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(Sorry for posting to the wrong thread) OK Peter - Here's my review of Kathyrn's 'Creating Educative Dialogue in an Infant Classroom' at http://www.bath.ac.uk/%7Eedsajw/module/kathy.htm in relation to the review process in which we are both working to develop a better understanding of the criteria we use to assess the quality of (our) practitioner research. In making an appreciative and engaged response to Kathryn's narrative I feel drawn to the quality of Kathyrn's responsiveness to her pupils in the development of creative educative dialogue in the infant classroom. I connect this with Kilpatrick's point in the first issue of Educational Theory that it is a form of dialogue which has profound implications for the future of humanity. My own learning about an appropriate methodology for enquiries of the kind, 'How do I improve what I am doing?' was influenced by 6 teachers showed me in 1975/76 Action Reflection Cycles when they demonstrated that the worked at improving learning with their pupils by: Experiencing a tension or living contradiction when their values were not being fully lived in practice. They imagined what to do in an action plan. They acted and gathered data. They evaluated the effectiveness of their action in relation to the values and understandings. The modified their concerns, ideas and actions in the light of their evaluations. They shared accounts of their learning in validation groups. In my understanding of research, as a systematic form of enquiry that is open to public validation, I think Kathryn's account counts as what I understand as practitioner-researcher. I think it is a good acount, because of the focus on creative educative dialogue and the evidence of social validation using Habermas' criiteria of comprehensibility, evidence, normative awareness and authenticity. As an explanation of learning about improving creative educative dialogue by a practitioner-researcher I also recognise it as a living educational theory. I'm fascinated by educational research that is focused on legitimating accounts of educational influences in learning in relation to values of humanity. If you have time to respond to yesterday's presentation by Maggie and me on Educational Influences in Learning with Visual Narratives at http://www.bath.ac.uk/~edsajw/monday/mfjwwebped2.htm in relation to our seminar theme this would be much appreciated. We were both delighted to include references to Branko's visual narrative in the presentation to the DIVERSE conference 2005 on Video and Videoconferencing in Education. You will find these references in the Notes at the end of the paper. Love Jack.