1,721,128 research outputs found
Kemmis, Stephen, Emancipatory Action Research and Post Modernisms, Curriculum Perspectives, 11(October, 1991), 59-65.
No full textDiscusses strengths of critical action research
Kemmis, Stephen, The Action Research Reader. Geelong, Victoria, Australia: Deakin University Press, 1982.
No full textContains 42 articles on action research with reports of several cases and projects
Kemmis, Stephen, Curriculum Theory and the State in Australia, Journal of Curriculum Studies, 22(July-August, 1990), 392-400.*
No full textDescribes the place of curriculum theorists in Australia in influencing curriculum policies in the 1970s and 1980s
Kemmis, Stephen, and Robin McTaggart, The Action Research Planner. Geelong, Victoria, Australia: Deakin University Press, 1982.
No full textDescribes briefly how to do action research with step-by-step guidelines
Kemmis, Stephen, Phronesis, Experience, and the Primacy of Practice, pp. 147-161 in Elizabeth Anne Kinsella and Allan Pitman, eds., Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Rotterdam: Sense Publishers, 2012.
No full textContrasts practical reasoning and practical wisdom attained through the experience of doing educational practice with propositional, theoretical, and scientific knowledge about educational practice; phronesis involves understanding and critiquing one\u27s own practice as a professional practitioner through learning from and reporting on his own and other\u27s praxis; provided through philosophical analysis on the concepts involved; the author elucidates phronesis as a disposition and as a moral action learned indirectly through praxis; gives implications for professional education of educators
Introduction: drawing the future into the present
Full text linkThis chapter introduces Volume Two of a two-volume series based on the double purpose of education: to help people to live well, and to help create worlds worth living in. Like Volume One, this volume presents stories that have emerged within a ‘listening project’, an international empirical project aimed at understanding different perspectives from various parts of the world, from children to adults, from across diverse communities, on what it means to live well in a world worth living well for all. The project especially pays attention to perspectives that are often marginalised, silenced, or somehow lost in the busyness and noisyness, power struggles, and preoccupations of our contemporary world. The chapter provides background information about the project and a glimpse of what the stories in the contributions in this volume reveal. It also highlights some of the important ways in which the experiences and perspectives shared in the contributions reflect a strong sense of agency, urgency, and hope, both in the face of personal, local, and/or global challenges and in people’s everyday efforts to actually create the futures they imagine
Kemmis, Stephen, Theorizing Educational Practice, pp, 1-17 in Wilfred Carr, For Education: Towards Critical Educational Inquiry. Philadelphia: Open University Press, 1995.
No full textTraces origins and uses of four views of the relation of theory and practice: as guide, as applied, as thought-and-action, and as mutually constituent of one another
Kemmis, Stephen, Nomothetic and Idiographic Approaches to the Evaluation of Learning, Journal of Curriculum Studies, 10(January-March, 1978), 45-59.
No full textContrasts approaches intended to establish laws and intended to understand a situation; illustrates the latter
Kemmis, Stephen, Seven Principles for Program Evaluation in Curriculum Development and Innovation, pp. 478-494 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988.
No full textDiscusses reasonableness, responsibility, community self-interest, plurality of perspectives, self-critical community, propriety, and appropriateness
Kemmis, Stephen, and Giovanna Di Chiro, Emerging and Evolving Issues of Action Research Praxis: An Australian Perspective, Peabody Journal of Education, 64(Spring, 1987), 101-130.
No full textDiscusses issues in action research in Australia where leading critical inquiry has evolved
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