I wouldn't put it so simply. First, it is not so much as an outcome of
action research as a part of the process that teachers _may_ begin
considering the ideas of kids. But not all inquiries necessarily involve
kids' ideas as relevant data, at least not initially - though I think it
would be difficult to investigate one's own practice through successive
cycles without hitting upon the idea that the kids' ideas would be an
important kind of evidence. But second, I would not want to argue that
_only_ action researchers think that it is legitimate and important to
find out what kids think. Though, here again, there is likely to be a
link: if you really listen to what the kids have to say, you are likely to
make some changes in your practices in response.
Gordon