This handbook shows how the curriculum can be improved through action research and that teachers and other practitioners are best placed to conduct such research. Chapter 1 explores that historical and philosophical foundations of the action research movement. Chapter 2 discusses the teacher as researcher and professional, and offers criteria for a professional code of ethics. Chapter 3 looks at those research methods dealing with observational and narrative techniques for the conduct of action research. Chapter 4 introduces a variety of non-observational survey and self-report research techniques for the conduct of curriculum action research. Chapter 5 presents both discourse analysis methods and instructional and pedagogical problem-solving techniques that might be employed in teaching and learning scenarios. The second part of Chapter 5 focuses upon the use of instructional problem-solving strategies (such as brainstorming, discussion groups) for use in action research projects. Chapter 6 discusses critical-reflective and evaluative research techniques. Chapter 7 explores a variety of procedures and techniques for the analysis of action research data. Chapter 8 deals with establishing networks and communities of action researchers. Chapter 9 describes case studies of the use of action research in higher education. (Contains 300 references.) (JLS)