ABSTRACT
This chapter discusses classroom strategies and research techniques that can be drawn upon to systematically evaluate teaching and pupil learning. Core components of design for close-to-practice research are introduced, and the historical roots, key characteristics and processes of action research are explored. It considers ethical principles involved in close-to-practice research and criteria which can be drawn on to assess the validity of action research investigations. As teachers gain confidence, experience and assume the role of teacher as researcher, they learn to challenge, communicate and explore ideas as they develop the art of self-study and become more effective, as a connoisseur and critic of their own practice.
