Sustaining action research through collaboration: Inquiries for invention

Abstract

For many interested in educational reform, the processes discussed under the rubic of hold much promise for enhancing the relationships between and among theory, research and practice. Many different models of action research have been tried and are discussed in the literature as reflected in this edition of the Peabody Journal of Education. While differences in approaches exist, two themes unify the various forms of action research. One theme concerns the relationship between reflection and action. A second theme emphasizes collaboration as a means of linking reflection and action. In most instances, the collaborating partners are teachers, representing the practical world of action and immediacy, and professors, representing the reflective world of theory and research. Our interest in action research stems primarily from a commitment to educational reform through the fundamental restructuring of schools and the teaching occupation in ways that would professionalize educa-