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Abstract
The purposes of this content analysis of action research studies on teaching composition are two-fold: to examine action research studies on teaching classroom compositions to learn more about classroom composition pedagogy, including the values and beliefs that shaped the instruction and findings; and secondly, to demonstrate how narrative analysis techniques may help to amalgamate the research and findings of action research projects and thereby draw useful pedagogical and theoretical information. Narrative analysis techniques were applied to the narratives of these reports to gather information about the salient values and issues that determined what was to be studied, and how instructional practice and outcomes were evaluated. The narrative analysis revealed the organisational structure of the reports and how the teacher-researchers validated themselves and their experiences. Patterns emerged in the literary organisation of the narrative, beliefs about agency and the value of music instruction, learning and child development. The narrative analysis provided insights into the definitions of what is considered successful action research, what is considered successful teaching practice and what is considered successful classroom composition.