The Middle Ground in Action Research: Integrating Practical and Critical Inquiry

dc.creator	Meghan McGlinn Manfra
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:11:33Z
dc.date.available	2015-07-20T22:11:33Z
dc.identifier	1937-3929
dc.identifier	https://doaj.org/article/df9adea2664143448b961cb4cff57687
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/14486
dc.description	Advocates of action research propose formalizing teacher inquiry to empower teachers to leverage their “insider” knowledge to change classroom practice. Currently there is disagreement between theorists who promote action research as practical or critical inquiry. This article defines the characteristics and history of action research in the United States, the United Kingdom, and Australia. This review provides evidence of the theoretical divide between practical and critical action research, promoting the exploration of a middle ground. By encouraging a dialogue between proponents of both forms of action research, educators will gain new insights about teacher practice and the factors that promote or hinder critical teacher reflection.
dc.language	English
dc.publisher	East Carolina University
dc.relation	http://www.joci.ecu.edu/index.php/JoCI/article/view/28/46
dc.relation	https://doaj.org/toc/1937-3929
dc.source	Journal of Curriculum and Instruction, Vol 3, Iss 1, Pp 32-46 (2009)
dc.subject	action research
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	The Middle Ground in Action Research: Integrating Practical and Critical Inquiry
dc.type	article