Open AccessSome Reflections on the Nature of Educational Action Research
Author(s) -
Tony Ghaye
Publication year - 1997
Publication title -
school libraries worldwide
Language(s) - English
Resource type - Journals
eISSN - 2816-3788
pISSN - 1023-9391
DOI - 10.29173/slw7018
Subject(s) - action research , action (physics) , context (archaeology) , presentation (obstetrics) , sociology , pedagogy , style (visual arts) , process (computing) , educational research , engineering ethics , computer science , engineering , medicine , history , paleontology , physics , archaeology , radiology , quantum mechanics , biology , operating system
Based on the author's presentation to a research seminar at the 1995 IASL conference in Worcester, England, this article reflects on the nature of action research and discusses some issues associated with action research in education. In particular, it addresses four qualities or characteristics that "tend to give action research its particular character and style". These are concern for values; action that is workplace oriented; the role of reflection in the process; and concern for the nature of the improvement or change that occurs as a result of the action research. In the context of school librarianship, action research is presented as a practical, principled, and systematic way to improve professional thinking about school librarianship, professional practice, and the library environment.