ABSTRACT
This chapter explores suggestions for making a research plan and for carrying it out through a process of action, reflection, learning and evaluation. Reflection is often the first stage of a self-study, classroom action research process. Other possibilities are drawn from policy documents, curricula or practical approaches that are within their own repertoire of classroom actions. It is an essential component of a successful teaching and learning process and is common practice in any classroom or school. Classroom research includes all data gathering methods that are relevant to tacher's question and setting, and they are hard to curtail to a short list, hence teacher-researchers experience the messiness of this inclusive methodology. The data collected in classroom research relates to one’s experiences and practices as a teacher and educator. Classroom action research according to B. Sullivan et al. can employ an eclectic mix of data gathering methods – both qualitative and quantitative – and this requires a variety of tests.
