Action-Based Research (EDER 701.01)

I am thrilled to be teaching a doctoral level course on action research in the Winter 2017 term.

Course Description:                                                                              

This course is an introduction to the rich intellectual and moral traditions, ideas, and approaches of action research, intended to provide participants with knowledge and skills related to the design, implementation, critical reflection, and evaluation of action research. The course will be theoretically grounded as professional action research in educational contexts, considering the contextual and sociopolitical aspects of action research.

Learner Outcomes:

1. Describe, compare and contrast major ideas in the scholarly literature on action-based research.
2. Describe, compare and contrast various forms of action-based research.
3. Engage in critical analysis of the origins, history, epistemological, and ontological underpinnings of action
4. Examine current trends and issues in the design, implementation, and interpretation of action research in education.
5. Design praxis-based action-oriented research.
6. Actively contribute to a knowledge building community.
7. Offer constructive feedback on colleagues’ work and incorporate feedback into one’s own work.

Required Texts:

Hinchey, P. (2008). Action research primer. New York, NY: Peter Lang.

McNiff, J. (2013). Action research: Principles and practice (3rd ed.). Florence, KY: Taylor and Francis.

Additional Recommended Readings:

Hendricks, C. (2016). Improving schools through Action Research: A reflective practice approach (4th. ed.). Upper Saddle River, NJ: Pearson Education.

McNiff, J. (2010). Action research for professional development: concise advice for new action researchers. Poole: September Books.

McNiff, J. (2014). Writing and doing action research. Thousand Oaks, CA: Sage.

McNiff, J. (2016). You and your action research project (4th. ed.). London: Routledge.

Mertler, C. A. (2013). Action research: Improving schools and empowering educators (4th ed.). Thousand Oaks, CA: SAGE.

Noffke, S. E., & Somekh, B. (2009). The SAGE Handbook of Educational Action Research. Los Angeles, CA: SAGE. DOI: http://dx.doi.org.ezproxy.lib.ucalgary.ca/10.4135/9780857021021

Willis, J. W. (2014). Applied research in education and the social sciences: Action research: Models, methods, and examples. Charlotte, NC: Information Age.

Check out a full copy of my course outline: eder-701-01-l01-w2017-eaton-approved

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

English for All: Technology in English at The White House

Photo credit: U.S. Department of State https://www.flickr.com/photos/exchangesphotos/31180430942/in/album-72157677134648376/

On November 29, 2016 I was one of approximately 30 participants invited to The White House in Washington, D.C. to take part in the English for All Technology in English event. It was an amazing event that brought together thought leaders from academia, government and industry.

Here’s an album of photos taken by an official U.S. Department of State photographer: https://www.flickr.com/photos/exchangesphotos/albums/72157677134648376

You can check out my complete report here: white-house-report

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.