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ERIC Number: EJ1169180
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1925-7147
Phenomenography: Implications for Expanding the Educational Action Research Lens
Beaulieu, Rodney
Canadian Journal of Action Research, v18 n2 p62-81 2017
Action research is a growing tradition for improving teachers' practice and students' learning outcomes, and it draws from a variety of methods for collecting and analysing data. In this article, phenomenography is proposed as an innovative approach for enhancing action research. With an emphasis on mapping variations on students' experience, using their own voices, phenomenography offers an analytic system for revealing how students differ in their perspectives, and results from this approach can potentially lead to action research for tailoring curriculum to fit a diverse student population. Though popular among researchers who are interested in studying variation, especially educators, phenomenography is absent in the action research literature. Qualitative analytic approaches tend to reduce data to a few common themes, yet phenomenography is about purposefully coding the data to explore differences. In diverse communities, phenomenography offers a system for tapping a variety of perspectives/conceptions/experiences, including oppositional ones, and action research offers the means for improving educational conditions. While much of action research is committed to inviting multiple voices to resolve educational problems as participatory action research, phenomenography has not been explicitly indicated as a methodological approach throughout the literature. This article draws attention to the potential union of these two disciplines as phenomenographic action research.
Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A