1. ACTION RESEARCH The study of a social situation with a view to improving the quality of action within it. Aims to make practical judgements about concrete situations. The validity of the theories and hypotheses it generates depends not so much on scientific tests of truth, as on their usefulness in helping people to act more intelligently and skilfully. In action research, theories are not validated independently and then applied to practice. They are validated through practice. (Elliott, 1991)

2. ACTION RESEARCH It is a form of self-reflective enquiry undertaken by participants in social (including educational situations) in order to improve the rationality and justice of: Their own social and educational practices. Their understanding of these practices. The situations in which the practices are carried out. (Elliott, 1991)

3. ACTION RESEARCH It is most rationally empowering when undertaken by participants collaboratively, though it is often undertaken by individuals, and sometimes in cooperation with outsiders. (Kemmis, 1988) It is educational because it enables practitioners to see their practice as part of a living educational theory that is generated from their own critical enquiries. (Whitehead, 1993)

4. ACTION RESEARCH In the field of Education, the term Action Research was used by some educational researchers in the UK to articulate a paradigm of educational inquiry, which supported ethical reflection within the domain of practice. However, more recently, teachers are being encouraged to view Action Research as an inquiry into how to control pupil learning to produce predefined curriculum objectives or targets without any consideration of the ethical dimension of teaching and learning. (Elliot, 1991)

5. AIMS OF ACTION RESEARCH The fundamental aim of action research is to improve practice rather than to produce knowledge. The production and utilisation of knowledge is subordinate to, and conditioned by, this fundamental aim. It improves practice by developing the practitioners capacity for discrimination and judgement in specific and complex human situations. It informs professional judgement and thereby develops practical wisdom, i.e. the capacity to discern the right course of action when confronted with complex and problematic states of affairs. (Elliott, 1991)

6. FIVE MAIN PRINCIPLES OF ACTION RESEARCH Seeks improvement by intervention in practice. Involves the researcher as the main focus of the research. Involves others as co-researchers rather than informers, and is therefore participatory. Is a rigorous form of enquiry that leads to the generation of theory from practice. Needs continuous validation by educated witnesses from the context it serves. (Lomax, 1994)

7. TEACHERS AND ACTION RESEARCH Action research integrates teaching and teacher development, curriculum development and evaluation, research and philosophical reflection into a unified conception of a reflective educational practice. Teachers attempts through action research to improve the educational quality of pupils learning experiences necessitates reflection about the ways in which curriculum structures shape pedagogy. Educational action research implies the study of curriculum structures not from a position of detachment, but from one of a commitment to effect worthwhile change. (Elliott, 1991)