Document Type

Article

Publication Date

2014

Publication Title

Action Research

First Page

36

Last Page

51

DOI

http://dx.doi.org/10.1177/1476750313515281

Additional Publication URL

http://ajr.sagepub.com

Abstract

Action research has been shown to empower educators, create lasting changes in schools, and have an impact on student learning outcomes. Given these positive results, many school leaders are beginning to mandate the use of action research within their schools. While some in the field have warned against mandating action research, there is little research examining the effects of doing so. This study examines the mandated school-wide action research program at Fieldstone Elementary. While some results align with the action research literature (importance of collaboration, necessity of time to conduct action research, etc.), this article also examines the political tensions surrounding these ideas. Implications for those interested in mandating action research programs are provided.

Rights

This is a post-print version of an article originally published in Action Research, 2014, Volume 12, Issue 1.

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The version of record is available at SAGE.