Conducting teacher action research

Teacher action : teacher action research: building knowledge ting teacher action research/practitioner inquiry,Pine, g. G j 2009, 'conducting teacher action research', in teacher action research: building knowledge democracies, sage publications, inc. Page 234]conducting teacher action researchconducting teacher action researchthis chapter describes a process for conducting a teacher action research study. The suggestions offered here have emanated from my reading in the action research literature and my personal experiences and engagement in a variety of collaborative teacher action research studies during the past 40 years. I have tried to capture in this chapter the realities, complexities, and challenges of conducting teacher action research. In several places in the chapter, i emphasize the importance of the critical process that recursion represents in the conduct of action research, particularly as recursion affects research questions and the ... Like you do not have access to this login via your here for free trial research > textbooks > action research/practitioner research in education | research methods in education. This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Kejing liu, shawnee state universityteacher action research: building knowledge democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a featuresdiscusses how to build a school research culture through collaborative teacher researchdelineates the role of the professional development school as a venue for constructing a knowledge democracyfocuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research i. The disconnection between educational research and practice: the case for teacher action the disconnection between research and practice? To the gap: renewing an old tions of experimental and quasi-experimental context and educational search for school ending the r&d model of knowledge ing an epistemology of toward a knowledge r action research and knowledge democracies. A paradigm of teacher action research guishing characteristics of an action research nges for action research. Teacher action research as professional research/professional research as professional development: teacher research as professional development: teacher ii. Conditions for building a knowledge ping a "work with" nting university versus classroom ing student and parent research ng how to collaborate. It is a great book to provoke thought, reflection, and discussion in an action research class. Its greatest strength is that it is very different from other texts on action research. I believe that it could impact the ways ‘the academy’ views the place of action research in research. Dissertations and publications counted in things such as tenure and promotion could move toward action research and be legitimized. I have recommended to students who are carrying out action research as it will be a valuable tool as they go through the ng, learning and standards, riverside college ent text ideal for m level students on the cppd module of year two of pgce ion, swindon ted retail price: $ore price: $ted retail price: $ore price: $ materials & r 2 - teaching action researchchapter 11 - conducting teacher action select a format:Paperbackhardcoverelectronic from:vitalsource.

If your library doesn’t have access, ask your librarian to start a r action research: building knowledge ation year: research/practitioner inquiry,Lessmore information >. This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. Kejing liu, shawnee state universityteacher action research: building knowledge democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a features:discusses how to build a school research culture through collaborative teacher research; delineates the ... Login or create a profile above so that you can save clips, playlists, and log in from an authenticated institution or log into your member profile to access the email i: understanding action researchchapter 1: the disconnection between educational research and practice: the case for teacher action researchhistorical contextwhy the disconnection between research and practice? To the gap: renewing an old debatelimitations of experimental and quasi-experimental designcontext strippingclassroom complexitiesschool context and educational researchthe search for school contextschools as turbulent environmentsschools as workplacesschools as culturestranscending the r&d model of knowledge transferembracing an epistemology of practicemoving toward a knowledge democracyteacher action research and knowledge democraciessummarychapter 2: teacher action research: collaborative, participatory, and democratic inquirywhat is teacher action research? Research: changing practiceaction research: teachers' voicesaction research: outcomes for teachersthe origins of action researchaction research and social justiceeducational action researchthe growth and development of action researchpostmodernism and action researchfeminist scholarship, critique, and action researchapproaches to action researchcollaborative action researchteacher as researcherparticipatory action researchschoolwide action researchself-study researchsummarychapter 3: a paradigm of teacher action researchwhat is a paradigm? Research paradigmsdistinguishing characteristics of an action research paradigmreflexive critique and intersubjectivityaxiologycontextongoing tentativenessrecursiondialectical critiquecollaborationriskpluralityconnotationmoral/political ethos and purposeembrace of emotionchallenges for action researchsummarychapter 4: the validity of action researchwhat is validity? As inquirygeneralizability in action researchsummarychapter 5: teacher action research as professional developmentaction research/professional developmentsource of expertiselocus of knowledgerole of experienceopportunities for initiativesleadership responsibilitymode of organizationaction research as professional