Alsop, S., Dippo, D., & Zandvliet, D. B. (2007). Teacher education as or for social and ecological transformation: place‐based reflections on local and global participatory methods and collaborative practices.
Journal of Education for Teaching,
33(2), 207-223.
https://doi.org/10.1080/02607470701259499
Altrichter, H. (2020). The concept of quality in action research: Giving practitioners a voice in educational research. In
Qualitative voices in educational research (pp. 40-55). Routledge.
https://doi.org/10.4324/9781003008064
Cain, T., & Milovic, S. (2010). Action research as a tool of professional development of advisers and teachers in Croatia. European Journal of Teacher Education, 33(1), 19-30.
Carr, W., & Kemmis, S. (1986). Becoming critical: education, knowledge and action research. Falmer Press.
Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action research. New Prairie Press.
Corey, S. (1953). Action Research to Improve School Practices. Columbia University, Teachers College Press.
Cortes, S. T., Lorca, A. S., Pineda, H. A., & Lobrigas, M. R. S. (2025). Does training improve the action research skills of STEM teachers? Examining the mediating roles of attitude and knowledge. Social Sciences & Humanities Open, 11, 101231. https://doi.org/10.1016/j.ssaho.2024.101231
Cortes, S., Agero, A., Agravante, E. M., Arado, J., Arbilon, C. A., Lampawog, E., ... & Tubog, R. (2023). Factors influencing students’ intention to enroll in Bachelor of Science in Biology: A structural equation modelling approach.
Cogent Education,
10(2), 2273635.
https://doi.org/10.1080/2331186X.2023.2273635
Cortes, S., Pineda, H., & Geverola, I. J. (2021). A confirmatory factor analysis of teacher’s competence in action research (TCAR) questionnaire.
Advanced Education, 19, 103–113.
https://doi.org/10.20535/2410-8286.241148.
Deshler, D., & Ewert, M. (1995). Participatory action research: Traditions and major assumptions. PARnet. Retrieved from http://www.partnet.org/tools/tools.
Edwards-Groves, C., Grootenboer, P., & Ronnerman, K. (2020). Facilitating a culture of relational trust in school-based action research: Recognising the role of middle leaders. In
Partnership and Recognition in Action Research (pp. 53-70). Routledge.
http://dx.doi.org/10.1080/09650792.2015.1131175.
Elliott, J. (1991). Action Research for Educational Change. Open University Press.
Elliott, J. (1994). Research on teachers' knowledge and action research. Educational action research, 2(1), 133-137. https://doi.org/10.1080/09650799400200003
Erro-Garcés, A., & Alfaro-Tanco, J. A. (2020). Action research as a meta-methodology in the management field.
International Journal of Qualitative Methods,
19, 1609406920917489.
https://doi.org/10.1177/1609406920917489.
Fulmer, G. W., Chu, H. E., & Martin, S. N. (2018). The potential of teacher-led research: teachers’ action research collaborations in science education in Singapore. Asia-Pacific Science Education, 4(7), 1-16. https://doi.org/10.1186/s41029-018- 0024-5
Ghosh, P., Satyawadi, R., Joshi, J. P., Ranjan, R., & Singh, P. (2012). Towards more effective training programmes: A study of trainer attributes.
Industrial & Commercial Training, 44(4), 194–202.
https://doi.org/10.1108/00197851211231469.
Hassan Moradi, N. (2010). The impact of participating in action research training courses on teachers' professional skills.
Journal of Management and Planning in Educational Systems,
3(5), 104–125.
https://sid.ir/paper/217946/fa (in Persian)
Hensen, K.T. (1996). Teachers as researchers. In J. Sikula (Ed.). Handbook of research on teacher education (2nd ed.). (pp. 53-66). Macmillan
Heron, J., & Reason, P. (1997). A Participatory Inquiry Paradigm. Qualitative Inquiry, 3(3), 274-294.
Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational research, 23(2), 151-163.
Hong, C. E., & Lawrence, S. A. (2011). Action research in teacher education: Classroom inquiry, reflection, and data-driven decision making. Journal of Inquiry and Action in Education, 4(2), 1-17. Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol4/iss2/1
Jensen, I. B., & Dikilitas, K. (2025). A scoping review of action research in higher education: implications for research-based teaching.
Teaching in Higher Education,
30(1), 84-101.
https://doi.org/10.1080/13562517.2023.2222066.
Kaur, T., McLoughlin, E., & Grimes, P. (2022). Mathematics and science across the transition from primary to secondary school: a systematic literature review. International Journal of STEM Education, 9(1), 13. https://doi.org/10.1186/s40594- 022-00328-0
Kemmis, S. & McTaggart, R. (1988). The action research planner. Deakin University Press.
Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer Science & Business Media.
Khatun, R., & Salahuddin, M. (2013). How school teachers can benefit from action research: A case study. Education, Health & Behavior Studies Student Publications, 1, 14–20.
Kitchen, J., & Stevens, D. (2008). Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers.
