The characteristics of action research in music education

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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