Action research a methodology for change and development

SOMEKH doing qualitative research in educational settings This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change Drawing on twenty-five years’ experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools The Introduction presents eight principles for action research and key methodological issues are fully discussed in Chapter The focus then turns to action research in broader contexts such as ‘southern’ countries, health, business and management, and community development Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact ACTION RESEARCH ACTION RESEARCH A methodology for change and development series editor: Pat Sikes ACTION RESEARCH a methodology for change and development Action Research is important reading for postgraduate students and practitioner researchers in education, health and management, as well as those in government agencies and charities who wish to research and evaluate change and development initiatives It is also valuable for pre-service and in-service training of professionals such as teachers, nurses and managers Bridget Somekh is well known for her leadership of action research projects in the UK and Europe and as a keynote lecturer and consultant internationally She is a founder editor of the Educational Action Research journal and for many years has been a co-ordinator of the Collaborative Action Research Network (CARN) ISBN 0-335-21658-7 BRIDGET SOMEKH 780335 216581 BL2220-01-prelims 15/11/05 21:40 Page i Action Research: a Methodology for Change and Development BL2220-01-prelims 15/11/05 21:40 Page ii BL2220-01-prelims 15/11/05 21:40 Page iii Action Research: a Methodology for Change and Development Bridget Somekh Open University Press BL2220-01-prelims 15/11/05 21:40 Page iv Open University Press McGraw-Hill Education McGraw-Hill House Shoppenhangers Road Maidenhead, Berkshire England SL6 2QL email: enquiries@openup.co.uk world wide web: www.openup.co.uk and Two Penn Plaza, New York, NY 1012–2289 USA First published 2006 Copyright © Bridget Somekh 2006 All rights reserved Except for the quotation of short passages for the purpose of criticism and review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or a licence from the Copyright Licensing Agency Limited Details of such licences (for reprographic reproduction) may be obtained from the Copyright Licensing Agency Limited of 90 Tottenham Court Road, London W1T 4LP A catalogue record of this book is available from the British Library ISBN 10: 335 21658 (pb) ISBN 13: 978 0335 21658 (pb) 335 21659 (hb) 978 0335 21659 (hb) Library of Congress Cataloging-in-Publication Data CIP data has been applied for Typeset by BookEns Ltd, Royston, Herts Printed and bound by Bell & Bain Ltd, GlasgowMP????G Books Ltd, Bodmin, Cornwall BL2220-01-prelims 15/11/05 21:40 Page v For Robert BL2220-01-prelims 15/11/05 21:40 Page vi BL2220-01-prelims 15/11/05 21:40 Page vii Contents Introduction Chapter – Agency, Change and the Generation of Actionable Knowledge 11 Chapter – Doing Action Research Differently 31 Chapter – Action Research from the Inside: a Teacher’s Experience 62 Chapter – Action Research and Radical Change in Schools 89 Chapter – Action Research for Organizational Development in Higher Education 112 Chapter – Action Research in a Partnership between Regional Companies and a University 130 Chapter – Action Research in the Evaluation of a National Programme 153 Chapter – Action Research and Innovative Pedagogies with ICT 175 Chapter – Reflections on the Process of Writing this Book and its Purposes 196 References 200 Index 213 BL2220-01-prelims 15/11/05 21:40 Page viii BL2220-01-prelims 15/11/05 21:40 Page ix Acknowledgements I would like to thank all those from schools, universities and public and private companies who have worked with me on action research projects over the years This is your work as well as mine and working with you has been a powerful learning experience for me I would also like to thank those who read draft chapters and responded with comments, particularly Terry Carson, Andy Convery, Dave Ebbutt, Gabriel Goldstein, Margaret Ledwith, Cathy Lewin, Di Matthews-Levine, Diane Mavers, Julienne Meyer, Bob