Open AccessA Simple Plan for Action Research (Part B)
Author(s) -
Carol Reed
Publication year - 1969
Publication title -
teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1703-2598
DOI - 10.26522/tl.v4i2.26
Subject(s) - compromise , action (physics) , class (philosophy) , action research , paragraph , class action , public relations , simple (philosophy) , speculation , transformational leadership , sociology , participatory action research , political science , epistemology , computer science , pedagogy , business , law , social science , philosophy , physics , state (computer science) , algorithm , quantum mechanics , finance , anthropology
Teachers interested in Action Research Projects in schools should be aware that there is much speculation as to the transferability of the results to larger populations. But this should not necessarily detract teachers from in-class research because the primary purpose of the majority of teacher initiated research is most often directed at changing and improving what happens in the classroom or in a particular school rather than at a board or whole system level. Institutional constraints on what might be investigated and how the sharing of results might compromise existing policies regarding personal information sharing and confidentiality are always an issue within institutionalized contexts and could impede the novice researcher. Yet as Paula Friere argued action research, particularly that described as Participatory Action Research or (PAR) is best suited to those willing to critically analyze and make connections between learning and the act of transformational change within political realities. A paragraph taken from Theresa Thorkildsen book “Fundamentals of Measurement in Applied Research” Allyn and Bacon, 2005 pg. 423 sums up what is generally expected of those interested in pursuing action research projects.