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Action Research as Primary Vehicle for Inquiry in the Professional Development School


by Jeanne L. Tunks — 2011

This chapter represents an in-depth study of action research in the PDS with recommendations for future practice and collaboration.


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This article originally appeared as NSSE Yearbook Vol 110, No. 2.


Cite This Article as: Teachers College Record Volume 113 Number 14, 2011, p. 463-485
http://www.tcrecord.org ID Number: 18422, Date Accessed: 9/26/2017 3:56:24 PM

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About the Author
  • Jeanne Tunks
    University of North Texas
    E-mail Author
    JEANNE TUNKS is an associate professor at the University of North Texas, where she coordinates a professional development school collaborative with the Denton School District in Denton, Texas. Her research interests include professional development schools, mathematics education, arts-based learning, and curriculum and instruction practices. Recent publications include: Tunks, J., & Neapolitan, J. (2007). A framework for research on professional development schools. Lanham, MD: University Press of America; and Tunks, J., & Weller, K. (2009). Changing practice, changing minds, from arithmetical to algebraic thinking: An application of the concerns-based adoption model (CBAM). Educational Studies in Mathematics, 72(2), 161–183.
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