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Although the use of action research has made its way into various faculties of education as a means of applying theory to practice, there remains a disconnect between the teacher as an educator and the teacher as a researcher. Research must be empirically based; therefore, it has traditionally been seen to reside in the domain of the theorist or expert. Action research however, has by traditionalists been regarded as a misnomer, it is at best a case study which has little if any validity beyond the class- room from which the data was collected. From Today’s Practitioner is Both the perspective of the students who undertake a Qualitative and Quantitative course in research as part of their program of Researcher studies whether it is delivered from the tradi- tional model or based on action research the question of relevance remains to them one of Vince Rinaldo primary concern. In speaking with recent grad- Niagara University uates from various institutions, I have found that their evaluations do not differ from my own findings that the research course I had under- taken as part of my initial certification had min- imal connection to my life as a classroom prac- titioner. Although
The High School Journal – University of North Carolina Press
Published: Oct 10, 2005
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