The Interconnections between Narrative Inquiry and
Action Research

Pushor, Debbie; Clandinin, D. Jean

doi:10.4135/9780857021021.n27

Cited by 26 publications

(45 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Connelly and Clandinin [15] call for recentering the teacher's voice through inquiry. Sharing the similar epistemological stance with action research, narratives could propel shifts in teachers' stories about themselves and their practice in that they begin seeing themselves as researchers [16]. Cochran-Smith and Lytle [8] propose the construct "inquiry as stance" that reflects the respect for practitioner research and for the theories generated by teachers in cultural settings of inquiry and widens the teacher's role to include school leadership, decision-making, and policy enactment.…”

Section: Related Literaturementioning

confidence: 99%

Action Research in Action: From University to School Classrooms

Miskovic

Efron

Ravid

2012

Education Research International

View full text Add to dashboard Cite

This multiyear mixed-method study was conducted to understand (a) the perceptions of the preservice and in-service teachers regarding the significance of action research in their teaching career and (b) how teachers draw on skills developed in the research courses as they initiate a reflective inquiry and conduct research in their own classrooms. Based on 176 surveys, we conclude that research plays an important role in the teachers' professional life and that teachers desire (a) to have more time to do research, and (b) collaboration with and assistance from colleagues and administrators. Ethnographic data from three participants revealed that each understood research differently, which affected what was unfolding in the classrooms. Implications for teacher research are discussed.

show abstract

Section: Related Literaturementioning

confidence: 99%

Action Research in Action: From University to School Classrooms

Miskovic

Efron

Ravid

2012

Education Research International

View full text Add to dashboard Cite

show abstract

“…Data from these various sources as well as narrative notes from task force meetings, were analyzed using grounded theory in a constant comparison method (Glaser, 1995, Glaser & Strauss, 1967 and narrative analysis (Mischler, 1991, Chase, 2008, Pushor & Clandinin, 2009. Grounded theory uses cycle of analysis to identify themes that emerge in the data, and with each cycle of analysis, key ideas are tested, refined and new questions are raised.…”

Section: Perspectives Problem Posing and Shared Understandingsmentioning

confidence: 99%

Critical Inquiry and Collaborative Action: Transforming a College of Education to Recruit and Retain Underrepresented Populations to Teacher Education

Chu¹,

Carroll²,

Flores³

et al. 2011

NWJTE

View full text Add to dashboard Cite

“…Qualitative data sources included interviews, observations, field notes, program artifacts, student work samples, and researchers' reflective journals. Data were analyzed using grounded theory in a constant comparison method (Glaser, 1965, Glaser & Strauss, 1967 and narrative analysis (Chase, 2005;Pushor & Clandinin, 2009). As noted above, the study is a form of participatory action research, using cycles of inquiry to inform program design, revision, and action (Nofke, 1997).…”

Section: Data Sources and Analysismentioning

confidence: 99%