Improving educational practice: action research as an appropriate methodology

dc.contributor.author	Heydenrych, Jacob Frederik
dc.date.accessioned	2011-11-23T09:22:29Z
dc.date.available	2011-11-23T09:22:29Z
dc.date.issued	2001
dc.identifier.citation	Japie Heydenrych, (2001) "Improving educational practice: action research as an appropriate methodology", Progressio, Vol. 23 (2), pp. 37-51	en
dc.identifier.issn	02568853
dc.identifier.uri	http://hdl.handle.net/10500/5095
dc.description.abstract	This article aims to explore action research as a suitable methodology for emancipated educators. An attempt will be made to formulate an acceptable definition of action research, and a classification of types of action research as found in the literature will be presented. Action research is presented as a methodology or research framework that assists educators in critically evaluating their practice and in systematically arriving at new rationales for and changes in such practice. Finally some help will be provided for those who want to engage in action research for the first time.	en
dc.language.iso	en	en
dc.publisher	Unisa Press	en
dc.subject	Emancipated educators	en
dc.subject	Action research	en
dc.subject	Educators	en
dc.title	Improving educational practice: action research as an appropriate methodology	en
dc.type	Article	en