An Action‐Research Approach to Innovation in Centralized Educational Systems‡

Abstract

Summaries English This paper develops an argument for attempting to use a particular action‐research model for curriculum innovation in a centralized education system. A description of the use of this approach in the implementation of an innovation concerned with differentiation of work in mixed‐ability classes is provided, and the significance of the findings for the action‐research strategy is discussed. The roles adopted by the researchers raised practical and theoretical problems, some of which might have been avoided while others seem inescapable. The value of action‐research for curriculum innovation is assessed in the light of the study; it is argued that what is of value to the curriculum innovator is a set of clear, valid, abstract, explanatory principles to guide his judgements, and that action‐research directed towards establishing such principles should be planned as a three‐strand strategy. The final section considers ethical issues relevant to action‐research.