Action ResearchAction Research

Action ResearchAction ResearchChapter Twenty-ThreeChapter Twenty-Three

What is Action Research?What is Action Research? Action Research is conducted by one or more

individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice.

Such studies are seriously limited in generalizability.

Action research does not require complete mastery of the major types of research earlier discussed.

Basic Assumptions Underlying Action Research Basic Assumptions Underlying Action Research (Table 23.1)(Table 23.1)

AssumptionAssumption

Teachers and other education Teachers and other education professionals have the authority to professionals have the authority to make decisions.make decisions.

Teachers and other education Teachers and other education professionals want to improve their professionals want to improve their practice.practice.

Teachers and other education Teachers and other education professionals are committed to professionals are committed to continual professional development.continual professional development.

Teachers and other education Teachers and other education professionals will and can engage in professionals will and can engage in systematic research.systematic research.

ExampleExample

A team of teachers, after discussions with the school A team of teachers, after discussions with the school administration, decide to meet weekly to revise the administration, decide to meet weekly to revise the mathematics curriculum to make it more relevant to low- mathematics curriculum to make it more relevant to low- achieving students.achieving students.

A group of teachers decide to observe each other on a weekly A group of teachers decide to observe each other on a weekly basis and then discuss ways to improve their teaching.basis and then discuss ways to improve their teaching.

The entire staff—administration, teachers, counselors, and The entire staff—administration, teachers, counselors, and clerical staff—of an elementary school go on a retreat to plan clerical staff—of an elementary school go on a retreat to plan ways to improve the attendance and discipline policies for the ways to improve the attendance and discipline policies for the school.school.

Following up on the example just listed above, the staff Following up on the example just listed above, the staff decides to collect data by reviewing the attendance records of decides to collect data by reviewing the attendance records of chronic absentees over the past year, to interview a random chronic absentees over the past year, to interview a random sample of attendees and absentees to determine why they sample of attendees and absentees to determine why they differ, to hold a series of after-school roundtable sessions differ, to hold a series of after-school roundtable sessions between discipline-prone students and faculty to identify between discipline-prone students and faculty to identify problems and discuss ways to resolve issues of contention, problems and discuss ways to resolve issues of contention, and to establish a mentoring system in which selected students and to establish a mentoring system in which selected students can serve as counselors to students needing help with their can serve as counselors to students needing help with their assigned work.assigned work.

Assumptions Underlying Assumptions Underlying Action ResearchAction Research

A number of assumptions underlie action A number of assumptions underlie action research:research: Participants have the authority to make Participants have the authority to make

decisionsdecisions Those involved are seriously committed to Those involved are seriously committed to

improving their performance improving their performance Educators and others involved in schools want Educators and others involved in schools want

to engage in research systematicallyto engage in research systematically Those performing the research will make the Those performing the research will make the

necessary changes and recommendationsnecessary changes and recommendations

Types of Action ResearchTypes of Action Research There are two main types of action There are two main types of action

research:research:1)1) Practical Action ResearchPractical Action Research

Addresses a specific problemAddresses a specific problem Primary purpose is to improve practice and inform Primary purpose is to improve practice and inform

larger issueslarger issues2)2) Participatory Action ResearchParticipatory Action Research

Empower individuals and groups to improve their Empower individuals and groups to improve their lives and bring about a social changelives and bring about a social change

Stakeholders are involved and are active in all Stakeholders are involved and are active in all processes (collaborative participation)processes (collaborative participation)

Stakeholders Stakeholders (Fig. 23.1)(Fig. 23.1)

The Role of the “Expert” The Role of the “Expert” in Action Research in Action Research (Fig. 23.2)(Fig. 23.2)

Levels of ParticipationLevels of Participation Provide information Become informed of

purpose of the study Receive findings Assist in data

collection Review findings

Participate in interpretation

Participate in designing the project

Participate in problem specification

Initiate study

There are nine levels, as shown in Figure 23.3.

Participation in Action Research Participation in Action Research (Fig. 23.4)(Fig. 23.4)

Levels of Participation in Action Research Levels of Participation in Action Research (Fig. 23.3)(Fig. 23.3)

Steps in Action ResearchSteps in Action Research There are four steps or stages in Action There are four steps or stages in Action

Research:Research:

1)1) Identifying the research questionIdentifying the research question2)2) Gathering the necessary informationGathering the necessary information3)3) Analyzing and interpreting the informationAnalyzing and interpreting the information4)4) Developing a plan of actionDeveloping a plan of action

Advantages of Action ResearchAdvantages of Action Research It can be performed by anyone, in any type of

school or institution It can help to improve educational practice It can help education and other professionals to

improve their craft It can help them learn to identify problems

systematically It can build up a small community of research-

oriented individuals at the local level

Similarities and Differences of Types of Research are shown in Table 23.2.

Similarities and Differences Between Action Research & Similarities and Differences Between Action Research & Formal Quantitative and Qualitative ResearchFormal Quantitative and Qualitative Research

(Table 23.2)(Table 23.2)

Action ResearchAction Research

Systematic inquiry.Systematic inquiry.

Goal is to solve problems of local concern.Goal is to solve problems of local concern.

Little formal training required to conduct such Little formal training required to conduct such studies.studies.

Intent is to identify and correct problems.Intent is to identify and correct problems.

Carried out by teacher or other local education Carried out by teacher or other local education professional.professional.

Uses primarily teacher-developed instruments.Uses primarily teacher-developed instruments.

Less rigorous.Less rigorous.

Usually value-based.Usually value-based.

Purposive samples selected.Purposive samples selected.

Selective opinions of researcher often Selective opinions of researcher often considered as data.considered as data.

Generalizability is very limited.Generalizability is very limited.

Formal ResearchFormal Research

Systematic inquiry.Systematic inquiry.

Goal is to develop and test theories and to Goal is to develop and test theories and to produce knowledge generalizable to wide produce knowledge generalizable to wide population.population.

Considerable training required to conduct Considerable training required to conduct such studies.such studies.

Intent is to investigate larger issues, of local Intent is to investigate larger issues, of local concern.concern.

Carried out by researcher who is not usually Carried out by researcher who is not usually involved in local situation.involved in local situation.

Uses primarily professionally-developed Uses primarily professionally-developed instruments.instruments.

More rigorous.More rigorous.

Frequently value-neutral.Frequently value-neutral.

Random samples (if possible) preferred.Random samples (if possible) preferred.

Selective opinions of researcher never Selective opinions of researcher never considered as data.considered as data.

Generalizability often appropriate.Generalizability often appropriate.