Forschungsliteratur für internationalen wissenschaftlichen Austausch, Liste von Dr. David Parker und Dr. Thomas Stöckli

An dieser Stelle finden Sie Literaturhinweise für eine vertiefende Auseinandersetzung mit den Forschungsbereichen des Instituts. Damit möchte das Institut Sie in Ihrem Forschungsvorhaben unterstützen sowie einen Überblick darüber geben, welche Literatur der Arbeit des Instituts zugrunde liegt.

This is written as a practical guide for serving teachers seeking sound ways to investigate their own practice and it can be useful for whole schools wishing to embark upon evidence-based audits and improvement projects. It has detailed but easily accessible chapters on ways of collecting, analysing and reporting data, and some interesting case studies.

A Teacher's Guide to Classroom Research

David Hopkins

Open University Press 2009

ISBN 978-0-335-22174-5

This is particularly useful for newly qualified teachers or as an introduction to classroom-based research. It is a collection of chapters written by experienced practitioners, and some are more readable than others. Some chapters explore the purpose of school-based research, some discuss the impact of effective teaching on children and ways to collect and analyse relevant data, and some offer advice on ways of sharing research with others.

Doing Classroom Research: A step by step Guide for Student Teachers

Sally Elton-Chalcraft, Alice Hansen and Samantha Twiselton (eds)

Open University Press 2008

ISBN 978-0-335-22876-8

This book is valuable for those seeking out the demands of study at Masters level, and it could act as a general handbook about the requirements of academic programmes at this level although it cannot be a substitute for individual programme handbooks. There are useful chapters on critically reflective reading and writing, methodologies, and essay writing and several case studies on classroom research, curriculum development and portfolio assessment.

Masters Level Study in Education

Neil Denby, Helen Swift, Jayne Price and Jonathan Glazzard

Open University Press 2008

ISBN 978-0-335-23414-1

This is the second and improved edition of a standard work on action research. It includes new or rewritten chapters on methodologies, case studies and support for teacher-researchers. There is a useful component on theorising action research, and it place in the spectrum of research theories. McNiff argues strongly on the value of teachers researching their practice in a targeted way, and the significant contribution to enhanced formal and informal learning their research can make.

Action Research: Priniciples and Practice

Jack Whitehead and Jean McNiff

Routledge 2001

ISBN 978-04-152-1994-5

This book assumes no prior knowledge in its readers, and therefore its value lies as an introduction to teachers wishing to become better informed reflective practitioners. In easily accessible chapters it explains what action research is, what it entails and how it can be used to improve personal and whole school practice. There are some interesting case studies showing how teachers have used action research effectively.

Action Research for Teachers: A Practical Guide

Jean McNiff

David Fulton 2005

ISBN 978-18-431-232-17

This book is essentially for institutional managers. It works on the assumption that managers need as much knowledge about their institution as possible to help it grow, and asserts that action research is the most effective tool for this type of organisational data collection and analysis. Alongside an examination of action research principles, the book usefully explores the place of management and organisational theory within a contextual framework, and has some interesting case studies.

Action Research in Organisations

Jean McNiff, with Jack Whitehead

Routledge 2000

ISBN 978-04-152-201-25

‘Noticing’ is used by the author to highlight the need by everyone working in the caring professions to be aware of what is going on around them, and fundamentally to identify accurately what other colleagues, pupils, patients and clients are experiencing. His book argues that practitioners should become more methodical in this aspect of their work, and ideally turn themselves into work-place researchers in order to gather and use effectively the data needed to improve those experiences. Mason sees ‘noticing’ as a research paradigm in its own right.

Researching Your Own Practice: The Discipline of Noticing

John Mason

Routledge 2001

ISBN 978-04-152-486-24

This discusses many of the issues and dilemmas facing action researchers in educational and social care settings. It identifies the tensions facing researchers and the communities they are researching from the initial agenda setting right through to publishing the results. Its values lies in the detailed examination of ethical questions from the perspectives of all parties – academic researchers, practitioner researchers, pupils and students, other professionals involved with institutions and their personnel, parents and guardians, managers and leaders. The book offers case studies and practical advice to action researchers.

