Numerous scholars have promoted "practitioner research" or "teacher-research" as a way of facilitating professional development for pre-service and in-service teachers, promoting change and reform in K-12 settings, and giving voice to teachers" personal and professional knowledge. In this article, the authors consider what "research" is for…

This article provides some stories of primary school teachers' and students' experiences of implementing new science teaching and learning strategies through an action research process that have also led to more environmental education occurring in the schools' curriculum. The stories have been constructed from the coordinators' journals,…

Relatively few studies have attempted to understand the beliefs young pupils have about the mind and learning. This collaborative action research study set out to explore the impact of a thinking skills pedagogy upon a sample of primary school children's learning and beliefs about learning over a period of 18 months. It was found that young…

Using the framework of cooperative inquiry within action research, the authors engaged in collaborative critical self-reflection on their experiences teaching with Interactive Television (ITV) to accommodate teacher education students in remote rural areas. A discussion of quality distance education and building a community of learners is based…

This is a shared narrative, by five nurses and two lecturers who worked collaboratively on two undergraduate action research modules. They illustrate their research and education processes, characterised by critical reflection, use of ground rules, metaphor and imagery. Experiences that challenged and changed each of them are presented, including…

In this article the authors develop and implement a collaborative model of action research. An academic and a teacher collaborate with the purpose of improving the teaching practice and the teaching abilities of the teacher in mixed ability classes, and the collaborative ability of both academic and teacher. After a year of collaboration certain…

This article explores the place of individual and collective reflection in action research in higher education. It draws on the experience of a year-long project in which a group of five lecturers explored their practice as supervisors of students preparing dissertations. The project provided opportunities for both individual and group reflection…

This article is based on a "think piece" produced as a resource for action researchers working within networks of schools. The original article considered the utility of key ideas within knowledge management to practitioner researchers attempting to share their research outcomes with other teachers in their network. This article, rather than…

This article highlights important and enduring contributions of the text to the development of action research, while also pointing to the need for attention to theories informed by a politics of difference. The re-examination of "Becoming Critical" (Carr & Kemmis, 1983) is set against the backdrop of rereading Doris Lessing's "The Golden…

Two decades ago Wilf Carr and Stephen Kemmis published "Becoming Critical". Its impact upon burgeoning action research, particularly in the field of education, has been substantial and sustained. However, times have changed. The purpose of this article is to revisit this influential text and explore its currency today. The article is written from…

In this article, the two authors of "Becoming Critical: education, knowledge and action research" look back at the book's history since its publication 20 years ago. We describe how the book was originally written, and the diverse responses and reactions that it has produced. We identify some of the book's inadequacies and limitations, and…

This article is a retrospective critique of "Becoming Critical" by Carr & Kemmis. Into it are woven responses to other retrospective reviews of the book by Susan Groundwater-Smith, Susan Noffke, and Carr & Kemmis themselves. The basic argument is that "Becoming Critical" was overdependent on the work of Jurgen Habermas and was therefore vulnerable…

This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of "race" in a first year English studies course at a predominantly Afrikaans and "white" university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical…

This project responded to the concerns of experienced community health workers who worked with people who had mental illness and resided in Supported Residential Facilities (SRFs) in South Australia. They had identified that urinary and faecal incontinence was common for this group of people and yet it was an issue that had not previously been…

In the author's previous teaching English as a foreign language (TEFL) experience, he had found that Chinese university students were overdependent on teachers in EFL learning. Drawing on research on language learning strategies, he used metacognition training (MT) as a form of classroom intervention to promote learner autonomy. This article…