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ERIC Number: EJ922624
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-1743-727X
Teachers' Classroom-Based Action Research
Cain, Tim
International Journal of Research & Method in Education, v34 n1 p3-16 2011
Teachers' classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily self-reflexive, collaborative and political. Third, there is a view that classroom research studies are not suitable for dissemination because they are not generalizable. Drawing on the work of Heron and Reason, I outline a view of how teachers are positioned in their classroom to explain why teachers' classroom-based action research cannot be underpinned by positivist, interpretive or critical paradigms, is necessarily self-reflexive, collaborative (albeit in a weak form) and political and is suitable for dissemination to teachers, working in similar contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A