ABSTRACT
Vulliamy and Webb (1992) suggest that pedagogic research has as its main purpose the improvement of classroom practice and that while it may contribute to an increase in theoretical knowledge, its main thrust is in assisting teachers to become more focused and to tackle difficulties in their own teaching situation. This being the case, it can be seen that working within an action research model is likely to have advantages for many school based researchers. Action research has found favour within many schools because of the ability which it provides for the researchers to be able to focus upon specific institutional issues. Cohen and Manion (1994) describe action research as being a process which deals with problems located in an immediate situation and which through a systematic approach monitors progress towards solving the problem over time. It is this concentration upon solving a problem or improving existing practices which suggests that action research may be a valid approach for schools which are concerned to examine current practices and to engage with issues of school improvement. Kemmis and McTaggart (1982) emphasised that:
The linking of the terms action and research highlights the essential feature of the method: trying out ideas and practice as a means of improvement and as a means of increasing knowledge. (Kemmis and McTaggart 1982)
