David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (s1):145-163 (2008)
This article 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.
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References found in this work BETA
Gert Biesta (2007). Why "What Works" Won't Work: Evidence-Based Practice and the Democratic Deficit in Educational Research. Educational Theory 57 (1):1-22.
Wilfred Carr (2006). Philosophy, Methodology and Action Research. Journal of Philosophy of Education 40 (4):421–435.
Peter Foster (1999). 'Never Mind the Quality, Feel the Impact': A Methodological Assessment of Teacher Research Sponsored by the Teacher Training Agency. British Journal of Educational Studies 47 (4):380 - 398.
Michael Gibbons (ed.) (1994). The New Production of Knowledge: The Dynamics of Science and Research in Contemporary Societies. Sage Publications.
Citations of this work BETA
Andrés Mejía (2010). The General in the Particular. Journal of Philosophy of Education 44 (1):93-107.
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