Sage Publications Teacher Action Research: Building Knowledge Democracies

Action Research: Building Knowledge Democracies is designed to serve as a primary textbook for graduate level courses in action research. What sets it apart from other texts is its emphasis on action research as a vehicle through which schools can build knowledge democracies. This text goes beyond the "how to" of action research to examine the "why"―the historical origins, the rationale behind practice-based research, the related theoretical and philosophical perspectives, and the major paradigms of action research. A discussion of collaborative action research and action research as professional development along with a presentation of research methods and case studies demonstrates how action research can contribute to the creation of schools as centers of democratic inquiry. Review “I have never seen a book on this topic with such intellectual depth. It is a great book to provoke thought, reflection, and discussion in an action research class. I see this having a huge impact on the discipline, with ‘knowledge democracy’ becoming a catchphrase around which dissertations, conferences, grants, and public policies are built.” -- Lynne Masel Walters “Its greatest strength is that it is very different from other texts on action research. I believe that it could impact the ways ‘the academy’ views the place of action research in RESEARCH. Dissertations and publications counted in things such as tenure and promotion could move toward action research and be legitimized. I believe the author’s arguments and rationales are that compelling―kudos!” -- Cathy Mogharreban "This is a wonderful book with deep insight into the relationship between teachers′ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." -- Kejing Liu Published On: 2009-01-22 About the Author Gerald Pine is currently a Professor in the Lynch School of Education at Boston College, where he previously served as the school′s Dean. He received his Ed.D. from Boston University and his areas of interest center around action research as a process of inquiry, as professional development, and as a means for affecting educational change. He has co-authored numerous textbooks, most recently A Person-Centered Foundation for Counseling and Psychotherapy (Charles C. Thomas Co., 1999, 2e) and multiple titles for Houghton Mifflin and Allyn & Bacon.