By Valsa Koshy
A step by step advisor for selecting an motion examine subject; making plans applicable motion; collecting, reviewing, and interpreting information; and writing the ultimate file or dissertation.
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Additional resources for Action Research for Improving Practice: A Practical Guide
02 Chap02 9473 p23-41 30 17/3/05 7:02 am Page 30 Action Research for Improving Practice To enable experiments in disseminating research findings and making use of them in classrooms. To provide examples of good practice in making use of research. IS ACTION RESEARCH REAL RESEARCH? Before starting out, the action researcher should also be aware of some of the criticisms raised against action research and how these can be dealt with in the context of both setting up a project and disseminating the outcomes.
Each of these warrants careful thought and consideration before you take your first step. Some of these ideas were touched on in Chapter 1 but are reinforced here with supporting statements. So, what are these five features? First, the authors assert that action research will entail indicating how it rejects positivist notions of rationality, objectivity and truth in favour of a dialectical view of rationality. Second, it will entail indicating how action research employs the interpretive categories of teachers by using them as a basis for ‘language frameworks’ which teachers explore and develop in their own theorising.
But do remember, many action researchers also recognise the need to fine-tune their topic after reading some related literature or after thinking about the practical implications of carrying out the study. Here is an example of refining a topic of study. Melanie selected her action research topic: Introducing portfolios of learning for year 7 students. During her discussion with colleagues it was pointed out to her that the topic was too wide for action research. It was suggested that Melanie needed to narrow her focus and perhaps concentrate on one aspect of her topic.