This article reports on a teacher-researcher's efforts to understand tensions and dilemmas encountered during a doctoral narrative inquiry research project with eight children in an urban, multidenominational primary school in the east of Ireland. Using a narrative inquiry framework and focusing on the teacher-researcher's experiences, this…

For over three decades now, the use of digital devices and media has had a growing impact on educational and teaching practices in schools. Though ethnographic research has documented some of these effects, it has often done so from the neutral perspective of a non-partisan participant-observer and recorder-reporter of the events that unfold. The…

Critical participatory action researchers (CPAR) (Kemmis et al., 2014; Ledwith & Springett, 2014) created conditions for 25 parents and teachers to join as co-researchers in this research study. Together, they co-created a hybrid discursive third space (Gee, 1996; Gutierrez, 2008) that invited alignment of their respective funds of knowledge…

A team of teacher-researchers in a large urban school board is working in partnership with researchers from a leading Canadian university to use action research to broaden and deepen environmental education in their teaching practice. This research-informed approach involves teachers, students and their communities in collaboratively deepening…

This research explores current teaching interventions in the development of school food education in urban schools of northern Taiwan, focusing on the relationship between teachers' teaching attitudes, teaching knowledge, and teaching commitments. As the urban schools of northern Taiwan (Taipei, New Taipei City, and Taoyuan City) are all…

Too often youth from vulnerable communities see themselves talked about in academic research, but are rarely involved as co-researchers or co-authors of research. The purpose of this article is to share our reflections on engaging youth, their experiences and their perspectives on the multi-levels of impact of participatory action research…

The purpose of this study is to describe and reflect on the route a teacher followed to implement an inquiry-based professional learning cycle in her everyday practice and form a conceptual framework for teacher professional learning on resilience. The teacher acted as a researcher and worked with a facilitator to explore the experience of three…

This paper draws on the experiences of nine secondary school teachers in Hong Kong who conducted practitioner research (PR) in their Liberal Studies classrooms. The purpose of the study is to 1) investigate the impact and effectiveness of PR as a teacher professional development strategy and 2) identify effective support from the university team…

This article, written by a team of research-active teachers who are also senior leaders in a large, urban, comprehensive high school in the North of England, reports on their joint teacher inquiry project. This work has school-wide significance, given recent history, progressing from being graded as a "failing" school by the Office for…

This article, written by a research-active teacher of English with an academic partner, recounts the circumstances of forging a partnership way of working in an urban high school that is consistently targeted for closure in the north of England. This is connected to performance and achievement against Ofsted inspection criteria and school data…

This article, co-authored by two research-active teachers with the support of their academic partner, reports on the resistance of an urban primary school in a northern city of England to the label "disadvantaged school" and various judgements that refuse to take into account its holistic work with students and families from different…

In this reflective essay, five members of a research team involving graduate students and a faculty member offer individual "studies" of specific moments in the field in which lessons about methodology, the research context, and the researcher herself/himself crystallized. The article highlights the pedagogical possibilities of…

This paper outlines the methodological issues I faced during my research as a "returning native" in an English secondary school. The empirical research took the form of a three-year case study and used some ethnographic methods, as it comprised interviews carried out over a period of three academic years in the school in which I was once…

In this study we investigated whether teachers' pedagogical and content knowledge of writing would increase as an outcome of teachers taking a research lens to their practice to raise students' writing achievement. Using student achievement data as a baseline, teachers examined and refined their practice using an inquiry process. The study took…

This article reports on an action research project in which two New Zealand classroom teachers worked with a university researcher to investigate the effects of their knowledge, thinking, and beliefs on the ways in which they mediated students' learning in teacher-student interactions. Working in a small community of practice over a two-year…