An action research approach to curriculum development

Action research has been used in many areas where an understanding of complex social situations has been sought in order to improve the quality of life. Among these are industrial, health and community work settings. Kurt Lewin, often cited as the originator of action research, used the methodology...

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Main Authors: Phil Riding, Sue Fowell, Phil Levy
Format: Article
Language:English
Published: University of Borås 1995-01-01
Series:Information Research: An International Electronic Journal
Subjects:
Online Access:http://informationr.net/ir/1-1/paper2.html
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spelling doaj-bdd47d84fb52486aa847a5e2933d022f2020-11-25T00:39:16ZengUniversity of BoråsInformation Research: An International Electronic Journal1368-16131995-01-01112An action research approach to curriculum developmentPhil RidingSue FowellPhil LevyAction research has been used in many areas where an understanding of complex social situations has been sought in order to improve the quality of life. Among these are industrial, health and community work settings. Kurt Lewin, often cited as the originator of action research, used the methodology in his work with people affected by post- war social problems. Action research approaches to educational research were adopted in the late 60s and early 70s by the teacher- researcher movement in the secondary education sector. This sought to bring the practising classroom teacher into the research process as the most effective person to identify problems and to find solutions.<br>We believe that an action research approach can contribute very positively to activity within the tertiary sector concerned with teaching quality issues, and with national Teaching Quality Assessment initiatives. As 'reflective practitioners', we can achieve greater ownership of the evaluative process by becoming systematically self-assessing, alongside, and feeding into, external assessment processes.http://informationr.net/ir/1-1/paper2.htmlaction researcheducational researchteaching qualityTeaching Quality Assessmentreflective practitionersevaluationself-assessmentassessment
collection DOAJ
language English
format Article
sources DOAJ
author Phil Riding
Sue Fowell
Phil Levy
spellingShingle Phil Riding
Sue Fowell
Phil Levy
An action research approach to curriculum development
Information Research: An International Electronic Journal
action research
educational research
teaching quality
Teaching Quality Assessment
reflective practitioners
evaluation
self-assessment
assessment
author_facet Phil Riding
Sue Fowell
Phil Levy
author_sort Phil Riding
title An action research approach to curriculum development
title_short An action research approach to curriculum development
title_full An action research approach to curriculum development
title_fullStr An action research approach to curriculum development
title_full_unstemmed An action research approach to curriculum development
title_sort action research approach to curriculum development
publisher University of Borås
series Information Research: An International Electronic Journal
issn 1368-1613
publishDate 1995-01-01
description Action research has been used in many areas where an understanding of complex social situations has been sought in order to improve the quality of life. Among these are industrial, health and community work settings. Kurt Lewin, often cited as the originator of action research, used the methodology in his work with people affected by post- war social problems. Action research approaches to educational research were adopted in the late 60s and early 70s by the teacher- researcher movement in the secondary education sector. This sought to bring the practising classroom teacher into the research process as the most effective person to identify problems and to find solutions.<br>We believe that an action research approach can contribute very positively to activity within the tertiary sector concerned with teaching quality issues, and with national Teaching Quality Assessment initiatives. As 'reflective practitioners', we can achieve greater ownership of the evaluative process by becoming systematically self-assessing, alongside, and feeding into, external assessment processes.
topic action research
educational research
teaching quality
Teaching Quality Assessment
reflective practitioners
evaluation
self-assessment
assessment
url http://informationr.net/ir/1-1/paper2.html
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