An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research

Anne Campbell and Susan Groundwater-Smith

Routledge 2007

ISBN 978-04-154-308-83

This book is useful for its emphasis on action research as an effective tool in challenging discriminatory and exclusionary practices in education and bringing about positive change in attitudes and policies. It highlights the importance of collaboration in this type of research and the positive use of its findings. Written by a team of researchers, the chapters vary in accessibility but they cover a wide range of examples. These include research into discrimination and exclusion practices against minority ethnic groups and refugees, gay students, and children with special needs and especially those with challenging behaviour.

Action Research for Inclusive Education: Changing Places, Changing Practices, Changing Minds

Felicity Armstrong and Michele Moore (eds)

Routledge 2004

ISBN 978-04-153-180-20

Although quite old, this book still has its uses. It is a collection of case studies showing the wide applicability of action research in working contexts and also the wide variety of issues and implications it raises in those contexts. There is a strong social justice dimension in all the arguments supporting action research. The case studies cover the involvement of parents in decision making, gender equality, staff development planning, students as action researchers, and improving assessment.

Action Research in Practice: Partnerships for Social Justice

Bill Atweh, Stephen Kemmis and Patricia Weeks

Routledge 1998

ISBN 978-04-151-715-19

This book encourages practitioner researchers to consider using innovative methods and reporting formats – although they are not so innovative eight years after the book’s publication. However it provides useful chapters on visualisation, conversation and fictional writing. It notes, too, the challenges higher education accredited programmes present to researchers wanting to utilise approaches outside the customary fields.

Doing Practitioner Research Differently

Marion Dadds and Susan Hart

Routledge 2001

ISBN 978-04-152-375-81

This is the second and substantially revised edition of a useful book which does what its title says. Basically it is a core text book for educational researchers generally, and combines chapters on theoretical issues with those offering practical advice. There are detailed chapters on self-reflection, reviewing literature, interviewing, observation, data analysis, and communicating findings. Case studies show how theory and practice can usefully blend together. The new chapter on ethics is informative.

Qualitative Research in Education: A User's Guide

Marilyn Lichtman

Sage 2009

ISBN 978-14-129-705-25

This is an easily accessible and wide-ranging book which explains the main methods of data collection and analysis used in education and social science. It is not limited to action research but it does show differences and similarities in the various methodologies prevalent in these fields. Overlap is surprisingly common, and many old antipathies are superannuated. The chapters are sequenced in approximately the order most students would undertake a research project. The key ones are deciding a topic, deciding approaches, doing a literature review, considering ethics, the right tools for data collection, how to analyse, and writing up.

How to do Your Research Project: A Guide for Students in Education and Applied Social Sciences

Gary Thomas

Sage 2009

ISBN 978-18-478-744-36

A new book, this discusses what an action research report should look like in three contexts – non-accredited projects, for a Masters dissertation, and for a Doctoral thesis. A final section examines how these reports should influence policy and practice. Although interesting and thought-provoking, the book is general and cannot override the academic requirements of any particular university programme.

Doing and Writing Action Research

Jean McNiff and Jack Whitehead

Sage 2009

ISBN 978-18-478-717-56

This useful book is specifically about youth-orientated research. Early chapters highlight the methodological and contextual issues surrounding the design of youth research projects, and these include important questions of ethics, contexts and the active participation of young people themselves. Later chapters discuss particular methods, including surveying, interviewing, ethnography, visual methods, and the use of the internet. Case studies are included.

Researching Young People's Lives

Sue Heath, Rachel Brooks, Elizabeth Cleaver and Eleanor Ireland

Sage 2009

ISBN 978-14-129-105-69

Although obviously American in style, chapters in this comprehensive guide usefully examine key terms and concepts, reflective writing and reflective interviews, data collection and analysis, and action planning. There is a chapter on team reflection which highlights the fact that action research often involves a number of colleagues as participants to a greater or lesser degree.

The Action Research Guidebook: A Four-Step Process for Educators and School Teams

Richard Sagor

Corwin Press 2004

ISBN 0-7619-3895-8

In a useful and easily accessible general handbook, Wellington has chapters or sections on interviews, case studies, document research, and data analysis and presentation. He also discusses the advantages and problems associated with practitioner research, notably the potential value and pitfalls of research undertaken by institutional ‘insiders’. There is a useful discussion of various research methodologies and a model of research planning.

Educational Research: Contemporary Issues and Practical Approaches

Jerry Wellington

Continuum 2000

ISBN 0-8264-4971-9