Article Review: Purpose of Research

According to Cochran-Smith and Lytle, action research falls under the “umbrella” of practitioner inquiry (2009).  Action research allows practitioners to inquire from a place of “neither theory nor practice alone but from a critical reflection on the intersection of the two” (Cochran-Smith and Lytle 2009).  In opposition to traditional research methods, action research is unique in that it allows for practitioners to play both the role of the researcher and the subject.  From their unique position the practitioner is able to analyze simultaneously both their own practice alongside students learning (Cochran-Smith and Lytle 2009).  Unfortunately action research is often thought of as an inferior form of research, however, this should not dissuade practitioners, as the benefits to one’s own practice are immeasurable.  An inability to be objective is one of the criticisms of action research, however, according to action research this is in fact one of the main benefits.  The practitioner’s dual role allows them to inquire subjectively which is key to action research.  In fact according to Friedman and Rogers action research begins with “understanding participants’ perspectives” (2009).  

Works Cited
Friedman, V. J., & Rogers, T. (2009). There is nothing so theoretical as good action research. [Article]. Action Research, 7(1), 31-47. doi: 10.1177/1476750308099596 http://journals.sagepub.com.ezproxy.library.ubc.ca/doi/abs/10.1177/1476750308099596
 
Cochran-Smith, M. & Lytle, S. (2009). Teacher research as stance. In Noffke, S. E. & Somekh, B. The SAGE handbook of educational action research (pp. 39-49). London: SAGE Publications Ltd. doi: 10.4135/9780857021021