An exploration of the importance of piloting and access as action research

Educational Action Research

Volumn 18, Issue 3, 2010, Pages 359-372

  Gudmundsdottir, Greta Björk ^a   Brock Utne, Birgit ^a  

^a UNIVERSITY OF OSLO   (Norway)

Author keywords

Action research; Pilot studies; Qualitative research methods; Validity

Indexed keywords

EID: 77956410756     PISSN: 09650792     EISSN: 17475074     Source Type: Journal    
DOI: 10.1080/09650792.2010.499815     Document Type: Article

References (39)

1. Abdi, A. 2001. Integrated education and black development in post-apartheid South Africa: Critical analysis. Compare 31, no. 2: 229-44.
2. Brock-Utne, B., ed. 1979. Fra ord til handling. Pedagogisk aksjonsforskning i utdanningssamfunnet [From words to deeds. Educational action research]. Oslo: Universitetsforlaget.
3. Brock-Utne, B. 1980. What is educational action research? Cambridge Classroom Action Research Network Bulletin 4, October: 10-15.
4. Brock-Utne, B. 1981. Ungdomsskoler i utvikling [Innovative schools]. Oslo: Universitetsforlaget.
5. Brock-Utne, B. 1988. What is educational action research? In The Action research reader, ed. S. Kemmis and R. McTaggart, 253-9. Deakin, Australia: Deakin University Press.
6. Brock-Utne, B. 1996. Reliability and validity in qualitative research within education in Africa. International Review of Education 42, no. 6: 605-21.
7. Brock-Utne, B., and H. Hólmarsdóttir. 2004. Language policies and practices in Tanzania and South Africa: Problems and challenges. International Journal of Educational Development 24, no. 1: 67-83.
8. Carr, W., and S. Kemmis. 1986. Becoming critical: Education, knowledge, and action research. London: Falmer Press.
9. Chisholm, L., ed. 2004. Changing class. Education and social change in post-apartheid South Africa. Cape Town: Human Sciences Research Council Press.
10. Cohen, L., K. Morrison, and L. Manion. 2007. Research methods in education. 6th ed. London: Routledge.
11. Desai, Z. 2001. Multilingualism in South Africa with particular reference to the role of African languages. International Review of Education 47, nos 3-4: 323-39.
12. Fataar, A. 1998. Access to schooling in a post-apartheid South Africa. Linking concepts to context in education after apartheid. Rondebosch: UCT Press.
13. Feldman, A. 2007. Validity and quality in action research. Educational Action Research 15, no. 1: 21-32.
14. Fiske, E.B., and H.F. Ladd. 2004. Elusive equity. Education reform in post-apartheid South Africa. Washington, DC: Brookings Institution Press.
15. Gardner, G., A. Gardner, L. Maclellan, and S. Osborne. 2003. Reconceptualising the objectives of a pilot study for clinical research. International Journal of Nursing Studies 40, no. 7: 719-24.
16. Habermas, J., and N. Luhmann. 1971. Theorie der gesellschaft oder sozialtechnologie? [Theory of the society or social technology?]. Frankfurt am Main: SuhrkampVerlag.
17. Heugh, K. 2003. Language policy and democracy in South Africa: The prospects of equality within rights-based policy and planning. PhD diss., Centre for Research on Bilingualism, Stockholm University.
18. Hofmeyr, J., and S. Lee. 2004. The new face of private schooling. In Changing class. Education and social change in post-apartheid South Africa, ed. L. Chisholm, 143-74. Cape Town: HSRC Press.
19. Hólmarsdóttir, H. 2005. Literacy in two languages? Implementing the language in education policy (LIEP) in South African primary schools. PhD diss., Faculty of Education, University of Oslo.
20. Hynds, A. 2008. Developing and sustaining open communication in action research initiatives: A response to Kemmis (2006). Educational Action Research 16, no. 2: 149-62.
21. Kemmis, S. 2006. Participatory action research and the public sphere. Educational Action Research 14, no. 4: 459-76.
22. Kemmis, S., and R. McTaggart. 2005. Participatory action research. In The Sage handbook of qualitative research, ed. N.K. Denzin and Y.S. Lincoln, 559-603. Thousand Oaks, CA: Sage.
23. Kezar, A. 2000. The importance of pilot studies: Beginning the hermeneutic circle. Research in Higher Education 41, no. 3: 385-400.
24. Klafki, W. 1976. Aspekte kritisch-konstruktiver erziehungswissenschaft [Aspects of a criticalconstructive educational science]. Weinheim und Basel: Beltz Verlag.
25. Lancaster, G.A., S. Dodd, and P.R. Williamson. 2004. Design and analysis of pilot studies: Recommendations for good practice. Journal of Evaluation in Clinical Practice 10, no. 2: 307-12.
26. Lee, J.-A.L.M., S.J. More, and B.S. Cotiw-An. 1999. Problems translating a questionnaire in a cross-cultural setting. Preventive Veterinary Medicine 41, nos 2-3: 187-94.
27. Mabizela, S., C. Simkins, S. Howie, P.S.V.D. Berg, J. Arrow, F. Patel, and G. Nyanda. 2007. Progress report to the Minister of Education Mrs. GNM Pandor. Ministerial committee on learner retention in the South African schooling system. http://www.create-rpc.org/pdf_documents/Ministerial_Report.pdf.
28. Makalela, L. 2005. 'We speak eleven tongues'. Reconstructing multilingualism in South Africa. In Languages of instruction for African emancipation: Focus on postcolonial contexts and considerations, ed. B. Brock-Utne and R.K. Hopson, 147-75. Dar-es- Salaam: Mkuki na Nyota Publishers; Cape Town: CASAS; Oxford: African Books Collective; and East Lansing, MI: Michigan State University Press.
29. Pillay, U., B. Roberts, and S. Rule, eds. 2006. South African social attitudes. Changing times, diverse voices. Cape Town: Human Sciences Research Council.
30. Plüddemann, P., X. Mati, and B. Mahlahela-Thusi. 2000. Problems and possibilities in multilingual classrooms in the Western Cape. Occasional papers no. 2. Cape Town: PRAESA.
31. Ponte, P. 2002. How teachers become action researchers and how teacher educators become their facilitators. Educational Action Research 10, no. 3: 399-423.
32. Sieber, J.E. 1992. Planning ethically responsible research. A guide for students and internal review boards. Newbury Park, CA: Sage.
33. Soudien, C. 2004. 'Constituting the class': An analysis of the process of 'Integration'. In South African schools. In Changing class: Education and social change in post-apartheid South Africa, ed. L. Chisholm, 89-114. Cape Town: HSRC Press.
34. Strauss, A.C., and J. Corbin. 1990. Basics of qualitative research: Grounded theory procedures and techniques. London: Sage.
35. Tashakkori, A., and C. Teddlie. 1998. Mixed methodology: Combining qualitative and quantitative approaches. Applied social research methods series. Thousand Oaks, CA: Sage.
36. Tayeb, M. 2001. Conducting research across cultures: Overcoming drawbacks and obstacles. International Journal of Cross Cultural Management 1, no. 1: 91-108.
37. Taylor, V. 2000. South Africa: Transformation for human development 2000. Pretoria: UNDP. http://www.undp.org.za/sahdr2000/sahdr20002.html.
38. United Nations Educational, Scientific and Cultural Organisation. 2002. Information and communication technology in education. A curriculum for schools and programme of teacher development. Paris: UNESCO.
39. van Teijlingen, E.R., and V. Hundley. 2001. The importance of pilot studies. Social Research Update 35, Winter: 1-4. http://sru.soc.surrey.ac.uk/SRU35.html.