development: teacher outcomesschool contextcollegialityteacher skills and attitudes as action researchersthe collaborative action research processtemporary systems and the collaborative action research processcreating new contextsaction research as professional development: teacher voicessummarypart ii: collaborative action research: foundation for knowledge democracieschapter 6: collaborative action researchthe collaborative nature of action researchexamples of collaborative action researchways of knowing: teachers as constructors of knowledgeteachers as agents of changecollaborative action research and scholarshipschools as centers of inquirythe interaction of individual and collaborative action researchsummarychapter 7: conditions for building a knowledge democracydeveloping a “work with” postureestablishing trustfinding enough timeprivate time versus public timeinert time versus productive timesacred time versus profane timemonochronic versus polychronic timea challenge for classroom teachersconfronting university versus classroom issuesissues for classroom teachersissues for university facultyincluding student and parent research partnersstudents as researchersparents as researcherslearning how to collaborateprinciples of collaborationthree challenges in developing collaborationsummarychapter 8: creating knowledge democracies: professional development schoolsthe nature and character of a professional development school (pds)clustering resourcesbecoming knowledge democraciesthe challenges of building a pds as a knowledge democracydeveloping a school research culturefeatures of a research-engaged schoolconditions for facilitating collaborative inquirysummarypart iii: practicing action researchchapter 9: fundamental practices for teacher action researchreflectionmodels of reflectionreflection and phronesisdialoguedocumentationobservation and documentationwriting and journalingwriting storieswriting an autobiographya final note on writingfocal points for observation, journal writing, and reflectioninstructiondynamics of groupingassignmentsstudent reaction to my teachingteacher action and reactionoverall impressions and assessment of teachingsummarychapter 10: case study and teacher action researchwhat is a case study? Of using the case study approachtypes of case studiescase studies of programsappreciative inquiryretrospective case studies of curriculumcase study of the individualcultural inquiry processdescriptive reviewsummarychapter 11: conducting teacher action researchmodest beginningsfinding critical friendsa few principles for conducting action researchidentifying the research questioncharacteristics of good research questionsframing the research questionconducting a literature reviewidentifying data sourcescollecting and analyzing datadrawing conclusions: finding meaningevaluating your action research studysummary. I am forever indebted to my faculty colleagues at the university of new hampshire, oakland university, and boston college whose ideas and questions over the years have intellectually nourished and challenged my thinking about action research, educational change, and professional development. I also want to thank all the graduate students and teachers with whom i have been privileged to collaborate in conducting teacher action research studies over the past 40 years; their impact on my own growth and learning in teacher action research has been immeasurable. Finally, i wish to extend my deepest thanks to steve wainwright, acquisitions editor, whose enthusiasm, encouragement, and initiative made possible the publication of teacher action research: building knowledge democracies. Page 264]action research/teacher action research—a process of concurrently inquiring about problems and taking action to solve them. It is a sustained, intentional, recursive, and dynamic process of inquiry in which the teacher takes action—purposefully and ethically in a specific classroom context—to improve teaching and learning. Action research is change research, a nonlinear, recursive, cyclical process of study designed to achieve concrete change in a specific situation, context, or work setting, to improve teaching/ate—a group of people who have certain traits or characteristics in common without necessarily having any direct social connection with one another. Gross national income is an aggregation of data about individual d research—research undertaken with the intention of applying the results to some specific problem, such as studying the effects of different methods of law enforcement on crime rates. One of the biggest differences between applied and basic research is that in applied work, the research questions are most often determined not by researchers, but by policymakers or others who want help. Types of applied research include evaluation research and action hnography—an analytical personal account about the self as part of a group or culture; an attempt to see the self as others might; an opportunity to explain differences from the inside and written for others as the major phical research—a narrative approach to research that is primarily qualitative and includes gathering/using data in the form of diaries, stories, autobiographies, and life oom/school studies—teachers’ explorations of practice-based issues using data based on observation, interview, and document collection involving individual or collaborative data—a way of recording material at data collection, either manually or on computer, for analysis. Data are usually coded for convenience, speed, and [page 265]computer storage space and to permit statistical orative action research—action research conducted by a team or teams of teacher-researchers. In teams, teachers form communities of reflective practitioners who together engage in cycles of research and action that lead to professional growth, improved teaching practice, and student tual research—theoretical/philosophical work or the analysis of ideas.

