Referring specifically to early education programs this paper outlines the principal
features of two broad paradigms of action research. The first, emphasizing summative
evaluation through quantitative group comparisons of intelligence and achievement
scores, characterized earlier action research efforts. The second, stressing
formative evaluation, process-oriented observational methods, and qualitative
information, has emerged more recently. The perspectives comprising this paradigm
are discussed in the light of parallel developments in psychology, together with
implications for international researchers, funding agencies, and policy-makers.
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