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To be published Spring 2016
CALL FOR CONTRIBUTORS
The Palgrave International Handbook of Action Research will provide a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Cross-national issues of networking, as well as the challenges, tensions and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to our understanding of what it means to do action research and to be an action researcher. The handbook also will explore a global action research agenda and map for readers the networks of action researchers in place around the world.
This volume will examine the current state of action research theory and practice from three perspectives. First, the book will examine what is happening in action research in global regions from the perspective of cultural, socio-economic, historical and political perspectives with an eye towards unpacking the range of practices and challenges of conducting action research in a variety of educational and civil society settings. Secondly, the book will address the key theoretical perspectives that have ‘mobilized’ action researchers in various parts of the world, with a particular focus on network theory as a way to understand the proliferation of informal and formal action research infrastructures (including technologies) linking action researchers within and across global regions. Finally, the book will examine a number of key issues related to the future development of action research in varying cultural, socio-economic, historical, ecological and political contexts.
As action research initiatives and networks have proliferated around the globe over the past 15
years, the time has come to produce an edited manuscript providing a comprehensive overview of
the international action research movement and examining key issues facing the movement in the
coming decades. The overarching purpose of the forthcoming book is to examine both the global
renaissance of action research and the forces at work to transform the basic practices associated
with action research. This call for contributors is being issued globally for action researchers
working in various professional and social domains and for scholars examining action research.
The Palgrave International Handbook of Action Research will provide a vivid portrait of both
theoretical perspectives and practical action research activity and related benefits around the
globe, while attending to the cultural, political, social, historical and ecological contexts that
localize, shape and characterize action research. Cross-national issues of networking, as well as the
challenges, tensions and issues associated with the transformative power of action research will be
explored from multiple perspectives providing unique contributions to our understanding of what
it means to do action research and to be an action researcher. The handbook also will explore a
global action research agenda and map for readers the networks of action researchers in place
around the world.
This volume will examine the current state of action research theory and practice from three
perspectives. First of all, the book will examine what is happening in action research in global
regions from the perspective of cultural, socio-economic, historical and political perspectives with
an eye towards unpacking the range of practices and challenges of conducting action research
in a variety of educational and civil society settings. Secondly, the book will address the key
theoretical perspectives that have ‘mobilized’ action researchers in various parts of the world,
with a particular focus on network theory as a way to understand the proliferation of informal and
formal action research infrastructures (including technologies) linking action researchers within
and across global regions. Finally, the book will examine a number of key issues related to the
future development of action research in varying cultural, socio-economic, historical, ecological and
Key Elements to be included in The Palgrave International Handbook of Action Research:
• Analyses of theories, perspectives, activities, and possible limits of action research with a
particular emphasis on the participatory nature of action research in global contexts
• Illustrative cases of action research with detailed annotation to help unpack
the complexities and tensions of engaging in action research within challenging contexts
globally and locally
• Catalogue of a variety of action research networks, both established and newly emerging,
around the globe
• Analysis of the state of action research in global regions
• Case studies in which action research projects in diverse cultural contexts are
analyzed through the lenses of cross-cultural comparative perspectives
• Highlights of the complexities of action research in the 21st Century including issues involving the relationship
between knowledge production and social change
• Consideration of a strategic global agenda for action research
addressing issues of globalization, marginalization, ethics and methodological
considerations for researching action research
The Palgrave International Handbook of Action Research will include approximately 34 chapters
addressing the elements outlined above. Chapters will range from 8-20 pages and will be authored by
experienced as well as beginning practitioner-action researchers and scholars involved with a variety of
epistemological, methodological, and political orientations in action research. We hope you you will
submit a proposal for a chapter or participate in one of the others ways we have suggested. The editors want
the handbook to represent the action research community on a global scale. Your voice is valued.
Please join us in whatever way you can.
Handbook Proposal Submission
The editors are seeking proposals for handbook chapters addressing the following areas:
* The state of action research in global regions, including
- Central & South America
- Continental Europe
- The Middle East
- Japan & Taiwan
- Central Asia
- South Asia
- New Zealand
* Situating Action Research within Frames of Inquiry, Science, and Social Action
* Action research networks and networking
* Action research and the preparation of educators and human service and health care providers
* University-community partnerships, Engaged Scholarship, and Action Research
* Action research and civil society
* Reflective practice and action research
* Reflections on action research in action
Case StudiesThe editors seek case studies which illustrate specific examples of action research projects related to the major themes introduced in the manuscript, including the implications of the project for technology, partnerships, networks, reflective practice, and/or transformative learning. We are particularly interested in case study proposals that draw out cross-cultural comparative issues and discuss how the project was shaped by socio-cultural, historical, and/or political contexts .
