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Details for article 12 of 15 found articles
| Title: |
Standards, criteria and the problematic of action research within an award bearing course[1] |
| Author: |
Lomax, Pamela |
| Appeared in: |
Educational action research |
| Paging: | Volume 2 (1994) nr. 1 pages 113-126 |
| Year: |
1994-03 |
| Contents: |
This paper stems from my practical involvement as Course Director for a Masters programme that supports teacher action research within the general area of school management. My starting point was the seeming contradiction between the need to apply criteria to make judgements about higher degree worthiness and my belief that the evaluative criteria and assessment procedures of academia should not take precedence over teachers' insights that were grounded in a rigorous examination of their own practice. This paper outlines my values as a facilitator of action research within the programme and explores possible criteria for judging success. Several possible standards of judgement are considered: to do with ethics, rigour, logic, the 'practical' and aesthetics. The paper also suggests criteria that might apply to different stages of the action research process and raises the question concerning 'competence to judge' action research. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 12 of 15 found articles
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