ABSTRACT

Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community.
This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.

chapter |12 pages

Introduction

part |2 pages

PART I What do we know?

chapter 1|12 pages

What do we know?

The principles of action research

chapter 2|12 pages

How do we come to know?

Linking theory and practice

chapter 3|20 pages

Who has influenced our thinking?

Key theorists in action research

chapter 4|10 pages

What do we need to know?

How can we develop our work?

part |2 pages

PART II What do we do?

chapter 5|14 pages

How to do action research

chapter 6|7 pages

Practical issues

Stay small, stay focused

chapter 8|9 pages

Validating claims to knowledge

part |2 pages

PART III How do we share our knowledge?

part |2 pages

PART IV Contributing to good social orders through education

chapter 13|8 pages

Action research and good social orders

chapter 14|7 pages

Significance of the work

Potentials for personal practice