The focus of conceptual research is essays that deal with teachers’ interpretations of the assumptions and characteristics of classroom and school life and/or the research uct—(a) something that exists theoretically but is not directly observable. B) a concept developed (constructed) for describing relations among phenomena or for other research purposes. Human beings are seen as the primary research instruments, rejecting the mathematical modeling of phenomena on which the quantitative paradigm t—the circumstances in which a particular event happens. A combination of circumstances, variables, and conditions that affect an event or action at a given l group—members of a control group are used as a standard for comparison. A dialogical approach to methodology is emphasized to eliminate false consciousness and facilitate —information collected by a researcher. Data are often thought of as statistical or quantitative, but they may take many other forms as well, for example, transcripts of interviews or videotapes of social interactions. Within this paradigm, “mixed methods research is formally defined as the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts, or language into a single study” (johnson & onwuegbuzie, 2004, p. The mixed methods paradigm is deemed to be the paradigm of epistemological and methodological pragmatism most capable of handling the complexity of postmodern patory research—emancipatory research is conducted with people from marginalized groups or communities. It is led by a researcher (or research team) who is either an indigenous or external insider; it is interpreted within intellectual frameworks of that group; and it is conducted largely for the purpose of empowering members of that community and improving services for them. Exploring the emic perspective offers the researcher an “insider's perspective” or explanation as to what is occurring in the observable society. See also etic; these are two different perspectives and interpretations of information, and researchers must take both perspectives into account when analyzing human society. Adherents of this paradigm believe that if something exists, it can be cal research—research that is based on observed and measured phenomena and that derives knowledge from actual experience rather than from theory or mology—the study of the nature, origin, and limits of human knowledge; a philosophy of knowledge or of how we come to know. The study of methods by which people construct reality and make sense of events in everyday —the interpretation of data that the “objective and external” researcher comes up with. See also emic; these are two different perspectives and interpretations of information, and researchers must take both perspectives into account when analyzing human society. Experiment—a study undertaken in which the researcher has control over some of the conditions in which the study takes place and control over some aspects of the independent variables being studied. For example, if you interviewed moviegoers as they exited a theater to see if what they saw influenced their attitudes, this would not be experimental research; you had no control over who the subjects were or what film they watched or the conditions under which they watched it. The greatest strength of an experimental research design, due largely to random assignment, is its internal validity: one can be more certain than with any other design about attributing cause to the independent variables. Research—activities in which (a) two (sometimes more) conditions are compared to assess the effects of a particular treatment (the independent variable) and (b) the independent variable (i. There are two types of experiments: in true experiments, the subjects are always randomly assigned, and the researchers control the administration of the treatments. The researchers control the administration of the al validity—see eous variable—see —(a) in analysis of variance, an independent variable, that is, a variable presumed to cause or influence another variable; (b) in factor analysis, a cluster of related variables that are distinguishable components of a larger set of variables; (c) a number by which another number is [page 269]multiplied, as in the statement: real estate values increased by a factor of three, meaning they sm—an intellectual commitment and a political movement that seeks justice for women and the end of sexism in all forms. Important issues for feminist theory and inquiry include the body, class and work, disabilities, human rights, popular culture, the family, race and racism, the self, science, and -person research—research in which the individual focuses on becoming aware of the self and the individual's impact on the world while taking action.

