What is Action Research?
Action research is a research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research, and practical action research.
Action research involves the process of actively participating in an organization change situation whilst conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
(Resource from Wikipedia)
Action Research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.
The Action Research Process
Educational action research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school. Whatever the scenario, action research always involves the same seven-step process. These seven steps, which become an endless cycle for the inquiring teacher, are the following:
- Selecting a focus: The action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. Considering the incredible demands on today's classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher's work more successful and satisfying. Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers asking: What element(s) of our practice or what aspect of student learning do we wish to investigate?
- Clarifying theories: The second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus.
- Identifying research questions: Once a focus area has been selected and the researcher's perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the inquiry.
- Collecting data: Action researchers can accomplish this by making sure that the data used to justify their actions are valid(meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Basically, triangulation means using multiple independent sources of data to answer one's questions. Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box. Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of lenses.
- Analyzing data: Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions: What is the story told by these data? Why did the story play itself out this way? By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.
- Reporting results
- Taking informed action
Action research is a form of investigation designed for use by teachers to
attempt to solve problems and improve professional practices in their own
classrooms. It involves systematic observations and data collection which
can be then used by the practitioner-researcher in reflection, decision-
making and the development of more effective classroom strategies.
- Parsons and Brown (2002)
Action Research is a fancy way of saying let's study what's happening at our school and decide how to make it a better place.
- Emily Calhoun (1994)
Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. - A. Christine Miller (2007)
- Parsons and Brown (2002)
Action Research is a fancy way of saying let's study what's happening at our school and decide how to make it a better place.
- Emily Calhoun (1994)
Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. - A. Christine Miller (2007)
SELECTED questions to ask in the context of Action Research:
1. Why am I collecting this data?
How is the data related to the study question?
What will the data tell us about students’ leaming and teaching
strategies?
2. What exactly am I collecting?
What kind of data will give me the best information about students learning and teaching strategies?
How can I gather data on the same question in different ways, from different sources, and at different times (triangulation).
3. Where am I going to collect it?
What kind of a sample is needed?
Do I need to identify the student for long-term tracking?
4. When am I going to collect it and for how long? How much data is needed?
How periodic should the collection be?
5. Who is going to collect it?
Is data being collected by myself or will others be involved?
6. How will data be collected, analyzed and findings shared?
Has a time line been established?
Where and how will the data be stored?
Has the criterion for analyzing the data (rubrics, implementation
logs) been established before the data is collected?
What approach will be used for recording, displaying, and sharing
findings?
https://www.nctm.org/uploadedFiles/Lessons_and_Resources/Grants_and_Awards/How%20is%20Action%20Research%20Defined(1).pdf
1. Why am I collecting this data?
How is the data related to the study question?
What will the data tell us about students’ leaming and teaching
strategies?
2. What exactly am I collecting?
What kind of data will give me the best information about students learning and teaching strategies?
How can I gather data on the same question in different ways, from different sources, and at different times (triangulation).
3. Where am I going to collect it?
What kind of a sample is needed?
Do I need to identify the student for long-term tracking?
4. When am I going to collect it and for how long? How much data is needed?
How periodic should the collection be?
5. Who is going to collect it?
Is data being collected by myself or will others be involved?
6. How will data be collected, analyzed and findings shared?
Has a time line been established?
Where and how will the data be stored?
Has the criterion for analyzing the data (rubrics, implementation
logs) been established before the data is collected?
What approach will be used for recording, displaying, and sharing
findings?
https://www.nctm.org/uploadedFiles/Lessons_and_Resources/Grants_and_Awards/How%20is%20Action%20Research%20Defined(1).pdf
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