CONTENTS
List Of methods and strategies = ⅶ
List Of figures = ⅸ
Acknowledgements = ⅹ
1 Introduction: What will you find in this book? = 1
The purposes of action research = 4
Features that distinguish action research = 6
Stages of action research = 7
Structure and use of this book = 8
2 The research diary: companion to the research process = 10
Why diaries are useful for research = 10
Some suggestions for writing research diaries = 12
An example taken from a research diary = 15
Different kinds of diary entries = 19
Getting started = 28
3 Finding a starting point for your own research = 33
What do we mean by 'starting points for research'? = 33
Finding starting points = 37
Approaches to choosing a starting point = 40
4 Clarifying the starting point of research = 44
From the 'first impression' = 44
Activating additional knowledge en route = 47
Towards elaborating practical theories = 50
Suggested methods for clarifying the starting point of research = 57
Conversations = 58
Using diagrams = 61
Finding patterns in experience = 64
5 Data collection = 69
Gaining experience and collecting data = 69
Criteria for judging the quality of action research = 74
Collecting existing data = 81
Observing and documenting situations = 83
Interviewing = 101
The written survey = 110
Collecting data as part of classroom work = 114
A combined method: triangulation = 115
6 Data analysis = 119
Making sense of data = 119
Constructive methods of data analysis = 123
Critical methods of data analysis = 131
Complex methods of data analysis = 134
7 Developing action strategies and putting them into practice = 153
Practical action as an integral part of research = 153
What are action strategies? = 156
How can I find a variety of stratable action strategies? = 160
How can I choose which action strategy to put into practice from the range of available alternatives? = 162
How can I plan concrete steps to make sure I feel comfortable with my action strategy? = 168
How can I check the results of action strategies and record the experiences I have gained? = 170
8 Making teachers' knowledge public = 176
Why is it important to make teachers' knowledge public? = 176
Disseminating teachers' knowledge: what, how, to whom? = 179
Writing reports to disseminate teachers' knowledge = 184
Further ideas about writing = 192
Assorted tool-box for producing written reports = 195
9 Behind the scenes: a theoretical foundation for action research = 201
Action type 1: tacit knowing-in-action = 203
Action type 2: reflertion-in-action = 205
Action type 3: reflection-on-action = 205
The importance of teachers' action research = 207
References = 210
Index = 217
