<< Chapter < Page | Chapter >> Page > |
References
Bradbury, H.,&Reason, P. (2001). Conclusion: Broadening the bandwidth of validity: Issues and choice-points for improving the quality of action research. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 447-456). Thousand Oaks, CA: Sage.
Brown, K. M. (2006a, Summer). A transformative andragogy for principal preparation programs. UCEA Review, XLV(2), 1-5.
Brown, K. M (2006b). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42 (5), 700-745.
Burns, J. M. (1978). Leadership. New York: Harper&Row.
Cervero, R. M.,&Wilson, A. L. (2006). Working the planning table: Negotiating democratically for adult, continuing, and workplace education. San Francisco: Jossey-Bass.
Chisholm, R. F. (2001). Action research to develop an interorganizational network. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 324-332). Thousand Oaks, CA: Sage.
Coghlan, D.,&Brannick, T. (2005). Doing action research in your own organization (2nd Ed.). Thousand Oaks, CA: Sage.
Donaldson, J. F.,&Scribner, J. P. (2003). Instructional cohorts and learning: Ironic uses of a social system. Journal of School Leadership, 13(6), 644-665.
Firestone, W. A.,&Riehl, C. (Eds.) (2005). Introduction. In W. Firestone and C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 1-11). New York: Teachers College Press.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.
Furman, G. (2002). Toward a practice of school community. In G. Furman, (Ed.), School as community pp. 277-290). Albany, NY: State University of New York Press.
Greenwood, D. J.,&Levin, M. (2007). Introduction to action research: Social research for social change (2nd. ed.). Thousand Oaks, CA: Sage.
Grogan, M. (2005, Winter). Ethical imperatives for educational leadership: Fifty years beyond Brown. UCEA Review XLV(1), 4-9.
Herr, K.,&Anderson, G. L. (2005). The action research dissertation: A guide for students and faculty. Thousand Oaks, CA: Sage.
Johnson, A. P. (2005). A short guide to action research (2nd ed.). Boston: Allyn&Bacon.
Kemmis, S. (Ed.). (1982). The action research reader. Geelong, Vic.: Deakin University Press.
Kemmis, S.,&McTaggart, R. (1987). The action research planner. Geelong, Vic.: Deakin University Press.
Kowalski, T. J. (2006). The school superintendent: Theory, practice, and cases (2nd Ed.). Thousand Oaks, CA: Sage.
Levin, H. M. (2006). Can research improve educational leadership? Educational Researcher, 35(8), 38-43.
Levine, A. (2005). Educating school leaders. Washington, DC: The Education Schools Project.
Marshall, J. (2001). Self-reflective inquiry practices. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 433-439). Thousand Oaks, CA: Sage.
McCutcheon, G.,&Jung, B. (1990). Alternative perspectives on action research. Theory Into Practice, 29(3), 144-151.
McKernan, J. (1988). The countenance of curriculum action research: Traditional, collaborative, and emancipatory-critical conceptions. Journal of Curriculum and Supervision, 3(3), 173-200.
McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly 11(3), 168-187.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1997, Summer). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education 74, 5-12.
Mills, G. E. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Parsons, R. D.,&Brown, K. S. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomson Learning.
Reason, P.,&Bradbury, H. (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 1-14). Thousand Oaks, CA: Sage.
Reyes, P.,&Wagstaff, L. (2005). How does leadership promote successful teaching and learning for diverse students? In W. Firestone and C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 81-100). New York: Teachers College Press.
Riordan, P. (1995). The philosophy of action science. Journal of Managerial Psychology, 10(6), 6-13.
Rittel, H. W. J.,&Webber, M. W. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4, 155-169.
Robinson, V. (1993). Problem-based methodology: Research for the improvement of practice. Oxford: Pergamon.
Starratt, R. J. (1994). Building an ethical school: A practical response to the moral crisis in schools. Washington D.C.: Falmer.
Senge, P.,&Scharmer, O. (2001). Community action research: Learning as a community of practitioners, consultants and researchers. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 238-249). Thousand Oaks, CA: Sage.
Schein, E. (2001). Clinical inquiry/research. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 228-237). Thousand Oaks, CA: Sage.
Scribner, J. P.,&Donaldson, J. F. (2001). The dynamics of group learning in a cohort: From non-learning to transformative learning. Educational Administration Quarterly, 37(5), 605-636.
Torbert, W. R. (2001), The practice of action inquiry. In P. Reason&H. Bradbury (Eds.), Handbook of action research (pp. 250-260). Thousand Oaks, CA: Sage.
Wenglinsky, H. (2004, December). From practice to praxis: Books about the new principal preparation. Educational Researcher, 33(9), 33-37.
Zerhouni, E. A. (2005). Translational and clinical science: Time for a new vision. New England Journal of Medicine, 353(15), 1621-1623.
Notification Switch
Would you like to follow the 'The handbook of doctoral programs: issues and challenges' conversation and receive update notifications?