Resources

This page is planned to be a list of useful resources of various kinds for Educational Doctorate students. You will find here links to websites, sources of information of various kinds and lists of useful texts.

This list will be added to during the year. Please submit links that you consider others may find useful to

Useful documents
Download the thesis proposal document

Useful websites
Education Network Online is a great source of information about education in Australia

The Institute for Teaching and Learning is a very useful starting point for links to information about Higher Education.

Useful references
Bell, J. (1999) Doing your own research project. 3rd ed. Buckingham: Open University Press
Elphinstone, L. & Schweitzer, R. (1998). How to get a research degree. St Leonards, NSW: Allen and Unwin.
Louis C., Lawrence M. & Morrison, K. (2000). Research methods in education. 5th ed. New York: Routledge.
Robson, C. (2002). Real world research : a resource for social scientists and practitioner-researchers. 2nd ed. Madden, Mass. : Blackwell Publishers.

Literature reviews
Cooper, H.M.(1998) Synthesizing Research: A Guide for Literature Reviews. 3rd ed.Thousand Oaks, California: Sage Publications.

Hart, C. (1998) Doing a Literature Review: Releasing the Social Sciences
Research Imagination. London: Sage Publications.

Light,R.J & Pillemer , D.B. (1984) Summing Up : The Science of Reviewing
Research. Cambridge, Mass.: Harvard University Press.


Brennan, M. (1998) Struggles over the definition and practice of the educational doctorate in Australia, Australian Educational Researcher, vol.25, no.1, pp.
Brennan, M., Green, B. and Lee, A. (2000) "Organizational Knowledge, Professional Practice and the Professional Doctorate at Work", in J. Garrick and C. Rhodes (Eds.) Research and Knowledge at Work: Perspectives, Case Studies and innovative Strategies. London: Routledge.

Theorizing and researching the professions and professional practice
Gonczi, A. and Hager, P. (1996) "Professions and competencies", Ch.14 in Boundaries of Adult Learning. London: Routledge.
Hager, P. (1996) Professional practice in Education: Research and issues, Australian Journal of Education, vol.40, no.3, pp.235-247.
Hargraves, D. H. (2000) The Production, Mediation and Use of Professional Knowledge among Teachers and Doctors: A comparative analysis. Paris: Organization for Economic Cooperation and Development, Centre for Educational Research and Innovation.
Higgs, J, and Tichen, A. (2001) Practice Knowledge and Expertise. Butterworth Heinemann.
Kemmis, S. and McTaggart, R. (2000) "Participatory Action Research". In N. Denzin and Y. Lincoln, (Eds.) Handbook of Qualitative Research (second ed.). Thousand Oaks, Calif.: Sage.
Preston, B. (1996) Professional practice in school teaching, Australian Journal of Education, vol.40, no.3, pp.248-264.
Punch, K. F. (1998) Introduction to Social Research: Quantitative and qualitative approaches. London: Sage.
Sachs, J. (1999) Teacher professional identity: Competing discourses, competing outcomes. Paper presented at the Annual Meeting of the Australian Association for Research in Education, Melbourne, November.
Sachs, J. (2000) The activist professional, Journal of Educational Change, vol.1, pp.77-95.
Schön, D. A. (9195) The new scholarship requires a new epistemology, Change, vol.27, no.6, pp.26-34, November.
Shulman, L. S. (1986) Paradigms and research programs in the study of teaching: A contemporary perspective, pp. 3-36 in M. C. Wittrock (Ed.) Handbook of Research on Teaching (third ed.). New York: Macmillan.
Zay, D. (1999) (Ed.) Conceptualizing Reflective Practice through Partnership: European Perspectives. Special issue of Pedagogy, Culture and Society, vol.7, no.2.

General perspectives
Kemmis, S. (2003) "Five traditions in the study of practice". Paper presented at the Continuing Professional Education Conference, University House, Australian National University, Canberra, April.
Shulman, L. S. (1986) Paradigms and research programs in the study of teaching: A contemporary perspective, pp. 3-36 in M. C. Wittrock (Ed.) Handbook of Research on Teaching (third ed.). New York: Macmillan.

Donald Schön: the reflective practitioner
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Schön, D. A. (1987). Educating the Reflective Practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (1991) (Ed.). The Reflective Turn: Case Studies in and on Educational Practice. New York: Teachers College Press.

