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The characteristics of action research in music education

The characteristics of action research in music education
The characteristics of action research in music education
This review article discusses the use of action research in music education and its potential
for producing knowledge and improving practice. The discussion is situated in an analysis of
action research studies in music education. The review demonstrates that action research
in music education focuses on a wide variety of subject matter, integrates research and
action, is collaborative, grounded in a body of existing knowledge, and leads to powerful
learning for the participants. However, few action research projects are cyclical, deal with
aspects of social transformation, or broad historical, political or ideological contexts, and
there is little focus on reflexivity. The review suggests that, in order to undertake high-quality
action research, researchers need a good understanding of action research, a focused use of
research literature and a defensible position with regard to data analysis and the generation
of trustworthy findings.
action research, practitioner research, teacher research, music education
0265-0517
283-313
Cain, Tim
a0049e18-d03f-4fdf-8cc0-9d9d1f3a8fc5
Cain, Tim
a0049e18-d03f-4fdf-8cc0-9d9d1f3a8fc5

Cain, Tim (2008) The characteristics of action research in music education. British Journal of Music Education, 25 (3), 283-313. (doi:10.1017/S0265051708008115).

Record type: Article

Abstract

This review article discusses the use of action research in music education and its potential
for producing knowledge and improving practice. The discussion is situated in an analysis of
action research studies in music education. The review demonstrates that action research
in music education focuses on a wide variety of subject matter, integrates research and
action, is collaborative, grounded in a body of existing knowledge, and leads to powerful
learning for the participants. However, few action research projects are cyclical, deal with
aspects of social transformation, or broad historical, political or ideological contexts, and
there is little focus on reflexivity. The review suggests that, in order to undertake high-quality
action research, researchers need a good understanding of action research, a focused use of
research literature and a defensible position with regard to data analysis and the generation
of trustworthy findings.

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More information

Published date: November 2008
Keywords: action research, practitioner research, teacher research, music education

Identifiers

Local EPrints ID: 63848
URI: https://eprints.soton.ac.uk/id/eprint/63848
ISSN: 0265-0517
PURE UUID: 06e592ae-2b6a-4e55-811a-60bed9b8e0ab

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Date deposited: 10 Nov 2008
Last modified: 11 Nov 2019 19:20

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Contributors

Author: Tim Cain

University divisions

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