Munro, Angel Perez, Peter Posch, Tim Rudd, Peter Seaborne and Barbara Zamorski Finally, I would like to thank John Elliott whose name appears in many chapters of this book as my inspirational teacher and colleague BL2220-13-Index 216 15/11/05 21:39 Page 216 ACTION RESEARCH developmental work research (DWR) 21–2 Dewey, J 12, 50 dialectical interpretation 30, 101–4 digital video 190–1 Dillon, G 156 discourses 18–19, 25, 139 issues of discourse and intercultural dialogue in PELRS 191–2 dissemination of research COMEX 149–50 ICT Test Bed Evaluation 160, 161, 165 INTENT 123–4 PALM Project 100, 101, 103–4, 110 PELRS action research 177 distributed cognition 22, 185, 189 division of labour 186–7 documents, lengthy 140 double-loop learning 21, 53 Doyle, W 162 Dreyfus, S.E 28, 29, 148 dynamic networking 19–20 Ebbutt, D 19, 130, 131, 144, 151 EDU 135, 136, 141, 143–4 Education Action Zone 179 education policy 4–5, 182 evaluation 154 see also ICT Test Bed Evaluation ego 15 elderly people 45 Eliot, T.S 199 Elliott, J 13, 15, 17, 19, 20, 28–9, 31, 47, 53, 59, 62, 64, 86, 91, 93, 108, 114, 130, 131, 135, 139, 141, 147 emancipation 22–4 emancipatory action research 13, 15, 19 emotion 28–9 empathy 57–9 Employment Department (ED) 130, 131, 134 Engeström, Y 21–2, 186 episteme 149 equality of opportunity ethnocentrism 39 ethnomathematics 39 Eurocentrism 26 evaluation approaches to 122–3 COMEX 132 independence of 163–5, 167 of a national programme 153–4 see also ICT Test Bed Evaluation Evans, N 135 evidence-based practice evidence for learning, assumptions about 121–2 Evidence for Policy and Practice Information (EPPI) reviews existing knowledge, exploratory engagement with extended epistemology 44 external qualitative reports 156, 158, 163–4 ‘“Eyes of a Fly, The”: An experiment in collaborative research’ (Somekh) 74–85 facilitation of action research 163–5 Faculty Heads 79, 80, 83–4 Fals-Borda, O 26, 35–6, 53, 60 false consciousness 20 fees, students’ 133, 137 Feldman, A 14, 158 field theory 52, 54 flexible cycles flow 98, 189, 191 follow-up interview study 173–4 formative feed-back 155 Foucault, M 18–19, 20, 139 BL2220-13-Index 15/11/05 21:39 Page 217 INDEX Freire, P 33, 34, 39, 43, 50, 60 Freud, S 15 friction see tensions From Competence to Excellence (COMEX) 130–52 COMEX Newsletter 136 Consortium Group 133, 140, 142–3 cultural divide between university and companies 139–41 knowledge outcomes 146–50 multi-level, inter-cultural change initiative 131–45 research issues for central team 139–45 retrospective commentary 150–2 Steering Group 134–5, 139 tensions 135, 140–5, 150–1 transitions in training and challenges to status quo 141–3 ‘From Measuring Clouds to Active Listening’ (Rutter) 57–9 Frost, R 66 Fullan, M.G 114 Gadamer, H 12, 13 Garfinkel, H 15, 151 Geertz, C 197 General Teaching Council for England (GTC) 177, 181 generalization 3, 27–8 generalized other 16 generic competence attributes 147–8, 149–50 generic pedagogic framework (GPF) 188–9, 191–2 Gergen, K.J 26 Giddens, A 20, 27–8, 180, 193 Glaser, B 78 Glover, M 114 Goffman, E 151 217 Goldstein, G 122, 123, 128 Graves, D.H 99 Greene, J.C 156 Greenfield, T.B 77 GridClub website 189 Griffiths, M 26 grounded theory 78 Groundwater-Smith, S 21 Habermas, J 12–13, 18, 78 Hamill, A 114 Haraway, D 27 Harrison, C 176 Head of Upper School 79, 80, 82–3, 85 headteachers 166 health care settings 41–50, 60 health policy 42 Her Majesty’s Inspectorate (HMI) 119, 122, 128–9 higher education COMEX see From Competence to Excellence INTENT see Initial Teacher Education and New Technology (INTENT) Project Hill, G.B 114 Hinsdale, M.A 48–50, 56, 60 historical context Hopkins, D 59 Horton, M 43, 50, 60 House, E.R 154 Human Relations 52 human resource strategy 51–2 Hutchins, E 22 hybrid managers 142 I 16 ICT Educational Research Forum 102 ICT Test Bed Evaluation 153–74 designing a supportive evaluation 155–6 BL2220-13-Index 218 15/11/05 21:39 Page 218 ACTION RESEARCH first two years 157–61 future possibilities 173–4 integrating action research with ICT Test Bed project work 167–8 knowledge generation 171–2 purposes of action research 157 reporting 169–71, 174 research issues for action research support team 161–71 Stakeholders Conference 170 support