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Using Action Research

There is no end to this process and there are really never any yes or no answers. Each day and each lesson provides information to use in planning for the next lesson.

If you were reading the book you would have now reached the end of Part II and would, we hoped (as authors), have a working knowledge of the four approaches to practitioner research we chosen to explore. Turning to Part III you would be faced with our aspiration to provide you with working examples of what each approach might look like in practice. To do this we called for help and were rewarded by the engagement and openness of four outstanding pedagogues and for that we are extremely grateful (and fortunate). 

In the case of Action Research that teacher was Jo Bailey (@LovePhyEd) and a huge amount of credit must go to her for the messages that emerge from this blog (and from the book chapter). She was dedicated in both her desire to improve her students’ experiences and her willingness to look herself in the eye and ask challenging and uncomfortable questions. The challenge for me is to represent those struggles and that motivation in the blog that follows. 

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