model. In Action Research it is necessary to review
progress with colleagues, and in this one respect it is
superior to subjective, impressionistic methods.
If, a quasi-experiment is conducted, see, Campbell, D.T.
and Stanley, J.C., (1963) 'Experimental and
quasi-experimental designs for research on teaching' IN:
N.L. Gage (ed.) Handbook of Research on Teaching Chicago:
Rand McNally and Pilliner, A. (1973) Experiment in
Education Research E341 Block 5 Bletchley: The Open
University Press. For more information about Action
Research see, Nixon, J. (ed.) A Teacher's Guide to Action
Research London: Grant McIntyre. For a detailed
description of an Integrated Studies Project that
combines the creative activities with language learning
see, Shipman, M.D. (1974) Inside a Curriculum Project
London: Methuen.
(37) Cohen, L. and Manion, L. (1985) op. cit.,
(pp.120-21)
At the very heart of a Case Study lies a method of
observation. For a Case Study of infants, unfettered by
preplanned questionnaires and interview schedules see,
King, R. (1978) All Things BriQht and Beautiful?
Chichester; John Wiley & Sons. The Case Study allows the
teacher-researcher in his/her classroom to learn the ways
in which children learn, and the means by which a school
achieves goals. The Case Study will be an important
aspect of the evaluation process after the
theory-practice is adopted in an Anglo-Indian classroom.
For an unstructured, ethnographic account of a
Headteacher in a natural environment see, Wolcott, H.F.
(1973) The Man in the Principal's Office New York: Holt,
Rinehart & Winston
(38) Hirst, P. (1974) op. cit., (p.3).
(39) Baier, K. (1971) 'Ethical Pluralism and Moral
Education' IN: C.M.Beck; B.S. Crittenden and E.V.
Sullіvan Moral Education: Interdisciplinary Approaches
University of Toronto: Newman Press (p.100) Baier, K.
(1971) believes that tolerance can work in both areas of
private and public morality in ethical pluralism, and
argues for the case that all contentious moral matters be
relegated to a private morality. Baier asks for general
tolerance in such matters. Ethical pluralism offers a
new approach to Anglo-Indian students and Indian students
in Anglo-Indian schools a genuine religious education
which would not deprive both of a proper social context
in which can be realised their innate endowment for
understanding both the world and their lives within it.
See also, Brent, A. (1983) Philosophy and Educational
Foundations London: George Allen & Unwin, (p.353); see
also, Walking, P.H. (1980) in his article 'The idea of a
multi-cultural curriculum' JOURNAL OF PHILOSOPHY OF
348