materials 159, 173 id 15 ideal speech situation 12–13, 78, 80 ideological context Image 102 Images of Professional Development (Walker) 36–8 ImpaCT2 evaluation 175–6, 181 impacting generic competence attributes 147–8, 149–50 incentives 159–60 independence of evaluation 163–5, 167 information and communication technology (ICT) 2, 175–6 adoption of computers 16 computer as cognitive tool 106 computer as neutral tool 105–6 computer as tutor 105 impact on general life 176 PALM Project see Pupil Autonomy in Learning with Microcomputers PELRS see Pedagogies with E-Learning Resources Project as subject in its own right vs as tool for learning in all subjects 180–1 information literacy 193–4 Initial Teacher Education and New Technology (INTENT) Project 112–29, 151 aims 115–16 balance between development work and research activities 120–1 designing a collaborative action research project 114–20 findings in relation to innovation of IT in teacher education 124–5 knowledge outcomes 123–6 retrospective commentary 126–9 Strategy Cards 123 working tensions 120–3 innovative pedagogies see Pedagogies with E-Learning Resources Project (PELRS) insider action research 61 insider-consultants/students 131, 133 institutional structures 20–2 integration of research and action integrating action research with ICT Test Bed project work 167–8 interactions, curriculum and 183 interactive whiteboards (IWBs) 172, 181 inter-cultural dialogue 191–2 internet 193–4 inter-personal generic competence attributes 147–8, 149–50 invitation to tender (ITT) 153–4 Ireland, D 15, 98 It Comes from the People (Hinsdale, Lewis and Waller) 48–50 Ivanhoe Town, Virginia, USA 48–50 BL2220-13-Index 15/11/05 21:39 Page 219 INDEX James, A 189 Jessel, J 114 John Radcliffe Hospital, Oxford 41–2 Journal for IT in Teacher Education (JITTE) 124 Journal of Teaching and Technology in Education (JTATE) 124 Kant, L 108 Kemmis, S 13, 15, 19, 22, 29, 43, 47, 59 Kemp, P 45 Kitson, A 41 Klausen, T 22 Knijnik, G 38–40, 60 knowing, ways of 29 knowledge development of exploratory engagement with existing knowledge popular knowledge and academic knowledge study 38–40 practitioner knowledge 146–7 tensions between universities and companies in COMEX 143 knowledge acquisition 149 knowledge generation 198 in action research 27–30 COMEX 146–50 health, social care and community settings 44–5 ICT Test Bed Evaluation 171–2 INTENT 123–6 PALM 100–6, 109 knowledge transfer 155 labour 13 land reform 38–40 language 184 Laurillard, D 78, 97 219 Lave, J 23, 185, 189 leadership 165, 166 league tables 162, 163 learning from action research in context of blame culture 162–3 assumptions about evidence for 121–2 classroom study of poetry teaching and 63–73 co-learning 188, 189, 190 engendered by action research personalization of 182 socio-cultural theories of 23–4 transformative see transformative learning learning by doing 12 learning culture 46–8 learning events 179, 188 learning focus 188, 189 learning organization 21, 141 learning outcomes 188, 189–2 lesson planning 187 Lewin, C 153, 157, 158, 173 Lewin, K 11, 12, 19, 47, 52, 54 Lewis, H.M 48–50 liberal-humanist tradition 59 link researchers 157–8, 158–9, 160, 169–70 listening, active 57–9 literacy hour 183 Liverpool Polytechnic 127–8 ‘living through the looking glass and looking back on Wonderland’ metaphor 4–5, 199 local businesses see From Competence to Excellence (COMEX) local education authorities (LEAs) 107–8 local theology 48–50 logo programming 175 BL2220-13-Index 220 15/11/05 21:39 Page 220 ACTION RESEARCH Luce-Kapler, R 23, 30 Lukes, S 17 MA in Professional Development 136, 146 MacDonald, B 131, 145, 154 Maclure, M 147, 197 Malen, B 18, 126 management 126, 165, 166 hybrid managers 142 see also senior managers Manchester Metropolitan University 154, 177 Marshall, M 102–3 Marx, K 20 mathematics 38–40 Mavers, D 153, 154, 157, 158, 173 McClellend, D 147 McIntyre, D 41, 42 McNamara, O 25 McNiff, J 59 McTaggart, R 43, 47 me 16 Mead, G.H 12, 15–16, 50, 151 meanings, unanticipated 198 mediating tools 21–2 activity theory 185–9 GPF 188–9, 191–2 technologies as 184–5 medical model 42 mental illness 45 metaphor analysis 98 methodological issues 8, 11–30 action research for agency in organizational change 19–22 collaboration and emancipation 22–4 ICT Test Bed Evaluation 173–4 knowledge generation 27–30 nature of action 11–14 nature of power 17–19 nature of the self 14–17 PELRS 189–95 social justice and democracy 24–6 methodological principles 6–8, 199 Meyer, J 45 Microelectronics Education Programme (MEP) 89, 110–11 micro-politics 18, 126 Micros in Schools Scheme 89, 111, 154 Mills, C.W 180 mixed-methods research 156 Mora-Osejo, L.E 26, 35–6 motivation for schools’ participation in action research projects 107 staff roles and 81–2 multiple levels of action research 28 multiple selves 17 Munn-Giddings, C 43 Murray, D 23 Murray, H 52 NAACE 182 naming colleagues in action research 197–8 schools/colleges 158, 163–4 narrative 196–7 National College for School Leadership (NCSL) 177 National Council for Educational Technology (NCET) 91, 101, 112, 113, 115–16, 128 National Curriculum 101, 104, 110, 183, 192 National Grid for Learning 181 national programme evaluation see ICT Test Bed Evaluation BL2220-13-Index 15/11/05 21:39 Page 221 INDEX National Writing Project in England 99 naturalistic generalization 29 Netherhall Software 89, 90 neutral tool, computer as 105–6 Noffke, S 24, 28, 149, 157–8, 178, 199 nominal group technique 57–8 Norris, N 147 nous 29, 149 November, A 175, 194 numeracy hour 183 nursing 41–2, 46–8 Nuttall, W 114 object 185–7 GPF 189, 190 objective correlative 199 Ofsted inspections 166 oppression 34–5 oral work 67, 69 organizational culture 127–8 organizational learning 21, 52–3, 141 outcomes, learning 188, 189, 191–2 ownership 189–91 PALM Project see Pupil Autonomy in Learning with Microcomputers Palmleaves 100, 101 Papert, S 175 Parkside Community College 62–88 study of classroom teaching and learning 63–73 study of power and decisionmaking 73–85 participatory action research (PAR) 35, 36, 50, 53 partnerships 6–7, 21, 87, 109 between teachers and researchers in PELRS 179–80 221 cultural divide in COMEX 139–41 Pasmore, W 54 patient-centred nursing 41 pattern analysis 15, 98 Pearce, D 135 Pearson, M 24, 177, 179–80, 184–5, 189, 191, 192–3, 194 pedagogic change 172 Pedagogies with E-Learning Resources Project (PELRS) 175–95 action research design 178–89 action research in design of PELRS 178–80 activity theory 185–9 Advisory Board 177 barriers to change 193–5 issues of discourse and intercultural dialogue 191–2 issues of power and autonomy in role of pupil researchers 192–3 issues of power and ownership 189–91 overview 177–8 structuration theory 180–2 technologies as mediating tools 184–5 theories of pedagogy 182–4 pedagogy, theories of 182–4 performance indicators 122–3 personalization of learning 182 Peters, T.J 142 phronesis 148, 149 poetry 63–73 poietike 29 Polanyi, M 147 policy context 4–5 see also education policy; health policy BL2220-13-Index 222 15/11/05 21:39 Page 222 ACTION RESEARCH policy evaluation see ICT Test Bed Evaluation policy-makers 128–9 political context politicization of work practices 45–6 Ponder, G 162 ‘Popular Knowledge and Academic Knowledge in the Brasilian peasants’ struggle for land’ (Knijnik) 38–40 Posch, P 19–20, 53 power 17–19, 25, 151 issues of power and autonomy in role of PELRS pupil researchers 192–3 issues of power and ownership in PELRS 189–91 study of power and decision–making in school 73–85 practitioner knowledge 146–7 Pratt, J 91 praxis 29, 34, 149, 178 prehension 14 primary teachers 166, 172 process curriculum 182–3, 192 professional development 36–8, 59–60 professionals, and multiple selves 17 progressive focusing 78, 79, 97 Prout, A 189 Pryor, J 107 Pupil Autonomy in Learning with Microcomputers (PALM) Project 14–15, 17–18, 22–3, 24–5, 89–111, 157 aims 90 conferences 100–1, 102 data analysis 97–8 developing the methodology 92–4 Dynamic Model for a Transforming Pedagogy for Information Technology 104–5 Extension Project 101–2 getting teachers involved 94–6 investigation of effective use of computers in schools 90–2 knowledge generation 100–6, 109 research issues 96–100 research question 96–7 retrospective commentary 106–11 writing 99–100 pupil researchers 184–5 issues of power and autonomy in role of 192–3 Qualifications and Curriculum Authority (QCA) 177, 187 quality 144 racism 37–8 reading 178 poetry 67 reality 11–12 phenomenological view 77 Reason, P 59 re-casting barriers 150–1 reflection 13 learners’ reflection on own learning 182 on practice retrospective reflections 166 reflection in action 53 reflective journal 162 reflexivity regimes of truth 18, 139 relational responsibility 26 reliability of data 164 reporting 169–71, 173 research journals 14, 161 research leaders 158, 160, 174 BL2220-13-Index 15/11/05 21:39 Page 223 INDEX research question 96–7 residential teaching blocks 137–8 resistance to change 16, 20–1, 181–2 respect 164 roles PELRS and 187–8, 189 staff roles 77–85 routines 15 disruption by introduction of computers 16 rules 186–7 Russell, T 15, 98 Rutter, K.A 57–9, 61 Salomon, G 22 Salzeber, S 20 Sandholtz, J 175 Saunders, L 178 scholarship 26 Schön, D.A 15, 147, 148 schools PALM Project see Pupil Autonomy in Learning with Microcomputers PELRS see Pedagogies with E-Learning Resources Project study of power and decisionmaking in school 73–85 Schools Council 59 Schostak, J 14 Schutz, A 47 Seaborne, P 118, 119, 122, 123, 128 secondary teachers 166 self construction as powerful 151 distributed definition of nature of 14–17 researcher’s Selwyn, N 176 Senge, P.M 21, 53, 141, 142 223 senior managers 113, 117, 119, 124, 125–6, 131, 132, 133 sensitivity 164 settings for action research 31–61 business settings 50–9, 61 health, social care and community settings 41–50, 60 ‘southern’ or ‘developing’ countries 32–40, 60 Shared Perspectives 104 Sharples, M 194 single-loop learning 53 situated cognition 185, 189 situational understanding 13, 17, 28, 29, 148 Smith, J.K 11–12 social care settings 41–50, 60 social engineering 45 social justice 5, 7, 24–6 action research in ‘southern’ countries 36–8, 39, 60 and politicization of work practices 45–6 social psychology 12 social transformation, vision of socio-cultural theories 21–2 socio-technical approach 54–6 software problems 194 Somekh, B 16, 17, 18, 21, 23, 24, 28, 29, 59, 94, 102, 104–5, 123, 124, 125–6, 149, 154, 171, 181, 183, 189, 191 classroom study 63–73 experience of business settings 50–2 experience of teacher research 8–9, 62–88 involvement in health 41–2 study of power and decisionmaking in school 73–85 visit to Brazil 32–3 visit to South Africa 33–4 BL2220-13-Index 224 15/11/05 21:39 Page 224 ACTION RESEARCH sophia 149 South Africa 32–3, 35, 36–8 ‘southern’ countries 32–40, 60 staff development tutors 113, 117, 118, 119–20 124, 125–6 staff roles 77–85 Stenhouse, L 30, 141, 171–2, 183 stepping stones 104 Stevenson, R.B 149 strategic management 57 Strauss, A 78 Stronach, I 25, 195 structuration theory 20 and design of action research in PELRS 180–2 Stuart, T.H 157 successful companies 142 Sumara, D.J 23, 30, 158 Summers, H., ‘My Old Cat’ 70–2 super-ego 15 Support for Innovation Project (SIP) 3, 89, 114 support materials 159, 173 support strategies 94–6 supportive evaluation 154 designing for ICT Test Bed Evaluation 155–6 Susman, G 54–6, 61 symbolic interactionism 16 symmetrical distribution of control 80, 81 systemic change 19 Tabberer, R 93, 108, 128 tape-recordings 64, 88, 99–100 Tapsfield, A 118, 128 Tavistock Institute of Human Relations 52, 54 Taylor, C 114 Taylor, F.W 57 teacher education 18 INTENT see Initial Teacher Education and New Technology teacher-evaluators 174 teacher-learner interactions 183 Teacher-Pupil Interaction and the Quality of Learning (TIQL) Project 62, 63, 64, 74, 75 Teacher Training Agency teachers action research and professional development 59–60 assumptions about action research and 166 as co-researchers in PELRS 179–80, 189–91 culture discouraging leadership role in research 193 erosion of power 18–19 getting teachers involved in PALM Project 94–6 professional development in South Africa 36–8 research-based profession 107 value of research by 86 workload 108–9 Teacher’ Research Panel Teachers Training with Technology (T3) initiative 175 Teachers’ Voices series 15, 100, 101 ‘Teaching Poetry for Understanding for the ‘O’ Level Cambridge ‘Plain Text’ Literature Syllabus’ (Somekh) 65–73 techne 29, 149 technical expertise, pupils’ 184–5 technical problems 194 Technical and Vocational Education Initiative (TVEI) 89, 111 tensions 23, 24 COMEX 135, 140–5, 150–1 INTENT project 120–3 