Table Of ContentS
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doing qualitative research in educational settings
ACTION RESEARCH A series editor: Pat Sikes
Amethodology for change and development C
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This book presents a fresh view of action research as a methodology O
uniquely suited to researching the processes of innovation and N
change. Drawing on twenty-five years’experience of leading or
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facilitating action research projects, Bridget Somekh argues that E y
action research can be a powerful systematic intervention, which goes S t
E i A C T I O N
beyond describing, analyzing and theorizing practices to reconstruct s
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and transform those practices. r
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The book examines action research into change in a range of H v R E S E A R C H
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educational settings, such as schools and classrooms, university n
departments, and a national evaluation of technology in schools. U
The Introduction presents eight principles for action research and key
methodological issues are fully discussed in Chapter 1. The focus n a methodology
then turns to action research in broader contexts such as ‘southern’ o
cdoeuvnetloripems, ehnet.a lEtha,c bhu cshinaepstes ra tnhde rmeaafntearg teamkeesn ta, asnpde ccifoicm rmesuenaitryc h st for change and
project as its starting point and critically reviews its design, g
relationships, knowledge outcomes, political engagement and impact. n development
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Action Researchis important reading for postgraduate students and
practitioner researchers in education, health and management, as well
as those in government agencies and charities who wish to research
and evaluate change and development initiatives. It is also valuable
for pre-service and in-service training of professionals such as
teachers, nurses and managers.
Bridget Somekhis well known for her leadership of action research
projects in the UK and Europe and as a keynote lecturer and
consultant internationally. She is a founder editor of the Educational
Action Research journal and for many years has been a co-ordinator
of the Collaborative Action Research Network (CARN).
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B R I D G E T S O M E K H
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Action Research:
a Methodology for Change and
Development
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Action Research:
a Methodology for
Change and
Development
Bridget Somekh
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Open University Press
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Open University Press
McGraw-Hill Education
McGraw-Hill House
ShoppenhangersRoad
Maidenhead, Berkshire
England SL6 2QL
email: [email protected]
world wide web: www.openup.co.uk
and Two Penn Plaza, New York, NY 1012–2289 USA
First published 2006
Copyright © Bridget Somekh 2006
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All rights reserved. Except for the quotation of short passages for the purpose of
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criticism and review, no part of this publication maiy be reproduced, stored in a
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retrieval system, or transmitted, in any form or by any means, electronic,
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mechanical, photocopying, recording or otherwise, without the prior written
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permission of the publisher or a licence from the Copyright Licensing Agency
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Limited. Details of such licences (for reprographic reproduction) may be obtained
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from the Copyright Licensing Agency Limitned of 90 Tottenham Court Road,
London W1T 4LP. U
A catalogue record of this book is availanble from the British Library
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ISBN 10: 0 335 21658 7 (pb) 0 335 21659 5 (hb)
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ISBN 13: 978 0335 21658 (pb) 9s78 0335 21659 8 (hb)
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Library of Congress Cataloging-in-Publication Data
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CIP data has been applied for
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Typeset by BookEns Ltd, Royston, Herts.
Printed and bound by Bell & Bain Ltd, GlasgowMP????G Books Ltd, Bodmin,
Cornwall
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For Robert
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Contents
Introduction 1
Chapter 1 – Agency, Change and the Generation of
Actionable Knowledge 11
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Chapter 2 – Doing Action Research Differentlsyi 31
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Chapter 3 – Action Research from the Inside: a Teacher’s Experience 62
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Chapter 4 – Action Research and Radicanl Change in Schools 89
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Chapter 5 – Action Research for Org anizational Development in
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Higher Education 112
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Chapter 6 – Action Research ins a Partnership between Regional
Companies and ag University 130
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Chapter 7 – Action ResearKch in the Evaluation of a National
Programme 153
Chapter 8 – Action Research and Innovative Pedagogies
with ICT 175
Chapter 9 – Reflections on the Process of Writing this Book
and its Purposes 196
References 200
Index 213
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Acknowledgements
I would like to thank all those from schools, universities and public and
private companies who have worked with me on action research projects
over the years. This is your work as well as mine and working with you has
been a powerful learning experience for me.
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I would also like to thank those who read draft chapters and responded
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with comments, particularly Terry Carson, sAindy Convery, Dave Ebbutt,
Gabriel Goldstein, Margaret Ledwith, Cathry Lewin, Di Matthews-Levine,
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Diane Mavers, Julienne Meyer, Bob Munro, Angel Perez, Peter Posch, Tim
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Rudd, Peter Seaborne and Barbara Zamorski.
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Finally, I would like to thank John Enlliott whose name appears in many
chapters of this book as my inspiratioUnal teacher and colleague.
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