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| Foreword | |
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| Preface | |
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| About the Author | |
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| Research in Professional and Public Life | |
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| The Purposes and Applications of Action Research: Who Does Action Research, and Why Do They Do It? | |
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| Action Research: Systematic Processes of Inquiry | |
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| Making a Difference: Practical, Solutions-Oriented Inquiry | |
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| Participatory Approaches to Inquiry | |
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| The Role of the Researcher | |
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| Working Principles | |
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| Relationships | |
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| Communication | |
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| Participation | |
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| Inclusion | |
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| The Theory Behind the Practice | |
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| The Theoretical Foundations of Action Research | |
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| The Place of Theory in Action Research | |
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| The Theory Behind the Practice | |
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| "But It's Not Scientific": The Question of Legitimacy | |
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| Power, Control, and Subordination | |
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| Understanding Power and Control: Postmodern Perspectives | |
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| Action Research: The Next Generation | |
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| Giving Voice: Representing People's Experience | |
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| Changing Work and Social Practices: "Scripts" for Policies, Plans, and Procedures | |
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| What We Learn From the Literature | |
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| In the Company of Friends | |
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| Setting the Stage: Planning a Research Process | |
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| Designing Effective Research | |
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| Seeking Consensus: Designing Meaningful Research | |
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| Entering the Field: Building a Picture | |
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| Establishing Contact | |
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| Sampling: Identifying Stakeholding Groups | |
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| Sampling: Identifying Key People | |
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| Establishing a Role | |
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| Agenda | |
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| Stance | |
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| Position | |
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| Mapping the Context: Constructing a Preliminary Picture | |
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| Ethics in Action Research | |
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| Formal Ethics Approval: Internal Review Boards and Agency Procedures | |
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| Checking for Rigor | |
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| Credibility | |
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| Transferability | |
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| Dependability | |
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| Confirmability | |
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| Sociable Research Processes | |
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| Collaborative Design: A Foundation for Effective Research | |
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| Look: Gathering Data | |
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| Focusing: Framing the Research Question | |
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| Gathering Data: Acquiring Information | |
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| Sources of Information | |
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| Interviews: Guided Reflection | |
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| Semistructured Questioning Procedures | |
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| Field Notes: Applying the Verbatim Principle | |
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| Tape Recorders | |
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| Focus Groups | |
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| Participant Observation | |
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| Documents, Records, and Reports | |
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| Visual Media | |
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| Photographs and Videos | |
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| Surveys | |
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| Reviewing the Literature: Evidence From Research Studies | |
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| Gathering Statistical Information-How Many | |
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| Extended Understanding: Descriptive Analysis | |
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| Working Ethnographically-Collaborative Descriptive Accounts | |
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| Six Questions-Why, What, How, Who, Where, When | |
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| Community Profile | |
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| Meetings: Group Processes for Collaborative Inquiry | |
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| Preliminary Meetings | |
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| Organizing Meetings | |
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| Think: Reflection and Analysis | |
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| Interpretation: Developing Understanding | |
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| Analysis and Interpretation Phase I: Distilling the Data | |
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| Categorizing and Coding 139 Analyzing Key Experiences, Epiphanic Events, or Critical Incidents | |
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| Case Example: Facilitating Workshops | |
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| Analysis and Interpretation Phase II: Enriching the Analysis | |
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| Frameworks for Enriching the Analysis | |
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| Interpretive Questions-Why, What, How, Who, Where, When | |
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| Organizational Review | |
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| Concept Mapping | |
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| Problem Analysis-Antecedents and Consequences | |
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| Writing Reports Collaboratively | |
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| Organizing Meetings | |
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| Procedures for Analysis | |
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| Constructing Reports | |
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| Participatory Visual Methods: Presentations and Performances | |
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| Conclusion | |
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| Act: Action Plans-Implementing Sustainable Solutions | |
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| Constructing Action Plans | |
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| Planning | |
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| Identifying Priorities for Action | |
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| Constructing Action Plans | |
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| Quality Check | |
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| Implementing | |
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| Supporting | |
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| Modeling | |
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| Linking | |
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| Reviewing | |
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| Evaluating | |
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| Conclusion | |
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| Strategic Planning | |
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| Managing Sustainable Change | |
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| Managing Processes of Change and Development | |
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| Strategic Planning | |
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| A Unifying Vision | |
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| Operational Statements: Enacting the Vision | |
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| Action Plans | |
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| Reviewing the Plans | |
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| Political Dimensions | |
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| Budgeting and Financial Planning | |
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| Guiding the Research Process | |
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| Principles in Operation | |
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| Appropriate Language | |
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| Making Decisions | |
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| Support and Monitoring | |
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| Evaluating | |
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| Steps to Evaluation | |
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| Celebrating | |
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| Reports: Informing Stakeholders | |
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| The Purpose of Reporting | |
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| Constructing General Reports | |
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| Formal Reports | |
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| Giving Voice: Reporting in Action Research | |
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| Reports, Theses, and Dissertations | |
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| Structure of a Report | |
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| Introduction-Focus and Framing | |
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| Review of the Literature | |
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| Methodology | |
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| Research Outcomes or Findings | |
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| Conclusion-Discussion of Findings | |
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| Giving Voice: Alternative Report Structures | |
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| Action Research and the Internet | |
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| Social Media and Online Collaborative Tools | |
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| Blogs | |
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| Twitter | |
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| Facebook | |
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| Second Life | |
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| Skype | |
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| ooVoo | |
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| Google Docs | |
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| Dropbox | |
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| Wiki | |
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| Cloud Storage | |
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| Photo Voice | |
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| Action Research Websites | |
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| Genera | |
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| Education | |
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| Community Development and Community Organizations | |
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| Disabilities | |
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| Health | |
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| Project Management and Evaluation | |
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| Gender Issues | |
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| Youth | |
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| Appendix: Case Examples of Formal Reports | |
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| Transitions: The Experiences of Older Women From Hospital to Home | |
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| Transitions: Experiences of Older People From Hospital to Home-Progress Report | |
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| A New Mathematics Curriculum | |
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| Understanding the "Understanding": Preliminary Findings on Aboriginal Perspectives on Engagement With Governments | |
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| Milyirrtjarra Knurl Mirrka Palyalpayi (Making Good Food at Warburton School) | |
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| References | |
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| Index | |