I used to be the kind of learner who had to know if the outcome was right or wrong. The type of subject matter I used to study had that type of material - correct answers and incorrect and there was a certain amount of comfort in knowing that if I worked at it long enough I would get it right. I reaaaaallllllyyyyy had a hard time getting used to work that required my opinion and that didn't necessarily have a correct and incorrect answer. I took particular note of the running theme in action research about it being ongoing and spiraling. Chapter One in Anderson comments on how change can be thought to be confrontational by the people who have been doing things a certain way. Not only am I personally experience this with staff but also with parents. It is amazing how much time I spend defending developmentally appropriate practices. I am frightened honestly of how daunting it seems to be able to embed this type of research in the already too short school day, but I think knowing it is a process without a definite right and wrong answer takes the edge off it.