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Effective Action Research
The central aims of this book are to enable practitioners (students, teachers or
researchers) to undertake effective action research and to offer an account of
an action research project. The volume is divided into ten chapters, the first
eight of which are headed by a commonly-asked question. Having examined
the nature of action research and arguments for undertaking it in educational
settings, I shall focus on developing an appropriate project, data collection and
analysis, and producing, assessing and publishing action research reports.
Chapter 9 provides suggestions for further reading and I conclude by offering
a rationale for the format I have chosen to adopt in writing the book.
This volume is based on an earlier work, Action Research (Costello, 2003).
I welcomed the invitation to update and expand on what I had written
previously, as well as to add new chapters, not least because of the growing
popularity of action research, which is currently very much in vogue. As is
evident from the number of books and other publications that have been
written on it in recent years (see Dick, 2004, 2006, 2009 and Chapter 9), many
educators and other professionals have been adopting action research as their
preferred mode of enquiry in a broad range of contexts. While the book is
aimed primarily at practitioners undertaking a broad range of Education
courses, it may also be used as a generic text for those undertaking action
research projects in other disciplines. For example, a Google search of ‘Action
Research, Costello’ reveals that the earlier volume has been referred to by
researchers in the fields of, inter alia: archaeology, engineering, management,
agriculture, public relations, music therapy, and cultural studies.
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