With this stance, the work of teachers in generating local knowledge through inquiry communities is considered social and political, “making problematic the current arrangements of schooling, the ways knowledge is constructed, evaluated, and used, and teachers’ individual and collective roles in bringing about change” (cochran-smith, 2002, p. Inquiry as stance positions teachers to link their inquiry to larger questions about the ends of teacher learning in school reform and to larger social, political, and intellectual movements, emphasizing that teacher learning needs to be understood as a long-term collective project with a democratic al validity—see retive research—work based on the idea that investigations should be searches for meaning rather than experimental science in search of laws. The criteria or assumptions of this kind of research are: attention is [page 270]paid to interaction between people and environments; teaching and learning are continuously interactive; classroom contexts are nested within other contexts; and unobservable processes like thoughts and attitudes are important sources of data. This research is interested in causal relationships and addresses the immediate and local meanings of actions. Finally, it is concerned with why things happen and not just with what ls—teachers’ written accounts of classroom life over time, including records of observations, analyses of experiences, and reflections and interpretations of dge democracy—a school or educational organization characterized by collaborative, participatory, and democratic relationships between and among teachers, university faculty, students, and parents, who together build communities of inquiry that promote the democratization of the knowledge-building process. In a knowledge democracy, a transformational knowledge infrastructure characterized by systemic and relational trust evolves over time to support and facilitate the engagement of teachers, parents, and students in all aspects of the inquiry process. A culture of collaborative inquiry emerges and becomes embedded in the udinal research—any method of data gathering (observation, survey, experiment, etc. It follows that a key aim of such research is to monitor changes over —the arithmetic average of a set of data in which the values of all observations are added together and divided by the number of —the outcome that divides an ordered distribution exactly into -analysis—a collection of systematic techniques for resolving apparent contradictions in research findings. A typical metric in educational research is the effect size, the standardized difference between treatment and control group means. Mixed methods researchers might employ surveys, videos, interviews, qualitative and quantitative data, process-product approaches, censuses, laboratory experiments, observation, description, case studies, interpretation, and any variety of —the most frequent score or number in a set of data or test ism—a school of thought that affirms the power of human beings to create and improve and reshape their environment, with the aid of scientific knowledge, technology, and practical experimentation. Whichever usage is preferred, either allows researchers to examine the relation between two variables while simultaneously controlling for the influence of other ly exclusive—a term used to describe two events, conditions, or variables that cannot occur at the same time. Normative is used, in educational research, to refer to traditionally or commonly accepted ation—a method of gathering information by watching a situation. In nonparticipant observation, the researcher attempts to remove or detach him/herself as an actor from the research situation. In participant observation, the researcher is something of an insider, someone who is involved in the processes being gy—a branch of philosophy that deals with the nature of reality or with being. Often, such questions are used in pilot studies to develop a pre-coded version for the main inquiries—teachers’ oral examinations of classroom/social issues, contexts, texts, and experiences including collaborative analyses and interpretations and explorations between cases and gm—a “taken for granted” conceptual framework that offers a way of seeing, framing, and making sense of the world. Paradigms provide an overarching conceptual view as well as a social and cultural framework for doing research; they shape how we understand ourselves, determine what counts as valuable and legitimate scientific knowledge, define the experiences that can legitimately lead to knowledge, and establish the kinds of knowledge that are ipatory action research—a social participatory process that engages participants in the study of reality in order to change it. It seeks to emancipate people from the constraints of irrational, unproductive, unjust, and unsatisfying social structures that limit their self-development and study—a trial that is done both to examine the effectiveness of various aspects of the proposed research, such as procedures for data gathering, and to aid the completion of detailed project tion—a group of people that researchers want to describe or about which they want to generalize. The world is seen as a single reality existing independently of the observer, which can be known and understood only by an objective and uninvolved researcher in a situation in which all variables can be controlled and manipulated to determine causation. Moreover, they suggest that there is no way to objectively view the —the practical application of a branch of learning; the conversion of theory into action. In education research, praxis is used to denote research that connects the research process to action or research that sparks action and -coded questions—questions that have a list of answers from which respondents choose. The category “other” is often added in case the list is not complete, but keep in mind that if there are possible answers that are not on your list, bias can ative research—a method that examines people's words or actions in narrative or descriptive ways more closely representing the experiences of the people involved.

