Orientations, purposes, and reflection: a framework for understanding action research
M. Rearick, and A. Feldman 1999 Teaching and teacher education. v15(4), p333-350

This paper presents the construction and application of a framework used to better understand the nature of action research by comparing and evaluating action research in a way that transcends differences among existing models. The framework is applied to recent books on action research written by teacher educators. It was found that while syntactically similar language was used, the semantics of similar terms differed significantly. Using the described framework clarifies what orientations were served, what purposes of action research were emphasized, and what types of reflective processes were used in action research work.

Subject: Education
Resource Type: Scientific Resources:Overview/Reference Work, Journal Article
Research on Learning: Assessment:Meta-Analysis