The Imaginary Audience Scale (IAS), consisting of two subscales-the Transient Self (TS) scale and the Abiding Self (AS) scale-was administered to 697 subjects at the 4th-, 6th-, 8th-, and 12th-grade levels. The scale assesses young people's willingness to reveal different facets of themselves to an audience. Some of the subjects were given the test twice to obtain reliability data, and some of the other subjects were also tested on measures of self-esteem and locus of control to obtain validity data. The results show that the IAS has reasonable reliability and construct validity. The results also show that 8th graders were significantly less willing than older or younger subjects to reveal their transient and abiding selves to an audience. Girls tended to be more reluctant than boys to reveal themselves to an audience. The results were interpreted as supporting the imaginary audience construct and as warranting further use of the IAS.

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This paper advocates the use of graphic images as a device that can help in the organisation of thinking about the procedural aspects of action research. Further, it explores the parallels between design process, action research methodology and the social / societal context in which both occur. The paper has the following structure Fig 1:

35Early in 1973 a project sponsored by the Ford Foundation was set up at the University of East Anglia. Broadly speaking, the aims of the project were to instigate research into Inquiry/ Discovery methods of teaching with the emphasis firmly on the actual classroom situation, much of the research being done by teachers themselves, with backing and guidance from a central team of three. This team consisted of John Elliott -Director, Clem AdelmanSenior Research Associate, and Tina ReaySecretary and Schools Liaison Officer. Their primary concern was to find teachers in a number of schools who were interested in I/D learning and the problems likely to arise, whose own basic teaching style made them at least sympathetic to the possibilities, and who were prepared to spend the time and energy required in making personal contributions to the research. Our school, the first Middle School in the area, was approached by John Elliott and several of us were mildly interested and felt that our own teaching methods were possibly I/D oriented. We talked to John about the project and the amount of work likely to be involved, and finally four of us decided to go to the Easter Conference and take it from there. Our headmaster was interested and agreed to allow us at least a small amount of school time for team discussions and planning, if we decided to go ahead.