Action Research in the classroom: Thinking about different kinds of evidence to measure impact

Fiona Woodhouse, Debra McGregor

Research output: Contribution to specialist publicationArticle

Abstract

This article suggests how teachers could embark upon collecting data for action research (AR) projects related to science teaching. Previous articles (EiS, May & Nov 2015) provided an overview of some of the issues useful for teachers to consider before embarking on data or evidence collection in their classroom or school. This follow-on article develops some ideas further by outlining diverse kinds of data that could be collected. Before gathering any evidence for a research study, however, it is important that would-be researchers gain ethical approval (and permission from participants and headteachers) to ensure that the research process and outcomes do not distress or disadvantage those involved in any way (see https://www.bera.ac.uk/).
LanguageEnglish
Pages32-33
Number of pages2
Volume264
Specialist publicationEducation in science
Publication statusPublished - May 2016
Externally publishedYes

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action research
classroom
evidence
teacher
research process
research project
Teaching
science
school

Cite this

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Action Research in the classroom : Thinking about different kinds of evidence to measure impact. / Woodhouse, Fiona; McGregor, Debra.

In: Education in science, Vol. 264, 05.2016, p. 32-33.

Research output: Contribution to specialist publicationArticle

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