Foreman-Peck, L. and Murray, J. (2009) Action research and policy. In: Bridges, D., Smeyers, P. and Smith, R. (eds.) Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? Oxford: Wiley-Blackwell. pp. 138-156.
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Abstract:
This chapter 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.
Subjects:
Creators:
Foreman-Peck, L. and Murray, J.
Editors:
Bridges, D., Smeyers, P. and Smith, R.
Publisher:
Wiley-Blackwell
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
University Faculties, Divisions and Research Centres - OLD > Faculty of Education & Humanities
Faculties > Faculty of Education & Humanities > Special Education Needs and Inclusion
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
May 2009
Date Type:
Publication
Page Range:
pp. 138-156
Title of Book:
Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?
Place of Publication:
Oxford
Number of Pages:
208
Language:
English
ISBN:
9781405194112
Status:
Published / Disseminated
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