This stage will allow you to look closely at your analysis of data and ask yourself a series of questions. It will provide you with the opportunity to compare what you would like to happen in practice with what is actually happening at present.
As mentioned in Stage 3, it is important to analyse your data in detail and look at where any possible anomalies and/or contradictions may exist.
Suggested further reading:
Bassey, M. (1995) ‘Action research for improving educational practice’. In Halsall, R. (1998) Teacher Research and School Improvement. Buckingham: Open University Press: 94 & 95.
Burton, D. and Bartlett, S. (2009) Key Issues for Education Researchers. London: Sage
Koshy, V. (2005) Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing
Koshy, V. (2009) Action Research for Improving Practice: A Practical Guide. (2nd ed) London: Paul Chapman Publishing
O’Leary, Z. (2013) The Essential Guide to Doing Your Research. (2nd ed) London: Sage
McAteer, M. (2013) Action Research in Education. London: Sage
McNiff, J. and Whitehead, J. (2005) Action Research for Teachers. Oxford: David Fulton.
McNiff, J. (2013) Action Research: Principles and Practice. (3rd ed). Oxon: Routledge
McNiff, J. (2014) Writing and Doing Action Research. London: Sage
McNiff, J. & Whitehead, J. 2011) All You Need to Know About Action Research. (2nd ed). London: Sage
Reason, P. and Bradbury, H. (2001) Handbook of Action Research: Participative Enquiry and Practice. London: Sage
Reason, P. & Bradbury, H. (2013) The SAGE Handbook of Action Research: Participative Inquiry and Practice. (2nd ed). London: Sage