Also discussed are the major conclusions drawn from SDP work, and the current efforts to address what are the continuing major obstacles to good teaching and learning in schools. The intervention methods used and the outcomes are described, as well as the experimental and other evaluation and research studies that were made possible by the initial and continuing action research approach. They explain how the pilot, field-test and dissemination aspects of the work evolved. In this article the authors begin with the current research focus, and then review why in action research approach was used.
Much like turning over a large, damp rock in nature, the emotions and frenetic activity in social organizations, particularly schools, are not apparent until there is an effort to change them. But from the beginning, 1968, Comer and colleagues found many often hidden, complex, interactive, and critically important variables that could not be taken into account without an action research approach. Such work is still often referred to as demonstration projects rather than research. Action research is among the least highly regarded of current research methodologies.
The Yale Child Study Center School Development Program (SDP) uses an action research approach to explore obstacles to good teaching and learning in schools, and to reduce or eliminate them.
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