, Volume 22, Issue 4, pp 24–40 | Cite as

Facilitation in action research

  • Chrysoula Kosmidou
  • Robin Usher


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Brown, L., Henry, C., Henry, J.A., & McTaggart, R. (1982). Action research: Notes on the national seminar.Classroom Action Research Bulletin,5, 1–16.Google Scholar
  2. Carr, W., & Kemmis, S. (1986).Becoming critical. Lewes: Falmer Press.Google Scholar
  3. Cohen, L., & Manion, L. (1985).Research methods in education (2nd ed.). London: Croom Helm.Google Scholar
  4. Elliott, J. (1976). Developing hypotheses about classrooms from teachers' practical constructs: An account of the work of the Ford Teaching Project.Interchange,7(2), 2–22.Google Scholar
  5. Elliott, J., & Adelman, C. (1973). Reflecting where the action is: The design of the Ford Teaching Project.Education for Teaching,92, 8–20.Google Scholar
  6. Habermas, J. (1974).Theory and practice. London: Heinemann.Google Scholar
  7. Henriques, J., Hollway, W., Urwin, C., Venn, C., & Walkerdine, V. (1984).Changing the subject. London: Methuen.Google Scholar
  8. Hollway, W., (1989).Subjectivity and method in psychology: Gender, meaning, science. London: SAGEGoogle Scholar
  9. Lewis, I., (1987). Encouraging reflexive teacher research.British Journal of Sociology of Education,8(1), 95–105.Google Scholar
  10. Popklewitz, T.S. (1984).Paradigm and ideology in educational research. Lewes, Sussex: Falmer Press.Google Scholar
  11. Rogers, C.R. (1967).On becoming a person. London: Constable.Google Scholar
  12. Rogers, C.R. (1983).Freedom to Learn for the 80's. Columbus, OH: Merrill.Google Scholar
  13. Stenhouse, L., (1975).Introduction to curriculum research and development. London: Heinemann.Google Scholar

Copyright information

© OISE 1991

Authors and Affiliations

  • Chrysoula Kosmidou
    • 1
  • Robin Usher
    • 2
  1. 1.University of AthensGreece
  2. 2.University of SouthamptonUK

Personalised recommendations