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4.1. Techniques: Action Research and Case Studies

Action Research:

Since the theory-practice offered in this thesis is
concerned with changing the Anglo-Indian classroom, the
least problematic type of Action Research is the single
teacher operating on his/her own with a class. The
single teacher is able to translate the ideas of the
theory-practice offered in this thesis into action in the
classroom.

A more complicated, yet rewarding action research is
collaborative, when a group of teachers in the schools
cooperate and pool their ideas for implementing the
theory-practice. The collaborative approach is the most
effective, because it leads to more practice in research
and problem-solving by teachers, administrators, students
and members of the community. Each teacher should be
encouraged to develop a style of their own while
cooperating with the larger group. (36)

Case Studies:

At the very heart of the case studies approach is the
method of observation. Teachers in the classroom become
participant observers, because they are engaged in the
activities in the classroom, and can select which
activity to observe. On the other hand, the case study
of a student can be conducted by another teacher/
administrator who is interested in the student's
development. It is much easier to invite a colleague
into the classroom, because some teachers are uneasy with
non-participant observers.

The purpose of the participant observation and the
non-participant observation is to

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