Erzberger's dilemma: Validity in action research and science teachers' need to know

In recent years, action research has increasingly become a part of university programs in teacher education. Courses for pre-service teachers and for teachers returning to the university for advanced degrees are requiring some form of teacher-research (Gore and Zeichner, 1991; Ross, 1987; Zelazek and Lamson, 1992). This trend can be seen in individual schools of education spread throughout the US and in major reform efforts. Action research is also being recognized as a method of in-service staff development, as can be seen in recent dissemination efforts by the Association for Supervision and Curriculum Development (ASCD) (Sagor, 1992), its inclusion in edited books on staff development (Holly, 1991), and its use as a tool in school restructuring (Sagor and Curley, 1991).

[1]  Herbert Altrichter,et al.  Action Research: a closed chapter in the history of German social science? , 1993 .

[2]  D. Ross.  Action research for preservice teachers: A description of why and how , 1987 .

[3]  Kenneth M. Zeichner,et al.  Action Research and Teacher Thinking: The First Phase of the Action Research on Action Research Project at the University of Wisconsin--Madison. , 1987 .

[4]  D. C. Phillips.  Validity in Qualitative Research , 1987 .

[5]  Karen E. Watkins.  Validity in Action Research. , 1991 .

[6]  John Elliott,et al.  Action research for educational change , 1991 .

[7]  Allan Feldman,et al.  Promoting equitable collaboration between university researchers and school teachers , 1993 .

[8]  N. Gage,et al.  The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989 , 1989 .

[9]  Reflective Teacher Education and Moral Deliberation , 1987 .

[10]  Richard Winter,et al.  Learning from experience : principles and practice in action-research , 1989 .

[11]  D. Schoen,et al.  The Reflective Practitioner: How Professionals Think in Action , 1985 .

[12]  John Elliott,et al.  Teachers as researchers: Implications for supervision and for teacher education , 1990 .

[13]  E. Guba,et al.  Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.* , 1985 .

[14]  L. Stenhouse.  An introduction to curriculum research and development , 1975 .

[15]  Kenneth M. Zeichner,et al.  Action research and reflective teaching in preservice teacher education: A case study from the United States , 1991 .

[16]  Marilyn Cochran-Smith,et al.  Inside/Outside: Teacher Research and Knowledge , 1993 .

[17]  M. Volman,et al.  Getting Smart: Feminist Research and Pedagogy with/in the Postmodern , 1994 .

[18]  Donald A. Schön,et al.  The Reflective Practitioner: How Professionals Think in Action. , 1987 .

[19]  J. Atkin.  Teaching as research: An essay , 1992 .

[20]  S. Kemmis,et al.  Becoming Critical: Education Knowledge and Action Research , 1986 .

[21]  H. Simons.  Getting To Know Schools In A Democracy: The Politics And Process Of Evaluation , 1987 .

[22]  I. Goodson.  Sponsoring the Teacher's Voice: teachers' lives and teacher development , 1991 .

[23]  B. Joyce,et al.  Student Achievement Through Staff Development , 1988 .

[24]  Richard D. Sagor,et al.  How to conduct collaborative action research , 1993 .

[25]  Charles W. Anderson,et al.  WHY STAYING ONE CHAPTER AHEAD DOESN'T REALLY WORK: SUBJECT-SPECIFIC PEDAGOGY , 1989 .

[26]  Sharon Nodie Oja,et al.  Collaborative action research : a developmental approach , 1989 .

[27]  R. Linn,et al.  Qualitative methods in research on teaching , 1985 .

[28]  Peter N. Posch,et al.  Teachers investigate their work : an introduction to the methods of action research , 1993 .

[29]  Elliot W. Eisner.  The Enlightened Eye , 1991 .

[30]  Bruce Joyce,et al.  Power in Staff Development Through Research on Training , 1983 .

[31]  A. Feldman.  Teachers Learning from Teachers: Knowledge and Understanding in Collaborative Action Research. , 1994 .

[32]  R. Hepburn,et al.  BEING AND TIME , 2010 .

[33]  M. Wolff,et al.  Action Research to Improve School Practices. , 1955 .