First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

This book presents a detailed study of the potential of action research in professional education. It depicts a primary school teacher's use of action research, through a series of school-based assignments, to improve her teaching and to develop herself as a person and a professional.

Doing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing.
Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice.

Using life experiences on which to base a case study approach, this book develops the story of a teacher undertaking action research in school. In so doing, it discusses the validity of action research, the achievements made by the teacher and the benefits to the school.;It looks at the impact of Educational Reform initiatives on the longer term research and at aspects of school culture, management, organisation and relationships which facilitated the teacher's research. Importantly, the role of the teacher's subjectives is explored.;This book provides a different perspective on what lies beneath the surface in conducting action research. The teacher's passionate, emotional contribution to her research is evident, making this case study a penetrating look into school-based teacher action research.

Doing Practitioner Research Differently encourages those embarking on practitioner research to consider the validity of innovative methods and styles of reporting. The book looks at three methods of enquiry and reporting - visualisation, conversation and fictional writing.
Using practitioners' own accounts and research reports as case studies, this book explores the reasons why some practitioners reject the traditional research methods. It looks at the challenges faced by these practitioners and the conditions in higher education that encourage or inhibit innovative practitioner research. The case studies used illustrate that there are modes of enquiry and reporting that can foster the development of professional thinking and practice.

eBook available with sample pages: HB:0415237572