ABSTRACT
This chapter outlines how educational action researchers establish standards of judgement by which they evaluate the quality and validity of their claims. It explains how data does not speak for itself. It shows how through a process of sifting through the data, the researcher extracts specific data samples that count as evidence because they demonstrate accordance with the standards of judgement established by the researcher. It also addresses the validation processes teacher researchers can utilise to demonstrate the quality of the research, giving an example from a teacher's research project. The chapter also explains how teacher researchers can generate their educational theory from their practice.
