This is a light overview providing a quick outline of some aspects of action research. What makes it different, writes Christine Woywod Veettil, is that it is not top-down and that it allows teachers and practitioners to function as experts in their own domain. She also argues that it's constructivist, based on a particular context, and practical. Most of my own research could be classified as action research. Though I have my own theoretical perspective, I don't impose it as a 'lens' through which to interpret phenomena, and I don't use it as a framework for 'experimental design'. Rather, I try things (or read things) and see where they fit, if anywhere.
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