Literature-informed, one-turn action research: three cases and a commentary

Cain, Tim, Holmes, Melanie, Larrett, Alison and Mattock, Joanna (2007) Literature-informed, one-turn action research: three cases and a commentary British Educational Research Journal, 33, (1), pp. 91-106. (doi:10.1080/01411920601104532).

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Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to a) behaviour management, b) monitoring and assessing, and c) pupil-centred education. The assignments are analysed using Bloom’s (1964) typology of thinking skills, Handal & Lauvas’ (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick & Feldman (1999). They are positioned as cases of ‘literature-informed, one-turn’ action research; a concept which is discussed in relation to other concepts of action research.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/01411920601104532
ISSNs: 0141-1926 (print)
Related URLs:
Keywords: action research, initial teacher education
ePrint ID: 43192
Date :
Date Event
15 October 2004Submitted
Date Deposited: 17 Jan 2007
Last Modified: 16 Apr 2017 18:50
Further Information:Google Scholar

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