The Palgrave International Handbook of Action Research will include approximately 34 chapters addressing the elements outlined above. Chapters will range from 8-20 pages and will be authored by experienced and/or novice practitioner-action researchers and scholars involved with a variety of epistemological, methodological, and political orientations in action research.
Proposal elements. A chapter proposal will need to include two elements. First, the proposal should include a 150-250 word abstract. The abstract should be written as one paragraph with no indentation. Use the abstract to succinctly describe your proposed chapter, including the key elements to be included in the chapter. In addition, the proposal should include a detailed outline of the proposed chapter, indicating the title and the major sections and sub-sections of the chapter. References are to be included for the relevant elements of the proposal. Please indicate the anticipated number of pages for the proposed chapter.
Proposed chapter outlines and abstracts are due on March 31, 2014
Invitations to selected authors will be sent by April 25, 2014
Full manuscripts from accepted authors will be due Sep 1, 2014
Please join us at the second Action Research Network of the Americas (ARNA)
Conference in Bethlehem, PA, May 22-24. There is still time to submit a proposal
Submitted by Jean McNiff
Here is a note about the 2014 Value and Virtue in Practice-Based Research, to be held at York St John University, Tuesday 22nd and Wednesday 23rd July, 2014. I do hope you will be able to join us.
Abstracts are invited by 2nd February 2014
. These should be approximately 300 words, to include references, please, and sent to the Value and Virtue team at email@example.com
Please contact me direct with specific questions at firstname.lastname@example.org
and I will do my best to respond.
would also like to encourage new researchers to submit their work. This
could be work in preparation, where researchers are seeking advice and
encouragement. If there is sufficient interest in this idea we can
organise a dedicated session, where new researchers can present their
work for, say, 10 minutes and invite critically supportive feedback.
Please let me know if this may be of interest to you and/or your
will write further in the new year with further updates and electronic
flyer for dissemination, but for now, please mark the date in your
look forward to welcoming you again, or for the first time, to York St
John University, and send you warm wishes for a happy and peaceful
season and a brilliant New Year.
All good wishes,
submitted by Jacqueline D. Delong , Adjunct Professor, Brock University St. Catharines, ON
EJOLTS can be
accessed through http://ejolts.net We
are celebrating its 5th year and launching into 2014 with
the publication of a special issue and calling for papers for the 2014 issues.
The June 2014 issue will comprise papers from living-theory researchers working
in diverse fields and the December 2014 will particularly be themed by contributions
from living-theory researchers in Health.
We hope as your read this latest
issue you will feel inspired to contribute to a transformational global
movement for the flourishing of humanity by submitting your paper to
EJOLTS http://ejolts.net/submission. In engaging with
the open review process (accessed from http://ejolts.org) we can
each learn from and with one another in the living-boundaries between fields of
practice and cultural contexts develop our democratic ways of creating our
living-theory accounts together.
continues to push the frontiers of academic publishing through its support of
multimedia narratives and its open, academically rigorous, review process. The
December 2013 issue takes us another step forward with practitioners
researching their democratic way of creating an issue together. All the papers
comprising the special December 2013 issue can be accessed freely from http://ejolts.net/node/209.
Introduction to Living Theory Action
Research in a Culture of Inquiry Settings transforms learning in elementary,
high school and post-graduate settings.
Elizabeth Campbell, Jacqueline Delong, Cathy Griffin & Jack
Evolving a living-educational-theory
within the living boundaries of cultures-of-inquiry.
Transforming teaching and learning through
living-theory action research in a culture-of-inquiry.
The heART of learning: Creating a loving
culture-of-inquiry to enhance self-determined learning in a high school
Transforming teaching and learning
practice by inviting students to become evaluators of my practice.
The significance of Living Theory Action
Research in a Culture of Inquiry transforms learning in elementary, high school
and post-graduate settings.
Elizabeth Campbell, Jacqueline Delong, Cathy Griffin & Jack
Posted by Sabrina Zirkel, PhD, Professor of Education, School of Education, Mills College
ASSISTANT PROFESSOR, EDUCATIONAL LEADERHIP
The School of Education at Mills College invites applications for a tenure-track Assistant Professor position in Educational Leadership with a focus on urban education and social change to begin in August 2014. The Educational Leadership program at Mills College has undergone tremendous growth in recent years, and attracts doctoral, masters, and administrative credential students who are committed to a social justice model of education. Our graduates go on to become agents of change as leaders in urban schools and districts in the preparation of teachers and educational leaders and through administrative posts within higher education and educational non-profits.
