ERIC Number: ED390863
Record Type: RIE
Publication Date: 1995
Reference Count: N/A
Action Research: Some British Funded Projects: A Review.
The "Teachers as Researchers in the Context of Award Bearing Courses and Research Degrees" is a United Kingdom project that explores the claims made for action research and the criticisms levelled against it. This paper offers a set of "readings" of six action research projects. After Part 1, which serves as an introduction, the paper is in two main sections. Part 2 summarizes six projects: (1) Becoming Our Own Experts, 1974-1979; (2) Learning about Learning/Write to Learn, 1980-1990; (3) Teacher Pupil Interaction and the Quality of Learning (TIQL), 1991-1993; (4) Supporting Teachers Research into Classroom Teaching (STRICT), 1986-1990; (5) Pupil Autonomy in Learning with Microcomputers (PALM) Project, 1988-1990; and (6) Evaluating a School-based, Award-bearing Curriculum Development Scheme (ESACS) Project, 1991-the present. Part 3 analyzes the projects in the context of several themes, including practical control, the theory practice divide, and authenticity; the action research cycle; collaboration; funding; and publication and dissemination. Action research enables teachers to bring about changes in pedagogy and curriculum, improves the quality of students' learning experiences and professional collaboration, encourages insider research methodologies, contributes to both personal and institutional development, helps teachers to implement innovation in ways consistent with values, and enables teachers to be more accountable for their practice. Criticisms of action research include the difficulty of developing valid insider research methodology; the dominant influence of academic discourses or, by contrast, the tendency of reports to rely too heavily on description; ignoring the wider contexts; an absence of reference to known research findings; inadequate training; and unacknowledged hidden costs. (Contains 47 references.) (ND)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teaching Research; United Kingdom
Note: Paper presented at the International Meeting on Teacher Research (Davis, CA, April 13-15, 1995).