ERIC Number: EJ1042977
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 49
Action Research: Informing Professional Practice within Schools
Hine, Gregory S. C.; Lavery, Shane D.
Issues in Educational Research, v24 n2 p162-173 2014
This research paper explores the experiences of three teacher-researchers, "Simone", "Damian" and "Michael", who undertook an action research project in their respective schools as part of their postgraduate studies. The paper initially outlines the construct of action research in the light of its applicability to educational research. Particular reference is made to the benefits of action research for those in the teaching profession as well as to several challenges associated with action research. What then follows is the design of the case study methodology that was used to examine the individual experiences of Simone, Damian and Michael. The research used a qualitative paradigm, specifically that of interpretivism, and employed a symbolic interactionist perspective to examine each participant's project as individual case studies. Data collection occurred in two stages. Stage 1 involved three 40-minute semi-structured interviews. Stage 2 entailed follow-up written responses six months after the initial interviews. Findings fall under three major themes: action research as a valuable methodology, the impact of the action research on the school community, and challenges encountered when conducting the action research.
Descriptors: Action Research, Educational Research, Teacher Researchers, Case Studies, Research Methodology, Qualitative Research, Semi Structured Interviews, Educational Benefits, Barriers, Evidence, Data Interpretation, Skill Development, Transformative Learning, Interviews
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: firstname.lastname@example.org; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A