caa a22 4500 38631537X CHVBK 20180307111603.0 cr unu---uuuuu 161130e198811 xx s 000 0 eng 10.1017/S0310582200015601 doi S0310582200015601 pii (NATIONALLICENCE)cambridge-10.1017/S0310582200015601 Sands G. Action Research [Elektronische Daten] [G. Sands] There is a growing body of literature of teachers' accounts of their attempts to implement improvement and change in classrooms and schools. This literature is evidence that Australian teachers are thinking more reflectively and critically about their work than ever before. This paper will attempt to define action research, and explore its characteristics and the epistemological and theoretical framework that has grown out of it. Copyright © Cambridge University Press 1988 The Aboriginal Child at School Cambridge University Press 16/5(1988-11), 35-50 0310-5822 16:5<35 1988 16 JIE https://doi.org/10.1017/S0310582200015601 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0310582200015601 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Sands G. NATIONALLICENCE 773 0- The Aboriginal Child at School Cambridge University Press 16/5(1988-11), 35-50 0310-5822 16:5<35 1988 16 JIE CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge