Educational action research
These excerpts from the action research reports of teachers in the USA illustrate some of the variety that exists in the ways that teachers1 have conducted action
gender segregation in small-group work emerged for further study. This teacher 's documentation was broad-ranging, focusing on many issues simultaneously and the inquiry did not necessarily follow the action research spiral of plan, act, observe and reflect (Kemmis and McTaggart, 1988). In the third case, the teacher began with a specific focus on two questions and the research proceeded, as do most studies in this school district-based programme, according ^to the action, research spiral.