - F. Michael Connelly and D. Jean Clandinin Validity and Quality in Self-Study - Allan Feldman Linking Practice-Sensitive Researchers to Research-Sensitive Practitioners - Bernard Gifford and Nina Gabelko Action Research: A contradiction in terms - Martyn Hammersley Participatory Action Research: Communicative action and the public sphere - Stephen Kemmis and Robin McTaggart Participatory Teacher Development At Schools: Processes and issues - Mary Koutselini How Should Research Contribute to Instructional Improvement? The case of lesson study - Catherine Lewis, Rebecca Parry and Aki Murata Action Research - Susan Noffke and Bridget Somekh Comments on Bulterman-Bos: Research relevancy or research for change? - Susan Noffke Generalisation: The linchpin of evidence-based practice - Jill Robinson and Nigel Norris Expressions of Excellence and the Assessment of Applied and Practice Based Research - Alis Oancea and John Furlong From Technical Rationality to Reflection-in-Action - Donald Schön Teachers′ Work and the Politics of Reflection - John Smyth VOLUME THREE: KEY EXAMPLES OF ACTION RESEARCH IN SCHOOLS WITHIN INTERNATIONAL SETTINGS Professional Learning that Makes a Difference: Successful strategies implemented by priority action schools in New South Wales - Beveridge, Susan Groundwater-Smith, Stephen Kemmis and Dianne Wasson Action Research in Practice: Critical literacy in an urban grade 3 classroom - Karyn Cooper and Robert White Inquiring Minds Want To Know: Action research at a New York City professional development school - Margaret Crocco, Bayard Faithfull and Sherry Schwartz Supporting Professional Learning through Action Research: Three case studies - John Elliott Transformative Approaches to Student Voice: Theoretical underpinnings, recalcitrant realities - Michael Fielding Final Report of Evaluative Inquiry into the Sustainability of Professional Learning Through School-based Action Learning Sydney and Wollongong Universities for AGQTP NSW - April 2005 2 Executive Summary and Case Study - Garry Hoban, Tony Herrington, Lisa Kervin, Robyn Ewing, Judy Anderson and David Smith Learning to Learn with Parents: Lessons from two research projects - Elaine Hall, Kate Wall, Steve Higgins, Linda Stephens, Irene Pooley and John Welham Learning How to Learn in Classrooms, Schools and Networks: Aims, designs analysis - Mary James, Paul Black, Robert McCormick, David Pedder and Dylan Wiliam Activities Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students′ Math and Writing Outcomes - Stephanie Knight, Donna Wiseman and Donna Cooner Just Showing Up: Supporting early literacy through teachers′ professional communities - Gloria Ladson-Billings and Mary Louise Gomez Looking at Student Work for Teacher Learning, Teacher Community and School Reform - Judith Warren Little, Maryl Gearhart, Marnie Curry and Judith Kafka Race, Narrative Inquiry and Self-Study in Curriculum and Teacher Education - H. Richard Milner The UK′s Teaching and Learning Research Programme: Findings and significance - Andrew Pollard Developing a Pedagogy of Opportunity for Students and Their Teachers: Navigations and negotiations in insider action research - Sharon Ravitch and Kathleen Wirth Enabling Students to Participate In School Improvement through a Students as Researchers Programme - Amanda Roberts and Judith Nash Participant Knowledge and the Meeting of Practitioner and Researcher - Karin Rönnerman Learning and Teaching Participation through Action Research: Experiences from an innovative masters programme - Peter Taylor and Jethro Pettit Teachers in Action Research: Assumptions and potentials - Yuen-Ling Li Listening to Teachers - Listening to Students: Substantive conversations about resistance, empowerment and engagement - David Zyngier