Action Research,
6(1), 7-28.
https://doi.org/10.1177/1476750307083716
Lewin, K. (1948). Resolving social conflicts: selected papers on group dynamics. Harper.
Manfra, M. M. (2019). Action research and systematic, intentional change in teaching practice. Review of research in education, 43(1), 163-196. https://doi.org/10.3102/ 0091732X18821132
McNiff, J. (1993). Teaching as Learning: An Action Research Approach. Routledge.
Meesuk, P., Sramoon, B., & Wongrugsa, A. (2020). Classroom action research-based instruction: The sustainable teacher professional development strategy. Journal of teacher Education for Sustainability, 22(1), 98-110. DOI: 10.2478/jtes-2020-0008
Mertler, C. A. (2024). Action research: Improving schools and empowering educators. Sage Publications.
Mohsenin, S., & Esfandiani, M. R. (2014). Structural equation modeling based on the partial least squares approach using Smart-PLS software: Educational and practical. Mehrban Ketab Institute. (in Persian)
Mohammadi, A., Parvin, E., & Mohammadi, S. (2013). Multicultural curriculum, a missing necessity in Iran’s centralized education system. In
National Conference of the Iranian Curriculum Studies Association: Changes in the Curriculum of Educational Levels. SID.
https://sid.ir/paper/851430/fa (In Persian)
Morales, M. P. E. (2016). Participatory action research (PAR) cum action research (AR) in teacher professional development: a literature review. International Journal of Research in Education and Science, 2(1), 156-165.
Morales, M. P., Abulon, E. L., Soriano, P., David, A., Hermosisima, M. V., & Gerundio, M.(2016). Examining teachers’ conception of and needs on action research. Issues in Educational Research, 26(3), 464–489.
Noffke, S. (1997). Professional, personal, and political dimensions of action research. Review of Research in Education, 22(1), 305–43.
O’Connor, K. A., Greene, H. C., & Anderson, P. J. (2006).
Action research: A tool for improving teacher quality and classroom practice [Paper presentation]. American Educational Research Association.
https://files.eric.ed.gov/fulltext/ED494955.pdf
Oranga, J., & Gisore, B. (2023). Action research in education.
Open Access Library Journal,
10(7), 1-10. DOI:
10.4236/oalib.1110306
Osmanović Zajić, J., Mamutović,, A. Mamutović, J (2021). The role of action research in techers’ professional development. International Journal of Cognitive Research in Science, Engineering and Education, 9(3), 301-317.Doi: 10.23947/2334-8496-2021-9-3-301-317.
Parkhouse, H., Gorlewski, J., Senechal, J., & Lu, C. Y. (2021). Ripple effects: How teacher action research on culturally relevant education can promote systemic change.
Action in Teacher Education,
43(4), 411-429.
https://doi.org/10.1080/01626620.2021.1896395
Pine, G. J. (2009). Teacher action research: Collaborative, participatory, and democratic inquiry. In G. J. Pine,
Teacher action research: Building knowledge democracies (pp. 29–62). SAGE Publications.
https://doi.org/10.4135/9781452275079
Pineda, H., Lorca, A., Cortes, S., Gador, S., Mangompit, R. M., Pacaldo, F. J., et al. (2022). Development and evaluation of a professional development program on designing participatory action research projects for basic education teachers.
Advanced Education,
21, 161–184.
https://doi.org/10.20535/2410-8286.266663
Safari Shali, R., & Habib Pour Gtabi, K. (2009). Comprehensive guide to using SPSS in survey research (Quantitative data analysis). Louyeh. (in Persian)
Semathong, S. (2023). Participatory Action Research to Develop the Teachers on Classroom Action Research. Shanlax International Journal of Education, 11(3), 29-36. https://doi.org/10.34293/ education.v11i3.6118
Somekh, B. (2006). Action research: A methodology for change and development. Open University Press.
Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London, Heinemann
Stringer, E. T. (2008). Action research in education. Upper Saddle River, NJ: Pearson Prentice Hall.
Susman, G. I., & Evered, R. D. (2023). An assessment of the scientific merits of action research. Studi organizzativi, (2022/2). DOI 10.3280/SO2022-002006
Tirol, S., Cortes, S. T., Tinapay, A., & Samillano, J. (2022). A teacher training program on designing participatory educational action research proposal. Ho Chi Minh City Open University Journal of Science, 12(1), 23–39. https://doi.org/10.46223/HCMCOUJS. soci.en.12.1.2214.2022
Ulla, M., Barrera, K. I., & Acompanado, M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges.
Australian Journal of Teacher Education, 42(11), 52–64.
https://doi.org/10.14221/ajte.2017v42n11.4
Wetzels, M., Odekerken-Schröder, G. & Van Oppen, C. (2009). Using PLS path modeling for assessing hierarchical construct models: Guidelines and empirical illustration.
MIS quarterly,
33(1), 177-195. DOI: DOI:
https://doi.org/10.2307/20650284
)