Unlike quantitative research, which seeks to generalize about educational practices and their effects, qualitative research seeks to examine the particulars of a given setting. Qualitative research tends to be a residual category for almost any kind of nonquantitative tative research—research or variables that can be handled numerically. Quantitative research uses control groups and is typically not focused on describing the context, but rather measuring data within a context (like test scores). Experimental research—a type of research design for conducting studies in field or real-life [page 274]situations where the researcher may be able to manipulate some independent variables but cannot randomly assign subjects to control and experimental groups. In action research, the questions often change as the teacher-researcher proceeds recursively through the action research spiral of planning, acting, observing, and ion—a basic action research process, which implies that there are no fixed conclusions but rather continuing, infinite revision. Questions change and shift from the very beginning of an action research study through a cyclical process of data discussion and analysis. The approach develops and redevelops the research questions by submitting their parameters to a process of redefinition that takes into consideration whatever new data and contexts have accumulated. The data, the generalizations, and the research questions are resubmitted along with other new and emerging data to develop tentative findings and ility—the consistency or stability of a measure or test from one use to the next. In qualitative research, reliability is the extent to which what has been recorded is what actually occurred. It is enhanced by detailed field notes; researchers’ accuracy; the review of field notes by participants; use of tape recorders, photographs, or videotapes; use of participant quotations and literal descriptions; and an active search for discrepant ability/replication—the process of repeating a study undertaken by someone else, in the sense of using the same methodology. Commonly the location and research subjects will be different, although sometimes studies return to the same group of subjects after a period of time has passed, for example, in child development studies. A good research report always includes enough information on the methods used to enable someone else to carry out a ch design—the science and art of planning procedures for conducting studies so as to get the most valid findings; called design for short. Page 275]awhen designing a research study, researchers draw up a set of instructions for gathering evidence and for interpreting —a group of subjects selected from a larger group in the hope that studying this smaller group (the sample) will reveal important things about the larger ng—the process by which the total number of possible respondents for a research project (the research population) is reduced to a number which is practically feasible and theoretically acceptable (the sample). In random sampling, the goal is to combine chance (that everyone in the frame has the same chance of being chosen) with balance (that the chosen sample will be an accurate microcosm of the research population as a whole). Frame—a report that includes all of those from the research population who genuinely can become respondents, if they are —a group of related measures of a variable. A scale differs from an index in that the items in an index need not be in a particular order, and each item usually has the same weight or wide action research—an action research approach that seeks to improve the school as a problem-solving entity, to improve equity for students, and to involve the entire school community in the process of inquiry, thereby creating a knowledge democracy. It is a process of conducting inquiry about the school to improve teaching and learning and to make the school a self-renewing organization permeated by -person research—cooperative research in which individuals inquire face to face with others into issues of mutual concern, in small groups. In a typical cooperative inquiry group, 6 to 20 people work together as coresearchers and cosubjects, conducting research in cycles of action and reflection to address a problem of mutual concern. Self-study research—a form of action research or teacher research that focuses inwardly on teacher education and, in some instances, professional development in a comprehensive way of leaving no area of teacher education sacrosanct from justice—the belief that every individual and group is entitled to fair and equal rights and participation in social, educational, political, and economic opportunities. Adherents of this belief usually develop an agenda for increasing understanding of oppression and inequality and taking action to overcome rd variable—see —a research design in which a sample of subjects is drawn from a population and studied (usually interviewed) to make inferences about the population. This design is [page 276]often contrasted with the true experiment, in which subjects are randomly assigned to conditions or r action research—see action l analysis—analysis of secondary source data also used in qualitative research.

Increasingly, much textual analysis is done using computer -person research—a research process that draws together the views of large groups of people and creates a wider community of inquiry involving people who cannot always be known to each other face to face. Small inquiry groups are networked into wider communities of organizational, regional, and national action research systems. Treatment—what researchers do to the subjects in the experimental group but not to those in the control group. Internal validity is the extent to which the results of a study (usually an experiment) can be attributed to the treatments rather than a flaw in the research design; in other words, the degree to which one can draw valid conclusions about the causal effects of one variable on le—any factor that may be relevant to a research study. Researchers use controlled variables to allow the research to focus on specific variables without being distorted by the impact of the excluded variables. In a research project that seeks to establish cause and effect between variables (most likely in an experimental or quasi-experimental project), the potential causal variable is known as the independent variable, and the variable(s) where effects are under scrutiny is the dependent variable, or is affected by the independent variable. Some authors use the term independent variable for experimental research only; for no experimental research, they use predictor variable. In social science research, especially in survey analysis, a range of variables is usually considered standard variables or “key variables” in the sense that some analysis is undertaken in relation to each of them. The list will change according to the specific research project, but it may well include such items as age, gender, socioeconomic class, ethnicity, employment, family background, and ce—a measure of the spread of scores in a distribution of scores, that is, a measure of dispersion. The smaller the variance, the closer the individual scores are to the ix a: examples of teacher action research ix b: annotated teacher action research web ix c: curriculum and instruction web sites. While at the university of new hampshire, he served as director of a teacher corps project that focused on teacher adaptation of research findings through professional development and teacher action research. Following this project, he was the codirector and co-principal investigator of a national institute of education study on teacher development, action research, and educational change. He is the author or coauthor of 11 books and more than 120 articles and book chapters dealing with teacher action research, learner-centered teaching, educational collaboration, and counseling. He served 6 years as the editor of the journal counseling and values and 6 years as an associate editor of the journal of teacher education. His current research efforts focus on professional development schools, learner-centered teaching, educational change, and collaborative action 1996, he received the arthur d. Wilde award from the boston university education alumni board for his significant contributions to education, and he was the corecipient of the american association for counselor education and supervision publication award for his contributions to the professional literature of counselor education and research r action research: building knowledge ation year: research/practitioner inquiry,Lessmore information >. Wilde award from the boston university education alumni board for his significant contributions to education, and he was the corecipient of the american association for counselor education and supervision publication award for his contributions to the professional literature of counselor education and research some point, teachers and instructors will come across some form of problem that they would like to address in their classroom or course. Teachers will also seek out the advice of experts or colleagues to try and address challenges. These learning environments may be brick and mortar classrooms, online learning environments, or a hybrid mix of the research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving that integrates research, action, and analysis. The integration of action includes the development and implementation of a plan or strategy to address the focus of the research. The research includes building a knowledge base to understand the effectiveness of the action or plan being considered.

