TITLE A Multiple-Case Study of Schools Participating in Action Research.

This study examined the process of action research in two schools that were part of a larger action research community in a suburban and urban school setting. The study used a qualitative multiple-case study research design using ethnographic techniques to follow the two schools as they conducted action research during the 1993-1994 school year. At the elementary school site, the entire faculty participated in action research that was teacher-conceived and driven. At the middle school site, the action research occurred in the mathematics department. Action research there was teacher-conceived and driven, but little administrative support was offered. Data came from documents from each site and interviews with two teachers at each school and the principal of the elementary school. Findings show how the action research process evolved at each site, using the metaphor of dance. The study identified four factors that facilitate the process of action research: (1) knowledge of the action research process; (2) time; (3) support for the practitioner; and (4) teacher identification and selection of the topic to be studied. Three factors were found to hinder the process of action research: time, lack of equipment and resources, and lack of understanding and use of the reflective aspect of action research. (Contains 4 tables and 76 reference's.) (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. Lr)O kr)