WHAT IS ACTION RESEARCH?

Action research has an applied focus. Similar to mixed methods research, action research
uses data collection based on either quantitative or qualitative methods or both. However, it
differs in that action research addresses a specific, practical issue and seeks to obtain
solutions to a problem. Thus, action research designs are systematic procedures done by
teachers or other individuals in an educational setting! to gather information about, and
subsequently improve, the ways their particular educational setting operates, their teaching,
and their student learning "ills, #$$$!. The social%psychologist &urt 'ewin coined the term
(action research) in the *+,$s "ills, #$$$!.
Action research-
encourages change in the schools
fosters a democratic i.e. involvement of many individuals! approach to education
empowers individuals through collaboration on pro.ects
positions teachers and other educators as learners who seek to narrow the gap between
practice and their vision of education
encourages educators to reflect on their practices
promotes a process of testing new ideas "ills, #$$$!.
WHAT ARE THE TYPES OF ACTION RESEARCH DESIGNS?
Two basic research designs-
practical action research
participatory action research
A/T012 34S4A3/H
5ractical Action 3esearch 5articipatory Action 3esearch
Studying local practices
0nvolving individual or team%based
inquiry
6ocusing on teacher development
and student learning
0mplementing a plan of action
'eading to the teacher%as%researcher
Studying social issues that constrain
individual lives
4mphasi7ing (equal collaboration)
6ocusing on (life%enhancing)
changes
3esulting in the emancipated
researcher
Practical Action Research
Teachers seek to research problems in their own classrooms so that they can improve their
students8 learning and their own professional performance. The purpose is to research a
specific school situation with a view toward improving practice Schmuck, *++9!. 0t involves
small scale research pro.ects, narrowly focuses on specific problem or issue, and is
undertaken by individual teachers or teams within a school or school district.
4xample- An elementary school teacher studies the disruptive behavior of a child in
her classroom.
To understand practical action research, we need to review its ma.or ideas or principles-
*! Teacher researchers have decision%making authority to study an educational practice as
part of their own ongoing professional development.
#! Teacher researchers are committed to continued professional development and school
improvement, a core assumption for any teacher who decides to engage in action
research.
,! Teacher researchers want to reflect on their practices. They reflect so that they can
improve their practices. They reflect individually or in school%based teams composed of
students, teachers, and administrators.
:! Teacher researchers use a systematic approach for reflecting on their practices, meaning
that they use identifiable procedures to study their own problems rather than using a
random, anything%goes design.
;! Teacher researchers will choose an area of focus, determine data collection techniques,
analy7e and interpret data, and develop action plans.
Participatory Action Research
5articipatory Action 3esearch 5A3! has a long history in social inquiry involving
communities, industries, and corporation and other organi7ations outside of education. 1ften
5A3 includes qualitative data collection, but it may also involve quantitative data collection.
The purpose of participatory action research is to improve the quality of people8s
organi7ations, communities, and family lives Stringer, *+++!. Applied to education, the
focus is on improving and empowering individuals in schools, system of education and
school communities. 5A3 researchers study issues that relate to a need to address social
problems that constrain and repress the lives of students and educators. 6or example, consider
these issues that address social, economic, political, and class problems in our society that
may be the focus of a 5A3 study-
tests that label and stereotype students
assessments that serve to confirm student failure rather than learning
&emmis and <ilkinson *++=! summari7ed > central features of participatory action
research-
*! 5A3 is a social process in which the researcher deliberately explores the relationship
between the individual and other people. The ob.ect is to understand how social
interaction forms and re%forms individuals. Applied to education, participatory action
researchers might explore teachers working together in teams.
#! This form of inquiry is participatory. This means that individual conduct studies on
themselves. ?uring this process, people examine how their own understandings, skills,
values, and present knowledge both frame and constrain their actions. Teachers, for
example, would study themselves to gain a better understanding of their practices and
how this knowledge shapes and constrain! their work with students.
,! This form of research is practical and collaborative. 0t is collaborative because it is
inquiry completed with others. 0t is practical because researchers typically explore acts of
communication, the production of knowledge, and the structure of social organi7ation to
reduce irrational, unproductive, un.ust or unsatisfying interactions. Teacher, for example,
might collaborate with other teachers to reduce the unproductive and unsatisfying levels
of bureaucracy in a school that might inhibit classroom innovations.
:! 5A3 is emancipatory in that it helps unshackle people from the constraints of irrational
and un.ust structures that limit self%development and self%determination. The intent of a
study, for example, might be to change the bureaucratic procedures for teachers in
schools so that they can better facilitate student learning.
;! 1ne intent of 5A3 research is to help individuals free themselves from constraints found
in the media, in language, in work procedures, and in the relationship of power in
educational settings. 6or instance, teachers may be constrained by a subservient role in
the school district so that they do not feel empowered in their classrooms.
>! 5A3 is recursive reflexive or dialectical! and focused on bringing about change in
practices. This occurs through spirals of reflection and action. <hen teachers reflect on
their roles in schools, they will try one action and then another, always returning to the
central question of what they learned and accomplished because of their actions.
WHAT ARE THE STEPS IN CONDCTING AN ACTION RESEARCH STDY?
0n the steps that follow, remember that action research is a dynamic, flexible process and that
no blueprint exists for how to proceed. However, several steps in the process can illustrate a
general approach to action research.
@eneral Steps-
*! ?etermine if action research is the best design to use
#! 0dentify a problem to study
,! 'ocate resources to help address the problem
:! 0dentify information you will need refers to the taxonomy below!
;! 0mplement the data collection
>! Analy7e the data
9! ?evelop a plan for action
=! 0mplement the plan and reflect
A Ta!ono"y o# Action Research Data Collection Techni$%es
A/T012 34S4A3/H ?ATA /1''4/T012 T4/H20AB4S The , 4s!
Experiencing
Through observation and
fieldnotes!
Enquiring
<hen the researcher asks!
Examining
Bsing and making records!
5articipant
observation active
participant!
5rivileged, active
observer
5assive observer
0nformal interview
Structural formal
interview
Auestionnaires
Attitudes scales
'ikert or Semantic
differential!
Standardi7ed tests
Archival documents
Cournals
"aps
Audio and
videotapes
Artifacts
6ieldnotes
Source-
/reswell #$$;!. 4ducational 3esearch- 5lanning, /onducting, and 4valuating Auantitive and
Aualitative 3esearch #nd 4d.!