Abstract
This article presents an overview of the development and current status of action research. Emerging first in the 1940s, this form of inquiry has recently gained increasing credibility in the academic world as a form of inquiry particularly relevant to the professions. The article describes the variety of definitions, approaches, and perspectives encompassed by those who practice action research, and provides insight into the philosophical differences that underpin these different orientations. It also describes the different applications of action research in educational settings, including its use in practitioner research, teacher education, professional development, curriculum development, evaluation, policy development, and social change.
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