Andrew Townsend – författare

Throughout the book examples of action research illustrate each of the stages of action research so that you can see how action research has been conducted and applied in practice, and how this relates to the principles and practices of action research discussed in the book. Conducting action research can present a number of challenges. This book includes reflection points on the challenges posed, as well as advice on how these challenges may be addressed in order to achieve embedded and sustainable change.

“The book to recommend to your students to help them understand how action research has developed as a form of inquiry and support them to plan their own studies.”Professor Mark Hadfield, Director, Centre for Developmental and Applied Research in Education, University of Wolverhampton, UK

“This book fully embraces the ‘glorious and challenging diversity of action research’ and is essential reading for anyone interested in undertaking any form of educational research.”Ian Abbott, Director, Institute of Education, University of Warwick, UK

“This refreshing new book will prove invaluable to teachers embarking on Masters-level Action Research studies. It will help teachers to redefine their practices and to confidently establish themselves as principled andprofessional teacher-researchers.”Dr Andy Convery, University of Sunderland, UK

“This book is a rich and useful text both for those wanting to explore the practice of action research and the key ideas underpinning it as an approach. Andrew Townsend brings much experience as a researcher, thinker and developer of action research in educational settings to this book.”Professor Colleen McLaughlin, University of Cambridge (moving to Sussex)

“I have recommended this book for practitioners on the action research programme we carry out. It is much more than a how to guide; it raises the fundamental questions about the nature of action research”Mick Hammond, University of Warwick, UK

Throughout the book examples of action research illustrate each of the stages of action research so that you can see how action research has been conducted and applied in practice, and how this relates to the principles and practices of action research discussed in the book. Conducting action research can present a number of challenges. This book includes reflection points on the challenges posed, as well as advice on how these challenges may be addressed in order to achieve embedded and sustainable change.

“The book to recommend to your students to help them understand how action research has developed as a form of inquiry and support them to plan their own studies.”Professor Mark Hadfield, Director, Centre for Developmental and Applied Research in Education, University of Wolverhampton, UK

“This book fully embraces the ‘glorious and challenging diversity of action research’ and is essential reading for anyone interested in undertaking any form of educational research.”Ian Abbott, Director, Institute of Education, University of Warwick, UK

“This refreshing new book will prove invaluable to teachers embarking on Masters-level Action Research studies. It will help teachers to redefine their practices and to confidently establish themselves as principled andprofessional teacher-researchers.”Dr Andy Convery, University of Sunderland, UK

“This book is a rich and useful text both for those wanting to explore the practice of action research and the key ideas underpinning it as an approach. Andrew Townsend brings much experience as a researcher, thinker and developer of action research in educational settings to this book.”Professor Colleen McLaughlin, University of Cambridge (moving to Sussex)

“I have recommended this book for practitioners on the action research programme we carry out. It is much more than a how to guide; it raises the fundamental questions about the nature of action research”Mick Hammond, University of Warwick, UK

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research.

Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

A complement to Researching Schools by the same authors, this book provides readers with a strong theoretical framework for school-based research as well as valuable advice on the ways in which networks of specialist groups can work together to create a broad-ranging approach to educational research. Through a critical examination of existing research and current thinking, the authors draw out implications for the effective policy and practice of school-based research.

Illustrated throughout with case studies and including a full and detailed literature review, this book will be a vital resource for all academics pursuing research into education.

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world’s most improved systems, and learning from a UK research council funded ‘knowledge exchange’ project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved.

Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally.

This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world’s most improved systems, and learning from a UK research council funded ‘knowledge exchange’ project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved.

Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally.

This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.