Put simple, action research can be viewed as a form of disciplined inquiry utilized by teachers, instructors, and supervisors to better understand student learning and teacher are many guides and permutations available for conducting action research in the classroom. The purpose of this post is to get you up and running with four basic steps needed to conduct action research in your own first step in conducting action research is to identify and define the focus of your investigation. Finally, you’ll need to identify a plan to effectively study and answer the questions you’ve note that action research typically will include an examination of the school, programs, students, and instructional practices. You’ll want to consider what aspects of these areas will you need to study in your research. Specifically, will you need to examine student outcomes (dispositions, achievement); curriculum (instructional materials, content standards, frameworks); instruction (teaching strategies, use of technology); school climate (student morale, teacher morale, relationships between teachers and supervisors); parental involvement (participation on committees, attendance at events). You develop your focus and identify a specific frame to guide your thinking, you should also adjust your research questions. As an example, if you’re concerned with issues of school climate, you might want to consider the following guiding questions:How can i document the morale of teachers? And revising the focus and guiding questions for your action research will help you understand what elements you are interested in examining. You will also need to identify questions you can effectively gather information about and conduct your research. Second step involved in conducting action research includes collecting data to use in answering your research questions. Collected data may also consist of student portfolios, observations, and other sources of data you collect may also consist of research conducted to identify best practices, or research tested techniques. After i have identified the focus, keywords, and relevant search terms, i can continue my examination at the library or using online ’ll want to make sure that your data will address the focus of your action research. Finally, you’ll want to use the data to answer your research questions and/or prove your are multiple strategies and techniques that can be used as you analyze your data. Inductive on the other hand has you moving from the theory and using your hypothesis and the data to confirm your also note that it is possible and appropriate to move from one frame to another, or include bits and pieces across the research process. You’ll just want to understand where you’re obtaining your results, and what lenses you’re using as you analyze and interpret your fourth step includes you making a decision about your research and identifying next possible actions. Let us suppose you have researched the question above about teacher morale and have uncovered the root cause of the problem. You’ve surveyed the students, teachers, and supervisors and you know exactly how to “fix” the now have to take action and this includes several possibilities. This may include shutting down the school and sending all of the students, teachers, and supervisors elsewhere. Third, you may choose to modify or make small tweaks to the school, program, or relationships between all partners to address the culture of the decision on how you take action will be determined by a multitude of factors…some of which may be out of your control. Please note that action research typically follows a cycle as you move through each of the steps. As you work through the sequence, you’ll learn a bit more about the problem or research question.

You’ll use this information as a way to improve your focus, research, or action in subsequent steps through the cycle. You’ll continue to observe, act, and reflect as you continue to plan and operate in the uing the action research ation gained from previous research may open new avenues of research. In this cycle, you are continually involved in assessing instruction and seeking ways of improving your practice, classroom, or even more guidance, please review some of the resources i used to compile this post:A practical guide to action research for literacy research: a guide for associate research in research in qualitative needed, i am available to help guide you in this process. You should also subscribe to my newsletter to continue your thinking about these skills and published on steps to writing good research online resources and google scholar to conduct research in the steps to become a digitally agile one – online research & media skills in today’s classroom #.