Terhart, E 78 BL2220-13-Index 15/11/05 21:39 Page 225 INDEX Thaler, M 29, 149 themed frameworks 188, 190, 192 theories-in-use 53 theory 28–9 thinking skills 182 Thinksheet 100 Thomas, D., ‘Do Not Go Gentle into that Good Night’ 72 Tickner, L 91, 114, 120 Titchen, A 41–2, 46–8, 60 TLRP 184 tools mediating see mediating tools computer as neutral tool 105–6 Torrance, H 107 Tragesser, R.S 14 training 139, 141–3 see also From Competence to Excellence (COMEX) transcriptions 88 data analysis 97–8 transformative learning 182 outcomes 188, 189, 191–2 PELRS and models of 193–4 transmission model of pedagogy 181 Trist, E 52, 54–6, 61 Trotter Report 112, 129 trust 164–5 truth 11–12 tutor, computer as 105 twilight sessions 95–6, 159 Ultralab 160 unconscious 15 understanding classroom research on poetry teaching and learning 69–72 situational 13, 17, 28, 29, 148 Underwood, J 156 United States of America (USA) coalmine study 54–6 T3 initiative 175 225 University of Cambridge Local Examinations Syndicate (UCLES) 177–8 University of East Anglia (UEA) see From Competence to Excellence (COMEX) University of the Western Cape (UWC) 33–4 Using IT Effectively in Teaching and Learning (Somekh and Davis) 124 values 127, 140 Van Maanen, J 197 Vaughan, G 114 Ve, H 12 Verela, J 39 video recordings 190–1 Vygotsky, L.S 21, 184 Wadsworth, Y 43, 44, 45, 60 Walker, M 24–5, 26, 33, 36–8, 45, 60 walled garden 104 Waller, S.M 48–50 Waterman, H 43 Waterman, R.H 142 Wenger, E 23–4, 189 Wertsch, J.V 16, 21 Whitehead, J 14, 59 Whitelaw, S 43 Whitty, G 114, 115, 121–2, 123, 125–6 whole class teaching 181 Wildavsky, A 154 Winter, R 29, 43, 59, 78, 80, 98 Woodd, M 51 Woodrow, D 164 work 13 work-based degree programmes see From Competence to Excellence (COMEX) BL2220-13-Index 15/11/05 21:39 Page 226 workplace tutors 131, 133, 137 writerly text 23, 30 writing 14, 68 ICT Test Bed Evaluation 169–71 PALM Project 99–100 Zamorski, B 132, 133, 135, 138, 142, 145 Conducting Educational Research series Editor: Harry Torrance BECOMING A RESEARCHER A Research Companion for the Social Sciences MaÂireÂad Dunne, John Pryor and Paul Yates This innovative book combines what most books separate: research as practical activity and research as intellectual engagement It clarifies and makes explicit the methodological issues that underlie the journey from initial research idea to the finished report and beyond The text moves the researcher logically through the research process and provides insights into methodology through an in-depth discussion of methods It presents the research process as an engagement with text This theme moves through the construction of text in the form of data and the deconstruction of text in analysis Finally the focus moves to the reconstruction of text through the re-presentation of the research in the report Following through each of these stages in turn, the chapters consider either a practical issue or a group of methods and interrogate the associated methodological concerns In addition, the book also addresses the rarely explored issues of the researcher as writer and researcher identity as core elements of the research process The book provides a range of insights and original perspectives These successfully combine practical guidance with the invitation to consider the problematic nature of research as social practice It is an ideal reference for those embarking on research for the first time and provides a new methodological agenda for established researchers Contents: Introduction ± Part ± Distinguishing Data: Constructing text ± The Logic of Enquiry ± Talking with people: Interviewing ± Knowing with Numbers: Questionnaires ± Being There: Observation ± Part ± Dicing with data: Deconstructing text ± Breaking Down Data: Routes to Interpretation ± Worrying at Words: Discourse Analysis ± Pulverizing Policy: Deconstructing Documents ± Part ± Data with Destiny: Reconstructing Text ± Writing Research: Authoring Text ± The Selfish Text: Research and Identity ± Methods and Methodology 208pp 335 21394 Paperback 335 21395 Hardback A HANDBOOK FOR TEACHER RESEARCH From Design to Implementation Colin Lankshear and Michele Knobel ``This informative book helped me to understand research in general and to bring focus and clarity to my current research project The text answers questions and provides guidance and support in a manner that is user-friendly and easy to comprehend After reading this book, I feel empowered as a teacher-researcher and would unhesitatingly recommend it to other teacherresearchers, graduate students and educators.''