Action theory and soft systems approaches
Argyris, C. (1990) Overcoming Organizational Defences: Facilitating Organizational Learning. Boston: Allyn and Bacon.
Argyris, C., Putnam, R. and McLain Smith, D. (1985). Action Science. San Francisco: Jossey-Bass.
Checkland, P. and Scholes, J. (1990). Soft Systems Methodology in Action. Chichester: Wiley.
Flood, R. L. and Jackson, M. C. (1991). Creative Problem Solving: Total Systems Intervention. Chichester: Wiley.
Jackson, M. C. (1991). Systems Methodology for the Management Sciences. New York: Plenum.
Reason, P. (Ed.) (1988). Human Inquiry in Action: Developments in New Paradigm Research. London: Sage.

The neo-Aristotelians: tradition and the practical
Gauthier, D. P. (1963) Practical Reasoning. London: Oxford University Press.
MacIntyre, A. (1983). After Virtue: A Study in Moral Theory (second ed.). London: Duckworth.
Reid, W. A. (1978) Thinking about the Curriculum: The Nature and Treatment of Curriculum Problems. London: Routledge & Kegan Paul.
Schwab, J.J. (1969) The practical: A language for curriculum, School Review, vol. 78, pp.1-24.

Hermeneutics and phenomenology: Hans-Georg Gadamer and Max van Manen
Gadamer, H-G. (1987) "Hermeneutics as Practical Philosophy", pp.325-338 in K. Baynes, J. Bohman and T. McCarthy (Eds.) After Philosophy: End or transformation? Cambridge, Mass.: Massachusetts Institute of Technology Press. (Plus editors' introduction to Gadamer, pp.319-324).
Gadamer, H-G. (1987) "Foreword to the Second German Edition of Truth and Method", pp.339-350 in K. Baynes, J. Bohman and T. McCarthy (Eds.) After Philosophy: End or transformation? Cambridge, Mass.: Massachusetts Institute of Technology Press. (Plus editors' introduction to Gadamer, pp.319-324).
van Manen, Max (1990) Researching Lived Experience. Albany: State University of New York Press.

Anthony Giddens: the theory of structuration
Giddens, A. (1979). Central Problems in Social Theory: Action, Structure and Contradiction in Social Analysis. London: Macmillan.
Giddens, A. (1991) Modernity and Self-Identity: Self and Society in the Late Modern Age. Stanford, Calif.: Stanford University Press.

Pierre Bourdieu, Basil Bernstein and the sociology of practice
Bernstein, B. (1977) Class, Codes and Control, vol.3. London: Routledge and Kegan Paul.
Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity. London: Taylor and Francis.
Bourdieu, P. (1977) Outline of a Theory of Practice, trans. R. Nice. Cambridge: Cambridge University Press.
Bourdieu, P. (1977) Outline of a Theory of Practice, trans. R. Nice. Cambridge: Cambridge University Press.
Bourdieu, P. (1990) The Logic of Practice, trans. R. Nice. Cambridge: Polity Press.
Bourdieu, P. and Wacquant, L. J. D. (1992) An Invitation to Reflexive Sociology. Cambridge: Polity Press.

Michel Foucault and history: programs, technologies of power, practice
Ball, S. (1990) (Ed.) Foucault and Education: Disciplines and knowledge. London: Routledge.
Foucault, M. (1987) "Questions of Method: An interview with Michel Foucault", pp.100-117 in K. Baynes, J. Bohman and T. McCarthy (Eds.) After Philosophy: End or transformation? Cambridge, Mass.: Massachusetts Institute of Technology Press. (Plus editors' introduction to Foucault, pp.95-99).
Goldstein, J. (1984) Foucault among the sociologists: "The Disciplines" and the history of the professions, History of Theory, vol.xxiii, no.2, pp.

Jacques Derrida: discourses and deconstruction
Derrida, J. (1976) Of Grammatology, trans. G. C. Spivak. Baltimore: Johns Hopkins University Press.
Green, B. (1993) "Literacy Studies and Curriculum Theorizing; or The Insistence of the Letter", pp.195-225 in B. Green (Ed.) The Insistence of the Letter: Literacy studies and curriculum theorizing. London: Falmer Press.

Critical social science: research for transforming practice
Carr, W., & Kemmis, S. (1986). Becoming Critical: Education, Knowledge and Action Research. London: Falmer.
Fay, B. (1987) Critical Social Science: Liberation and Its Limits. Cambridge: Polity Press.
Kemmis, S. (1998) System and lifeworld and the conditions of learning in late modernity, Curriculum Studies (now Pedagogy, Culture and Society), vol.6, no.3, pp.269-305.