Ryan, T. G. (2022). Naturalistic observation within action research: Plausibility. Turkish International Journal of Special Education and Guidance & Counselling (TIJSEG), 11(1), 69-81. http://tijseg.org/index.php/tijseg/article/view/166
Ryan, T. G. (2021). Action research as pre-service teacher inquiry in physical education. International Journal of Action Research.
Ryan, T. G. (2020). Action research journaling as a developmental tool for health and physical education teachers. International Journal of Curriculum and Instruction, 12 (2), 279-295. Common ground. Article ERIC
Ryan, T. G., & Gow-Morrison, L. (Eds.). (2019). The action researcher in teacher education: A Caribbean perspective. Champaign, IL: Common Ground Publishing.
Ryan, T.G. (2019). Carribean pre-service teacher research. In Ryan, T. G., & Gow-Morrison, L. (Eds.). (2019). The Jamaican action researcher. Champaign, IL: Common Ground Publishing.
Ryan, T.G. (2019). Summative reflections: Momentum, obstacles and inertia. In Ryan, T. G., & Gow-Morrison, L.(Eds.). (2019). The Jamaican action researcher. Champaign, IL: Common Ground Publishing.
Ryan, T. G. (2018). Action research in the faculty of education. In the Oxford Encyclopedia of Educational Research, Measurement, and Evaluation. 373-381. Thousand Oaks, CA: Oxford Publications. http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-776
Ryan, T. G. (2018, April). Educational action research as a global competence in a digital world. Canadian Journal for Teacher Research, 1-8. Retrieved from http://www.teacherresearch.ca/
Ryan, T.G., Young, D.C., & Kraglund-Gauthier, W.L. (2017). Action research within pre-service teacher education. Transformative Dialogues: Teaching and Learning Journal, 11, 1-15 http://www.kpu.ca/td/current-issue
Ryan, T. G. (2016). The pre-service educator as action researcher and leader. Action Researcher in Education, 7, 1-13.http://www.actionresearch.gr/
Ryan, T.G. (2014). A recursive view of self in teacher education: Beliefs, values and action research within an evolving landscape. In E. Scola. (Ed.), Circles of Hope (pp. 1-9). Ontario Teachers Federation/Ontario Association of Deans of Education. York University, Toronto, ON: Canada. laurentian
2013 – CONNECT Canada’s Learning and Technology Conference. An Action Research Study of Online Communications. (May 6, 7). Scotia Bank Convention Centre, Niagara Falls, ON: Canada
Ryan, T. G. (2013). The scholarship of teaching and learning within action research: Promise and possibilities. i.e.: inquiry in education, 4 (2), 1–17. Retrieved from: http://digitalcommons.nl.edu/ie/vol4/iss2/3/
Ryan, T. G. (2013). The communicative elements of action research. Networks: An online journal for teacher research, 15 (2). 1-12. University of Wisconsin, Madison, WN. http://journals.library.wisc.edu/index.php/networks/index
Ryan, T.G., Aquino, A.M., Berry, D., Clausen, K., & Wideman, R.L. (2008/2010). Elementary professional development within a ‘practical’ action research effort to improve student literacy. In D. Ary, L. Chester Jacobs, & C. Sorensen, Introduction to Research in Education (8th Ed.)., pp. 541-555. Belmont, CA: Wadsworth Cengage Learning. (Reprinted from Networks: An online journal for teacher research, 10 (2). University of Wisconsin, Madison, WN). Research Methods Text
Book Review – Leading with Passion and Knowledge: The principal as action researcher
Ryan, T.G. (2008). Action research: An essential teacher development mode. In A. Garuba & L. Irwin (Eds.), Teaching and education for teaching in developing countries: Essays in honour of professor jophus anamuah-mensah. (pp. 45-54). Ghana, Africa: SACOST, University of Education,Winneba.
Ryan, T. G. (2007). The reflexive classroom manager. (2nd Ed.). Calgary, AB: Temeron
Ryan, T. G. (2006). The reflexive classroom manager: A required preservice mode. Networks: An online journal for teacher research, 9 (1). 1-12. University of Wisconsin, Madison, WN. Wisconsin
Ryan, T.G. (2005). When you reflect are you also being reflexive? The Ontario Action Researcher, 8.2 (1). OAR now the CJAR
Ryan, T. G. (2005). The reflexive physical educator. Calgary, AB: Temeron Books/Detselig.
Ryan, T.G. (2004). Collecting and analyzing action research data. The Ontario Action Researcher, 7 (15). OAR now the CJAR
EDUC 5526 Leadership in Action Research – Authored and Taught at Graduate Level
It is designed to assist educational leaders in facilitating and mentoring action research projects conducted by their colleagues. Second, the course will assist these leaders in developing, implementing, and assessing action research projects. Students will produce action research reports suitable for submission for submission for publication in a variety of venues.
Ryan, T. G. (2001, May). An action research study of secondary assessment praxes. Research in Ontario Secondary Schools, 6 (2). Retrieved from http://www.oise.utoronto.ca/field-centres/vol6no2.htm
Ryan, T. G. (2001). The role of leadership within an action research study of assessment praxes. Brock Education (Fall). Brock University, St.Catharines, ON. Brock Uni
Ryan, T. G. (2001). The role of leadership within an action research study of science assessment praxes. International Electronic Journal for Leadership in Learning, 5 (3).Uni of Calgary/Praries
2001 – An action research study of science assessment praxes. The Western Canadian Association for Student Teaching (WestCAST). University of Calgary, AB: Canada
1998 – An action research study of science assessment praxes. Ontario Educational Research Council Conference (Dec,1998), Ontario Institute for Studies in Education, University of Toronto, Ontario.
Ryan, T.G. (1998). Meeting needs through action research. In J. Delong, & R. Wideman (Eds.), Action research: School improvement through research-based professionalism (pp. 62 – 63). Toronto, ON: Ontario Public School Teachers Federation.