ACTION RESEARCH

The landscape of knowledge production, preservation, dissemination, extension, and application is changing, demanding teachers to possess nimble hands, mind and heart for learning how to transform their practices through action research with the volition to teach the right things right. As teachers are accountable both to others and to truth, they need to be responsive to their practices, in their practices and at their practices. Failure to do so has inexorable repercussions for students' world of life, work and destiny in today's volatile, global environment. Waiting an ideal moment to do action research is waiting forever, and yet, knowledge of epistemological, ontological, methodological, and quality implications of the field is essential. This book outlines action research: conceptions and importance; characteristics and processes; principles; foundations; dimensions; places within the research typologies; validation; quality implications; and empirical works. The book serves as a peg and a fissure by signifying action research roles for quality teaching, and is a momentous source to all level teachers, researchers, students, and education leaders.

Autorentext

Firdissa Jebessa, Researcher and Lecturer, Addis Ababa University (AAU); studied MA in Curriculum and Instruction at AAU, MSc in Educational Evaluation and Assessment at Twente University, Netherlands. He co-authored Action Research Handbook for Higher Education. Currently, he is a Deputy Coordinator of Academic Development and Resource Center of AAU.