Reflecting Where the Action Is The Selected Works of John Elliott
John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.
Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:
- rethinking educational research
- doing classroom action research
- pedagogy as form of action research
- the challenge of action research.
This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.
Introduction: The School-Based Curriculum Development Movement Curriculum Development as a Pedagogical Experiment Essay 1: A Curriculum for the Study of Human Affairs - The Contribution of Lawrence Stenhouse Essay 2: Developing Hypotheses about Classrooms from Teachers’ Practical Constructs - An Account of the Work of the Ford Teaching Project Holding Teachers to Account Essay 3: Preparing Teachers for Classroom Accountability Essay 4: Self-Evaluation and Teacher Competence Paradigms of Educational Research Essay 5: Classroom Research - Science or Commonsense Essay 6: Educational Theory, Practical Philosophy and Action Research Essay 7: Implications of Classroom Research for Professional Development Conceptions of Teaching as an Evidence-Based Profession Essay 8: Making Evidence-Based Practice Educational Essay 9: Using Research to Improve Practice - The Notion of Evidence-Based Practice Essay 10: Re-Thinking Pedagogy as the Aesthetic Ordering of Learning Experiences Resolving the Dualism of Theory and Practice Essay 11: Doing Action Research-Doing Practical Philosophy - What the Academy does with an Antagonistic View of Educational Inquiry Essay 12: The Struggle to Redefine the Relationship between ‘Knowledge’ and ‘Action’ in the Academy - Some Reflections on Action Research