Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…

Beginning teachers are confronted with many issues as they begin their teaching careers, issues, such as classroom management, individual differences, behaviour problems, dealing with parents, and so on. Many beginning teachers take professional development seminars in an attempt to deal with these and other issues. Professional development…

Critical approaches to HRD do not focus solely on improving organizational performance; instead, they address previously undiscussable issues such as power, politics, class, sexism, racism, and heterosexism. Since critical HRD often seeks to raise problems instead of solve them immediately, it is sometimes criticized for being elitist and detached…

Suggests the model and techniques of action research can easily be integrated into the technical education curriculum. Notes the educator can teach the process as a separate unit within the program or in combination with a specific subject. (JOW)

The article argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers (the "teaching community"), and to consider how…

A deficiency approach to training is inadequate. A proactive approach views training as deliberate organizational strategy that involves organizational scanning, focus/data collection, data interpretation, and action. This action research method anticipates future trends and prepares people for the challenges. (SK)

A problem, endemic to program evaluation, centering around the inability of evaluations to produce meaningful information, is outlined. A general strategy to be utilized in responding to the problem, the ethnographic approach, is presented. The discussion of an ethnographic evaluation model focuses upon: the role of the participant observer,…

A new paradigm of educational research is presented that is grounded in the living educational theories that educational action researchers produce for their own professional learning. In this new paradigm there is no one theoretical framework. Each individual action researcher is creating his or her own living theory in the explanations for their…

The articles in this collection seek to provide a unique and important description about the transition of society in Lithuania and offer insights about how to approach advocacy for children to create opportunities to fulfill their potential. Following the introduction, articles in the collection are: (1) "The Emerging Democracy of Lithuania:…

This report shares insights on varied experiences in action research at the university level and describes methods for involving subjects in research. Examples used include case histories of two projects: the Projet de recherche et d'intervention a la maison (PRIM), a research project on home intervention; and the Ford Teaching Project. Based on…

Sources for thinking about and doing new paradigm research are reviewed. A variety of nontraditional approaches that address the role of subjectivity and consensus in research are discussed. The effect of personal and social processes on the researcher, including how one's construction of reality depends on the chosen methodology, is emphasized.…

Presents issues regarding the practical relevance of applied linguistics and the relationship between researchers and the institutions and practitioners with whom they work. Suggests that applied linguistics needs to constitute its intellectual base within practical work outside the academy rather than applying theory to practice. (54 references)…

A new paradigm for evaluating school restructuring that is based on the teacher-as-researcher concept, or action research, is presented in this paper. The first section compares the traditional and new evaluation paradigms. The old model is competitive, one-dimensional, reactive, and based on external change agents; it appeals to fear and views…

This article describes a model for action research which encourages collaboration between researchers and teachers, especially in curricular research and development. This model encourages teachers to act as researchers. A rationale is discussed and steps to follow are given. (JL)

Describes the "Book Club Plus Inquiry Group," a group of classroom teachers and university teacher educators in Michigan involved in practitioner research. Offers perspectives from the group on the question of what counts as teacher research. Concludes with a model of their conception. (SR)