Northampton Electronic Collection of Theses and Research

Action research and policy

Foreman-Peck, L. and Murray, J. (2008) Action research and policy. Journal of Philosophy of Education. 42(Supple), pp. 145-163. 0309-8249.

Item Type: Article
Abstract: This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy makers as a potential method for developing theory, disseminating good practice, or raising standards. Through a discussion of three major approaches to action research—seen variously as professional learning, practical philosophy and critical social science—it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons.
Uncontrolled Keywords: Action research, policy, warrant
Subjects: L Education > LC Special aspects of Education > LC65 Social aspects of education > LC71 Education and the state
L Education > LB Theory and practice of education > LB1028 Educational research
Creators: Foreman-Peck, Lorraine and Murray, Jane
Faculties, Divisions and Institutes: University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
Date: August 2008
Date Type: Publication
Page Range: pp. 145-163
Journal or Publication Title: Journal of Philosophy of Education
Volume: 42
Number: Supple
Language: English
ISSN: 0309-8249
Status: Published / Disseminated
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