Action Research: A Teaching or a Research Method?

摘要: CLOSING his 1953 review of action research, (the terms cooperative and are favored currently), Wann (30) remarked that an methodology was only beginning to emerge additional experimentation would be needed make it practical for teachers carry on research a high quality. Since this major survey the literature, REVIEW has carried number reports further development action-research line (11, 21, 29). It seems desirable, therefore, evaluate these efforts as contributions well catalog literature. As organizing theme we returning Wiles's earlier queries (32) distinction between inservice training. If examine writing about becomes apparent some difference opinion exists, even among those who most enthusiastic, whether approach does, in fact, constitute new departure. There contrast with traditional or fundamental (2, 3, 4, 5, 15). In its sharpest form separation gives rise statements effect that, instead borrowing without change methods from sciences, workers education now striking out their own building skills (4). more moderate vein is made basis kinds problems researched (1, 25), adaptability findings real situations (5), motivation researchers (7), generalizations sought (15), intrinsic value practitioner (12, 17), often importantly does (3, 25). Do any distinctions, important they are, provide foundations methodology? Our answer will depend, course, definition. require, minimum condition, technic give us way analyzing phenomena so lead generation test hypotheses fresh ways testing old ones, questionable if features central thinking much contribution (however great do teachers). This rather sweeping judgment, but can tested several ways. If, one thing, three recent books concerned 14, 22), find once questions getting used hypothesize cooperatively concerns dealt with, business must faced. And at point discussions reduced employment