Issue 1 (December 2010)
Issue Contents:
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The Educational Action Research and the Teacher, John Elliott, pages 1-3
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Action research as an educational process of teachers’ and students’ development, Mary Koutselini – Ioannidou, pages 4-9
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Speaking of Quality and Research that Counts: Making an Impact on Practice, Susan Groundwater-Smith, Nicole Mockler, pages 10-18
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Epistemological Perspectives in an Approach to Teacher Research, Hilde Hiim, pages 19-30
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From teachers’ training to the creation of a community of practice and learning: elaboration and dynamics of a process, Alexandra Androusou, pages 31-39
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Collaborative Action Research as a model for Teachers’ Professional Development, Venetia Kapachtsi, Domna Mika Kakana, pages 40-52
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From the Critical Ethnography to the Critical Action Research: The continuum in the planning of educational innovation, Eleftherios Vekris, pages 53-65
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Writing the narratives of social transformation: how do I enable others to speak for themselves?, Jean McNiff, pages 66-79
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Why write about action research?, Andrew Townsend, pages 80-88
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Creating An Educational Epistemology In The Multi-Media Narratives Of Living Educational Theories And Living Theory Methodologies., Jack Whitehead, pages 89-109
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Using action research to shape dynamic learning networks for future teachers: The role of their initial education at the University., Eleni Katsarou, Vassilis Tsafos, pages 110-124