When I did collect samples of pupil work I was not sure what I was looking for, or what I was trying to prove. At one stage I was so absorbed by mypractice, mylearning and my interpretation of the situation that I lost sight of what it was all about: pupil learning. Furthermore, I was uncollaborative in my approach: if Diane (Smith) had not offered to act as my critical friend before it was too late, I doubt whether I would have found anyone else, yet the insights she gave me into my own practice were invaluable.
I should not be too negative as my study did do what it set out to do.
“Experiments never fail - they are things we do to find out what we can’t work out.” (Claxton).
Yet quite apart from the fact that the short duration available to me was likely to make my enquiry superficial, I exacerbated the superficiality of what I did through the way I approached it.
It is too late now for 8*2 and me: I undertook to be honest, so I must admit the inadequacy of what I did. I will have to be sure to use what I have learned about Action Research, as well as what I have learned about teaching in general with that hypothetical future class. At least I can be sure that from what I have experienced in this study, I will be looking for a future Action Research enquiry.