ERIC Number: ED355664
Record Type: RIE
Publication Date: 1992-Dec
A Review of Writing on Action Research (1944-Present).
King, Jean A.; Lonnquist, M. Peg
Teacher research has emerged in the last decade as a potential source for improving education. Teachers, who work with students daily, have a unique perspective on educational problems. Practitioner, or action, research is defined as trying out ideas in practice to increase knowledge about curriculum, teaching, and learning. Unlike traditional research that has uniform, external guidelines, action research is frequently localized and has limited applicability. The results of action research usually are not published or shared widely. Reviewing literature on action research is complicated by its broad definition and by the variability of research. In the future, action research may become a viable tool for educational research, help transform teachers into political actors, and be quantitatively and qualitatively measured over time. This review of action-research literature uses three criteria to determine if documents are included: the term "action research" must be used, the action-research concept must be developed if not explicitly stated, and any type of practitioner-centered research in a school setting must be mentioned. The paper includes five sections: a history of action research, the action-research concept, a theoretical rationale, practical issues in implementation, and, in an appendix, types and categories of action research. (Contains 106 references.) (JPT)
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Sponsor: Wisconsin Center for Education Research, Madison.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center on Organization and Restructuring of Schools, Madison, WI.