Action Research and Policy

Autor/inn/en	Foreman-Peck, Lorraine; Murray, Jane
Titel	Action Research and Policy
Quelle	In: Journal of Philosophy of Education, 42 (2008), S.145-163 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.1467-9752.2008.00630.x
Schlagwörter	Action Research; Educational Research; Educational Policy; Epistemology; Educational Philosophy; Social Science Research; Evaluation Criteria; Teacher Researchers; Educational Improvement; Value Judgment + Suchen Sie Ihr Suchwort? Projektforschung; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Erkenntnistheorie; Bildungsphilosophie; Erziehungsphilosophie; Social scientific research; Sozialwissenschaftliche Forschung; Lehrerforschung; Teaching improvement; Unterrichtsentwicklung; Werturteil
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10