Responsibilities of this position will include the classroom teaching of graduate courses within the Educational Leadership program, supervising doctoral research for students in the EdD program, maintaining a productive program of scholarship, and active engagement in service to the College, the School and the Educational Leadership program.
We seek a productive scholar with a commitment to research and publishing as well as to teaching and mentoring students. The ability to help us build connections with Oakland and the surrounding urban school districts is strongly desired. We are especially interested in candidates with direct experience with youth and schools whose work reveals a commitment to social justice and social change in education. Qualifications include an earned doctoral in Educational Leadership or a related field and a record of scholarly activity. Willingness to work collaboratively in the preparation of school administrators is desirable.
Candidates should submit a letter of application expressing interests, experiences, accomplishments, and strengths as they relate to the position. Applicants should also provide: (a) a current CV, (b) a research statement detailing the candidate’s research agenda, (c) teaching statement outlining the candidate’s approach to teaching, (d) two or three examples of scholarly work, and (e) the names, position, and contact information for three references.
The application deadline is November 1, 2013. However, applicants are encouraged to submit their materials as early as possible and applications will be reviewed until the position is filled. Please see the Mills.edu website for application portal information. Candidates may contact Sabrina Zirkel, Chair of the Search Committee, email@example.com with any questions.
You are all invited the Pepperdine's Annual Action Research with technology conference.
June 26 and 27, 2012
I have attached the schedule. You are welcome to be our guest in person at Pepperdine
if you happen to be local to the West Los Angeles Graduate School of Education and Psychology campus.
But we want you to participate even from distances. We will use two ways to include you. You can
join through Elluminate
or you use u-stream
to watch and listen to us. Please come for all, or any,
of the talks.
Our conference features international leaders in action research as keynote speakers...
(attending virtually from England, Canada and Ireland)
Dr. Jack Whitehead, Professor, Liverpool Hope University, UK., Co-author of You and your Action Research, and,
All you need to know about Action research, among other books. He will be engaging the audience in a discussion around living theory.
Dr. Carl Bereiter & Dr.
Marlene Scardamalia, Institute for
Knowledge Innovation & Technology, OISE/University of Toronto Authors
of Surpassing ourselves: An inquiry into the
nature and implication of expertise as well as many others. They have developed education
practices around knowledge building and will be discussing knowledge building, expertise and action research with us.
Dr. Alana James- Mentor for Doctoral Students at Walden University, Jones
International University and CTU and Co-author
of Action research for business, nonprofits and public
administration: A tool for complex times, and many other resources.
She will be helping us think through some of the unique challenges of doing action research outside of school settings.
And there will be 22 presentations of action research - 6 with students, 6 with teachers, and 9 with communities, non profits,
organizations, and companies.
|Submit a Proposal|
|9th Annual Action Research Conference|
April 27th-28th, 2012 Emergent Models in Action Research:
|Technologies, Networks and Interdisciplinary Collaborations|
|Exciting new models of action research are emerging worldwide. The 2012 Action Research conference will explore the technologies, networks, and innovative collaborations that have emerged in support of action research in diverse cultural, socio-political, economic and institutional settings. |
Are you an action researcher currently investigating your practice? Do you study the practice and impact of action research? Can you expand others' knowledge about the process and possibilities of action research?
If you answered yes to any of the questions above, please submit a proposal to present at this year's conference.
Proposal submissions will be accepted through November 14th, 2011.
Click Here for More Information
Dr. Lonnie Rowell and Dr. Sandy Buzcynski, 2012 Conference Co-Chairs
Sarah Gleason, 2012 Conference Coordinator
|2011 Event Highlights|
2011 proved to be an exciting year for the Action Research Conference. With participants from 17 different states and 6 countries, we experienced a broad range of presentations and workshops from experts in a wide variety of fields. Here is a recap of 2011:
- Wiki Page: Click here to view the online workspace where presentations and conference materials have been uploaded
- Conference Videos: Videos off all our keynote presentations are available on our event website
- Conference Photos: Click below for a glimpse into the two day event
At AERA, a number of us discussed the issue of how action research is treated by IRB (Institutional Review Board). Our members are often challenged to find ways to assure that action researchers act in ethical ways without making action research impossible by working an IRB process. I invite you to a discussion of these issues, as well as to respond to a simple poll that will help us learn how your community is dealing with these challenging issues.
