Resources‎ > ‎

Resources Web and Books

Members are welcome to post links to practitioner research resources in this section.  You can add your comments and/or links in the comment section below. 
 Also, an extensive listing of journals that publish action research can be found on The Center for Collaborative Action Research

Journals  Web Resources (also see Connections)  

 New Books on Action Research (2015)

i.e.: inquiry in education
--A journal of the Center for Practitioner Research at National Louis University; an open-access, peer-reviewed, online journal, published twice per year.
The Public Science Project--directed by Michelle Fine; As the web site explains, "We believe social science can play an important role in the struggle for social justice. Participatory Action Research (PAR) provides a critical framework for making science – systematic inquiry and analysis – a public enterprise. Allied with feminist, critical race, and indigenous theory, PAR is an approach to research that values the significant knowledge people hold about their lives and experiences."

Active Learning: Social Justice Education and Participatory Action Research

Dana E. Write Connecticut College, USA

Series: Teaching/Learning  Social Justice
Active learning presents an examination of innovative, interactive, teaching strategies that were successful in engaging urban students who struggles with classroom learning. 
Drawing on rich ethnographic data, the book proposes participatory action research as a viable approach to teaching and learning that supports the development of multiple literacies.
20% Discount Available - enter the code IRK69 at checkout

The Canadian Journal of Action Research
--The Canadian Journal of Action Research is a freely accessible, full-text, peer-reviewed electronic journal intended for elementary, secondary, and university teachers who are concerned with exploring the unity between educational research and practice. While our primary aim is to serve the needs of educators in Canada, we welcome readership and submissions from the world.
Three volumes are published a year.
Center for Collaborative Action Research
The Center for Collaborative Action Research (CCAR)  links together educators, researchers, and community members. The Center's aim is to create deep understanding of educational problems in a range of different contexts including but not limited to schools, and to encourage evidence-based reasoning to solve these problems. 
Publication of Action Research 
viving and Thriving with Teacher Action Research: Reflections and Advice from the Field

Heather Lattimer and Stacey Callier (Eds) 

Series: Educational Psychology Vol 33 

The book shares the collected wisdom of more than thirty experienced teacher researchers. Designed to guide readers through the research process, the book is divided into five sections that reflect critical components of action research: developing a research question, designing a plan, engaging student voice, implementing the research process, analyzing data and sharing results. Relevant for both novice and seasoned action researchers, Surviving and Thriving is perfect for use in graduate education coursework, among professional learning communities, or by teachers embarking on action research independently.

 is a peer-reviewed publication of the High Tech High Graduate School of Education, the nation's first graduate school situated in K-12 schools. As always, all of our content is freely available on our website, where you may also order a printed copy of this and past issues:

Social Publishing Foundation 
Community Supported Practitioner Research & Publishing
for Education, Healthcare, Child and Youth Services, and Community-based Participatory Initiatives

  1. Start a Project and get crowd source funding
  2. Support a project and contribute to practitioner-based action resarch. 
  3. Search the Knowledge Base to learn more about action research. 

 Designing Inclusive Pathways with Young Adults 
 Learning and Development for a Better World

Judith Kearney Lesley Wood and Richard Teare

This book is the second in a series entitled ‘Learning and Development for a Better World’ and it explores the potential for self-directed lifelong action learning (LAL) by focusing on the design of development pathways with and for young adults. The book considers the reasons why LAL pathways are needed and draws on innovative approaches used by the Global University for Lifelong Learning (including micro enterprise, peace-building, music, sport and the creative arts) with examples from nine countries. The 
aim is to offer a timely response to the pressing global problem of access to learning and development for marginalized young people during the vulnerable period from their mid-teens to mid-twenties.

Peter de Liefde –
Michel Lokhorst –
The Educational Journal of Living Theories (EJOLTS)

EJOTS is committed to publishingliving-educational-theory (often shortened to living-theory) accounts of practitioner-researchers from a wide range of global, social, cultural and professional contexts. We welcome submissions from all Living Educational Theory (often shortened to Living Theory) researchers who wish to contribute rigorous and valid accounts of their living-theories to improving educational knowledge.

A Participatory Paradigm for an Engaged Scholarship in Higher Education:
Action Leadership from a South African Perspective

Ortrun Zuber-Skerritt, Lesley Wood and Ina Louw

This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR) – a conceptual integration of action learning and participatory action research – and action leadership. PALAR is conceived as a philosophy, a methodology, a theory of learning and knowledge creation, and as a facilitation process. Action leadership involves collaboration, action, concern and responsibility for others, rather than a position of power and control over them. It is participatory, strategic, ethical and non-hierarchical.
ORDERING WITH CONFERENCE DISCOUNT:Conference orders can be placed directly through the website By using the discount code CONF12 you will receive a 30% discount on your order.


Professional Learning in Higher Education and Communities: Towards a New Vision for Action Research

Ortrun Zuber-Skerritt, Margaret Fletcher and Judith Kearney

This book challenges the current thrust of neoliberalism and economic managerialism by unfolding a new vision of participatory action learning and action research (PALAR) as a
philosophy, methodology, and theory of learning and the facilitation process. The focus is on professional learning conceived as being participatory, collaborative, holistic and transformative, particularly through critical reflection and an affective-socio-cognitive approach. In a unique new approach, Professional Learning in Higher Education and Communities adopts a novel integration of social science with neuroscience to explain the processes and significance of PALAR. This provides the basis for justifying PALAR as an effective way to collaboratively achieve positive  change, sustainable development and social justice, based on human agency and democratic  values, for the common good and thus a better world for all. This book itself is testament to the  critical reflection and affective-socio-cognitive approach that it advocates.

*Special offer  until 31st December 2015 for individuals outside Australasia & Canada. Orders must be placed direct with Palgrave Macmillan.To order your copy at this special price, visit and quote discount code PM15THIRTY.

Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015). Polyvocal professional learning through self-study research. Rotterdam: Sense Publishers.

"Polyvocal Professional Learning through Self-Study Research" illustrates the power of “we” for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaboration, across multiple professions, academic disciplines, contexts, and continents. These authors have noted and reviewed each other’s chapters and adapted their contributions to generate a polyvocal conversation that significantly advances scholarship on professional learning through self-study research. Building on, and extending, the existing body of work on self-study research, the book offers an extensive and in-depth scholarly exploration of the how, why, and impact of professional learning through context-specific, practitioner-led inquiry. The chapters illustrate polyvocal professional learning as both phenomenon and method, with the original research that is presented in every chapter adding to the forms of methodological inventiveness that have been developed and documented within the self-study research community.

Please visit the book’s product page, which offers a free preview containing the first two chapters of the book: