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Summary

This chapter introduces action science as a novel approach to reconciling the knowing–doing gap presented in the Introduction. It reviews primary goals of this discipline as established in its seminal literature, as well as central tenets and terms in this discipline that are foundational to the analyses featured throughout the book. It also presents evidence that action science is a suitable approach to reconciling this knowing–doing gap, because its central tenets and terms speak to consistent and recurring themes in the extant educational literature. I explain how the ladder-of-inference framework from this literature is used to investigate K-12 urban teachers’ inferential thinking about cultural differences in the literature review featured across the next six chapters.

Summary

In this Introduction, I briefly sketch 'the problem of negative action', which I will be concerned, in the remainder of the book, to explore and to solve. I also provide a sketch of the book as a whole, and provide a brief defense of my methodology.

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Chapter 1 - An Action Science Approach to Cultural Learning in Urban Schools and Minority Serving Institutions (MSIs)

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Introduction

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2 results

Chapter 1 - An Action Science Approach to Cultural Learning in Urban Schools and Minority Serving Institutions (MSIs)

Summary

Introduction

Summary