Politics and action research
An examination of one school’s mandated action research program
Bibliographic Data
| ID | 6134142 |
|---|---|
| Authors | Ryan Flessner (Butler University, Indianapolis, USA), Shanna Stuckey (0000-0002-7306-5935, Indiana University Indianapolis) |
| Year | 2013 |
| Volume | 12 |
| Issue | 1 |
| Pages | 36-51 |
| Publication date | 2013-12-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1476750313515281 |
| OpenAlex | W2020589040 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
Action research has been shown to empower educators, create lasting changes in schools, and have an impact on student learning outcomes. Given these positive results, many school leaders are beginning to mandate the use of action research within their schools. While some in the field have warned against mandating action research, there is little research examining the effects of doing so. This study examines the mandated school-wide action research program at Fieldstone Elementary. While some results align with the action research literature (importance of collaboration, necessity of time to conduct action research, etc.), this article also examines the political tensions surrounding these ideas. Implications for those interested in mandating action research programs are provided
Action (physics · Action research · Field (mathematics · Mandate · Participatory action research · Pedagogy · Political action · Political science · Politics · Public relations · Sociology · Educational Assessment and Improvement · Evaluation and Performance Assessment · Law · Teacher Education and Leadership Studies
| Citations per year | 0.11 |
|---|---|
| Citation span | 2017 - 2017 (1) |
| Highly cited | No |