± Francesca Crowther, teacher and doctoral student, Nova Scotia, Canada This book provides a comprehensive and detailed approach to teacher research as systematic, methodical and informed practice It identifies five requirements for all kinds of research, and provides clear and accessible guidelines for teachers to use in conducting their own classroom-based studies Features: ± A clear definition of teacher research which insists on more than `stories' and anecdotal `retrospectives' ± Easy-to-use and widely applicable tools and techniques for collecting and analysing data in qualitative research ± Acknowledges the relevance of quantitative and document-based as well as qualitative forms of inquiry in teacher research ± Accessible and informative discussions of key issues in teacher research, such as interpretation, ethics, and validity A Handbook for Teacher Research provides everything the teacher researcher needs in order to conduct good quality practitioner research It is ideal for upper level undergraduate Education programmes and for postgraduate research, as well as for teacher researchers who conceive and drive their own independent studies 412pp 335 21064 Paperback 335 21065 Hardback THE MORAL FOUNDATIONS OF EDUCATIONAL RESEARCH Knowledge, Inquiry and Values Pat Sikes, Jon Nixon and Wilfred Carr (eds) ``A rallying call for ethical self-awareness This is a book for everyone doing educational research.'' ± BJES The Moral Foundations of Educational Research considers what is distinctive about educational research in comparison with other research in the social sciences As the contributors all agree that education is always an essentially moral enterprise, discussion about methodology starts, not with the widely endorsed claim that educational research should be 'useful' and 'relevant', but with the attempt to justify and elaborate that claim with reference to its moral foundations Determining the nature of 'usefulness' and 'relevance' is not simply a matter of focussing on impact and influence but involves a radical re-conceptualisation of the moral and educational significance of what is deemed to be 'useful' and 'relevant' There is no argument with this emphasis on the generation of 'useful' and 'relevant' knowledge, but it is suggested that educational research requires a fuller and more rounded understanding that takes account of the moral values of those who conduct it Educational research is grounded, epistemologically, in the moral foundations of educational practice It is the epistemological and moral purposes underlying the 'usefulness' and 'relevance' of educational research that matter Contributors: Pierre Bourdieu, Peter Clough, Ivor Goodson, Fred Inglis, Gary McCulloch, Jon Nixon, Carrie Paechter, Richard Pring, Pat Sikes, Melanie Walker Contents: Introduction ± Educational research and its histories ± Towards a social history of educational research ± Living research ± thoughts on educational research as moral practice ± The virtues and vices of an educational researcher ± Against objectivism ± the reality of the social fiction ± Research as thoughtful practice ± On goodness and utility in educational research ± Method and morality ± practical politics and the science of human affairs ± Index 192pp 335 21046 Paperback ... arbitrary and can provide a basis for action. ’ In practice, this is always the position for action researchers: the collection and analysis of data provide a much better basis for taking action than... Inside: a Teacher’s Experience 62 Chapter – Action Research and Radical Change in Schools 89 Chapter – Action Research for Organizational Development in Higher Education 112 Chapter – Action Research. .. international journal, Educational Action Research (EAR), and involved for many years in co-ordinating the Collaborative Action Research Network (CARN), I have needed to maintain a broad, inclusive