The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their…

Despite major efforts to change teachers' practice through professional development activities, much remains as it always was. Our claim is that this rarely happens because significant change in how one teaches can only come about as a result of some realization about oneself as a teacher, and the resulting changes in identity. In recent years we…

This article began as a response to the article "Action research as narrative: five principles for validation" by Heikkinen, Huttunen and Syrjala, which appears in this issue of "Educational Action Research". In so doing it addresses the question "How can we tell whether an action research study is good?" by arguing that validity is a construct…

My purpose in writing this article is to examine the claim that "Teachers are responsible for what happens in their classrooms" in relation to action research. Although the claim appears to be a fairly straightforward, it has multiple meanings that depend on the ideologies of those making the claim. I argue that an often-overlooked way of thinking…

In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a…