supporting tiriti-based curriculum delivery in mainstream early ...

early childhood setting. In particular, it was reasoned, action research would
benefit children because when individual teachers work to improve their own
practice the performance and learning of children invariably grows as well. A
feature of such action research is that there is a high priority put on sharing of
knowledge, collaboration, and aiming to be egalitarian and non-hierarchical (Bruce
Ferguson, 1999). These characteristics have been emphasised since this
methodology was first advocated as an approach to research in the 1940s.
What emerges from practically all of the literature on action research is an
understanding that it is a systematic process or cycle in which the problem is
identified as a predicate to concerned parties, instigating some form of critical
reflection and remedial action (Bruce Ferguson, 1999; Cardno, 2003; Costello,
2003; Davidson & Tolich, 1999; Kemmis & McTaggart, 1988).
Figure 3.2 Action Research Spiral (Source: Kemmis & McTaggart, 1988, p. 8)
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