Action research and policy

Lorraine Foreman-Peck, Jane Murray

Research output: Contribution to Book/ReportChapter

Abstract

This chapter examines the relationship between action research and policy and the kind of confidence teachers, policy-makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific research, and by implication are held to be less trustworthy. Action research is nevertheless often seen by some academics and policy-makers as a potential method for developing theory, disseminating good practice, or raising standards. Through a discussion of three major approaches to action research - seen variously as professional learning, practical philosophy and critical social science - it is argued that judgements about confidence depend upon understanding the various kinds of knowledge claim that can be made by action researchers, and appropriate judgements concerning the strength of evidence or reasons.
Original languageEnglish
Title of host publicationEvidence-Based Education Policy: What Evidence? What Basis? Whose Policy?
EditorsDavid Bridges, Paul Smeyers, Richard Smith
Place of PublicationOxford
PublisherWiley-Blackwell
Chapter7
Pages138-156
Number of pages19
ISBN (Print)9781405194112
Publication statusPublished - 1 May 2009

Keywords

  • Action
  • Research
  • Policy

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    Foreman-Peck, L., & Murray, J. (2009). Action research and policy. In D. Bridges, P. Smeyers, & R. Smith (Eds.), Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy? (pp. 138-156). Wiley-Blackwell. https://www.wiley.com/en-us/Evidence+Based+Education+Policy%3A+What+Evidence%3F+What+Basis%3F+Whose+Policy%3F-p-9781405194112