Ernest T. Stringer – författare

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.

Co-written by a professor and 10 students, this book explores their attempts to come to grips with fundamental issues related to writing narrative accounts purporting to represent aspects of people's lives. The fundamental project, around which their explorations in writing textual accounts turned, derived from the editor's initial ethnographic question: "Tell me about the [previous] class we did together?" This proved to be a particularly rich exercise, bringing into the arena all of the problems related to choice of data, analysis of data, the structure of the account, the stance of the author, tense, and case, the adequacy of the account, and more. As participants shared versions of their accounts and struggled to analyze the wealth of data they had accumulated in the previous classes -- the products of in-class practice of observation and interview -- they became aware of the ephemeral nature of narrative accounts. Reality, as written in textual form, cannot capture the immense depth, breadth, and complexity of an actual lived experience and can only be an incomplete representation that derives from the interpretive imagination of the author. The final chapter results from a number of discussions during which each contributing author briefly revisited the text and -- through dialogue with others and/or the editor -- identified the elements that would provide an overall framework that represents "the big message" of the book. In this way, the contributors attempted to provide a conceptual context that would indicate ways in which their private experiences could be seen to be relevant to the broader public arenas in which education and research is engaged. In its entirety, the book presents an interpretive study of teaching and learning. It provides a multi-voiced account that reveals how problematic, turning-point experiences in a university class are perceived, organized, constructed, and given meaning by a group of interacting individuals.

Helping teachers engage K–12 students as participatory researchers to accomplish highly effective learning outcomes Integrating Teaching, Learning, and Action Research: Enhancing Instruction in the K–12 Classroom demonstrates how teachers can use action research as an integral component of teaching and learning. The text uses examples and lesson plans to demonstrate how student research processes can be incorporated into classroom lessons that are linked to standards.

Key Features

Guides teachers through systematic steps of planning, instruction, assessment, and evaluation, taking into account the diverse abilities and characteristics of their students, the complex body of knowledge and skills they must acquire, and the wide array of learning activities that can be engaged in the processDemonstrates how teacher action research and student action learning—working in tandem—create a dynamic, engaging learning community that enables students to achieve desired learning outcomesProvides clear directions and examples of how to apply action research to core classroom activities: lesson planning, instructional processes, student learning activities, assessment, and evaluation

The Fourth Edition of Ernest T. Stringer’s best-selling Action Research offers easy-to-follow, clear guidelines that enable novice practitioner researchers to move comfortably through a process of inquiry and applied research. Featuring real-life examples and providing effective solutions that foster understanding of research procedures in real-life contexts, the book offers a simple but highly effective model for approaching action research:

Look: building a picture and gathering information, Think: interpreting and explaining, and Act: resolving issues and problems.

Using his own experience as a guide, Stringer encourages readers to grapple with the broader political and ethical challenges that frame each inquiry. The author’s engaging style makes the book especially relevant to those working with children, young adults, or people in community contexts, and is particularly relevant to those dealing with issues of diversity or with marginalized and disenfranchised groups. Clear, concise, and practical, Stringer’s accessible and engaging book is a must for students and professionals in educational, business, health, counseling, and social work settings.

Action Research is an invaluable guide to both novice and experienced researchers from a diversity of disciplines, backgrounds, and levels of study for understanding how action research works in real-life contexts. The Fifth Edition builds on the experiences of the authors by acknowledging the dramatic changes taking place in our everyday lives, including developments of social and digital media that have become central to modern life. Author Ernest T. Stringer and new co-author Alfredo Ortiz Aragón aim to provide a meaningful methodology arising from their extensive field experience for both students and practitioners.  Presenting research that produces practical, effective, and sustainable outcomes to real-world problems, Action Research helps students see the value of their research in a broader context, beyond academia, to effecting change on a larger scale. Additional resources can be found at the authors’ website  

Action Research is an invaluable guide to both novice and experienced researchers from a diversity of disciplines, backgrounds, and levels of study for understanding how action research works in real-life contexts. The Fifth Edition builds on the experiences of the authors by acknowledging the dramatic changes taking place in our everyday lives, including developments of social and digital media that have become central to modern life. Author Ernest T. Stringer and new co-author Alfredo Ortiz Aragón aim to provide a meaningful methodology arising from their extensive field experience for both students and practitioners.  Presenting research that produces practical, effective, and sustainable outcomes to real-world problems, Action Research helps students see the value of their research in a broader context, beyond academia, to effecting change on a larger scale. Additional resources can be found at the authors’ website