Here is where you can join the discussion on action research and IRB
Volume IV in the Breaking the Mold series
TITLE: Breaking the Mold of Classroom Organization and Management:
Innovative and Successful Practices of Engagement, Motivation, and
Student Empowerment for 21st Century Schools
EDITORS: Audrey Co
an, Ed.D. and Andrea Honigsfeld, Ed.D.
PUBLISHER: Rowman and Littlefield
SCOPE AND PURPOSE:
We have several invited chapters and now we are soliciting unpublished
work through this open invitation. As the title suggests, this edited
book aims to offer a collection of innovative ideas representing best
practices for engagement, motivation, and student empowerment with a
special focus on classroom organization and management. We are looking
for proposal submissions that share authentic, research-based,
successful practices that break the traditional mold of classroom
organization and classroom management in diverse PreK-16 educational
contexts and utilize instructional approaches that are engaging,
motivating, and empowering to students.
Similar to our previous volumes, the goal of this fourth book is to
offer a collection of essays on innovative, successful practices
representing a range of narratives from authors of diverse experiences
and backgrounds. We will offer readers compelling documentary accounts
as answers to commonly posed questions including:
o What are innovative classroom organizational practices for 21st
o How can we break the mold of traditional classroom management
o How can classroom design and organizational structures successfully
o How can we best engage reluctant learners?
o How can we foster meaningful learning for the struggling student?
o How can we stimulate curiosity and lifelong learning for all students?
o How can we successfully organize and manage increasingly diverse
classrooms while attending to both individual needs and high standards?
o What role does play have in education on all grade levels?
o What roles do skepticism and critical thinking have in the learning
o How can we enhance students’ intrinsic motivation to become successful
o What strategies empower students to become independent learners?
The book will be divided into 5 majors sections (Early Childhood,
Elementary School, Middle and High Schools, Community and 4-year
Colleges or Universities, and Global Perspectives).
The primary audience for the book will be PreK-16 educators, school,
district and higher education administrators, teacher educators, and
professional developers. Specifically, this book will support novice and
experienced teachers as well as administrators in varied stages of their
professional development who wish to look for examples of successful,
innovative instructional practices related to classroom organization,
management, and student engagement. The secondary audience will be
pre-service teachers and aspiring administrators who will benefit from
reading the book as it offers a range of successful innovations and
SPECIAL NOTES TO PROSPECTIVE AUTHORS:
There are no restrictions on the background or specialization of the
authors, as long as their chapters reflect research-based scholarship, a
concise theoretical framework, and documented, successful implementation
of current innovative practices in the target categories.
Scholars and practitioners who are interested in contributing to this
book are invited to submit a 500-word manuscript proposal in Microsoft
Word by September 30th, 2010. Please create and email us one document
all the required components.
On the cover page, please provide the following:
Name, title, current position, complete contact information including
work mailing address, phone number, email address, and a 3-4 sentence
biographical blurb. Please also include a list of each authors’ key
In the chapter proposal, remember to start with a working title. Please
include the tentative organization of the chapter identifying headings
and subheadings which would clearly outline the content of the entire
chapter. The proposal should highlight the research base and the
theoretical context of the innovation, and it should also detail the
actual implementation of the innovative practice or program through a
narrative voice. To be aligned with the focus of the book, please
incorporate authentic, concrete examples, and an account of the
successful, documented outcomes, but avoid writing in the first person
singular. Please use no more than 7-10 references to support your
proposal, but do not count them as part of the 500-word limit.
Only submissions following these guidelines and including APA-style
references based on the 6th edition may be considered.
Chapter proposals will be assessed based on originality of the
innovation, topic suitability, well established research-base, and
reader-friendly, yet scholarly writing style. Prospective authors are
encouraged to review the first volume in the series (Breaking the Mold
of School Instruction and Organization: Innovative and Successful
Practices for the 21st Century; 2010) for sample chapters and acceptable
writing style. Invitations to submit a full, 2500-word chapter
(including references, tables and charts) will be sent out by
December15th 2010. Completed chapters will be due no later than April
30th, 2011. Please e-mail your proposal to firstname.lastname@example.org.
We can be contacted at email@example.com or firstname.lastname@example.org with
Andrea Honigsfeld, Ed.D.
Division of Education
1000 Hempstead Ave
PO Box 5002
Rockville Centre, NY 11571-5002
Tel: (516) 678-5000 X 6343
Fax: (516) 256 2291