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ERIC Number: EJ830860
Record Type: Journal
Publication Date: 2006-Dec
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0965-0792
Promoting Quality for Teacher Action Research: Lessons Learned from Science Teachers' Action Research
Capobianco, Brenda M.; Feldman, Allan
Educational Action Research, v14 n4 p497-512 Dec 2006
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 collaborative action research group must function as both a community of practice and an epistemic community if both practice is to be improved and knowledge and understanding is to be generated. In addition, teacher researchers must have a thorough grounding of the nature of action research and knowledge of appropriate research methods. The framework we have outlined only goes as far as suggesting a possible set of guidelines or conditions, and is not intended to be prescriptive. For others researchers, teacher educators and practitioners, this framework may serve as a starting point to draw from when establishing and facilitating their own action research projects.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A