"The Wiley Handbook of Action Research in Education" is the first book to offer theoretical, conceptual, and applied/practical presentations of action research as it is found and conducted solely in educational settings. Covering primarily PK-12 educational settings, the book utilizes a cross-section of international authors and presentations to provide global perspectives on action research in education. Part I of "The Wiley Handbook of Action Research in Education" focuses on various foundational aspects and issues related to action research. Part II is centered on chapters that present theories and principles that help to guide the use of action research in educational contexts. Part III focuses on specific applications of educational action research in practice. Part IV provides an outlet for seven educational practitioners to share their experiences in conducting action research. Each of these authors also discusses the importance and value that action research has had on him or her, both professionally and personally: (1) Discuss action research in PK-12, as well as in higher education settings; (2) The first book to focus on the importance and application of action research exclusively in educational settings; (3) Offers world perspectives on action research in education; and (4) Written by a team of international scholars. "The Wiley Handbook of Action Research in Education" is an excellent book for advanced undergraduate students, graduate students, and scholars studying and/or researching educational action research. Following an Introduction (Craig A. Mertler) this book is organized into the following chapters: (1) Education Action Research: With and for the Next Generation (Hilary Bradbury, Rolla Lewis, and Dusty Columbia Embury); (2) History of Action Research in Education (Cher C. Hendricks); (3) The Body of Literature on Action Research in Education (Michelle Vaughan); (4) US Perspectives on Action Research in Education (Andrea C. Burrows); (5) Worldwide Perspectives on Action Research in Education (Ernest Stringer, Bob Dick, and Jack Whitehead); (6) Rigor in Educational Action Research and the Construction of Knowledge Democracies (Lonnie L. Rowell); (7) Theory in Educational Action Research (Ernest Stringer); (8) Legitimacy of and Value in Action Research (Debra M. Dosemagen and Eileen M. Schwalbach); (9) Comparing and Contrasting Action Research and Action Learning (Tom Bourner and Cheryl Brook); (10) The Underlying Importance of Context and Voice in Action Research (Jack Whitehead); (11) Supportive Contexts for Action Research (Jennifer J. Lesh and Jennifer Gleason); (12) Action Research for Teacher Professional Development: Being and Becoming an Expert Teacher (Andrew Johnson); (13) Action Research as Professional Learning for Educators (Tara Flynn and Catherine D. Bruce); (14) Action Research as Inquiry in Professional Practice Doctoral Programs (Ray R. Buss); (15) Participatory Action Research (PAR) in Education (Marie Paz Morales); (16) Action Research and Popular Education: Implications for Twenty-First Century Leadership and Research Practices (Linnea L. Rademaker); (17) Action Research for Social Justice Advocacy (Mary Brydon-Miller and Bruce Damons); (18) Innovations in the Dissemination of Action Research: Rhetoric, Media, and Communication (Danah Henriksen and Punya Mishra); (19) Action Research for Systemic Change in Education (Emily F. Calhoun); (20) The Promise and Future of Action Research in Education (Bob Dick); (21) The Experience of Students and Faculty When Elements of Bloom's Mastery Learning Are Used in an Online Statistics Course: A Participatory Action Research Study (Patrick Casselman); (22) The Function of Freedom: Practitioner Action Research in Emancipatory Social Justice Teacher Education (Amy Rector-Aranda); (23) Practitioner Action Research in an Urban STEM High School (Douglas M. Stevens); (24) Action Research as Professional Development: A Study of the Impact of Collaborative Analysis of Student Work on Teacher Practice and Student Writing (Kristin Shealy); (25) Exploring Literature Circles Discussions Through Action Research (Gail Sigelakis); (26) Story as an Organizing and Inquiry Tool for Action Research Partnerships Committed to Social Justice and Educational Change (Mark Kohan); and (27) Investigating the Benefits of Curriculum-Based Readers Theatre for English Language Learners Through an Innovative Professional Learning Community Model (Samantha N. Uribe). An index is included.