Parts of action research

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application in the education profession
. Br />action research is an approach by one or two individuals or groups for the purpose of solving a problem or obtaining information to inform local practice. Br />those undertaking the research must be informed individuals capable of identifying problems that need to be solved i. Economic experts in talking about what to do with ofw remittances
the ones involved must be seriously committed to solving the problem and improving their performance
the participants must engage in the research systematically
. Br />identify the problem
decide on investigative procedures
determine data collection techniques
analyze and interpret data
develop plans of action to deal with problems
the ones undertaking the research must have the authority to undertake the necessary procedures and implement recommendations.

Components of action research

Of action research
practical action research – this is intended to address a specific problem within a classroom, school or other communities. Br />it can be carried out in a variety of settings such as the educational, school service or business locations
the primary purpose of practical action research is to improve practice in the short term and to inform larger issues. 2: participatory action research
this type of research involves individuals which are called stakeholders
these individuals function as equal partners
in this type of research the subject and the researcher find ways to bring about social change and improve their lives. Br />stakeholders may not be involved at the beginning of the research but become active early in the process and jointly plan the study. Action research is also called “collaborative research”
a collaborative research provides people with the means to take systematic action in an effort to resolve specific problems
it is consensual,
democratic
participatory
encourages people to formulate accounts and explanations of their situation and to develop plans to resolve these problems
. For the researcher
a trained researcher may identify the problem and brings it to the attention of the stakeholders. Br />it is important that the problem is not just of interest to the researcher but also to the stakeholders
the researcher stands alongside the stakeholders he is not anymore an outsider but is now an internal consultant.

In action research
# 1: identify the research question
the research question must be clear
it must be manageable
large-scale and complex questions should be better left to professional researchers
. Br />when analyzing and interpreting data gathered in participatory research it is important for the participants to reflect on the perception of all the stakeholders in the study. An action plan
a formal document should be prepared and should indicate clear direction for further work on the original problem or concern
. And differences in action research and formal research
sample -action research almost always focuses on a particular group or individual whereas the sample in formal research is not identical
internal validity – threats in action research is greater because of collector bias. The source of data is also the researcher
external validity – results in external research cannot be generalized compared to formal reserarch
. Of action research
it can be done by an individual or a group
it improves educational practice and helps create better professionals
educators can develop ways to improve their craft
the researchers identify the problems systematically
it can lead to the development of research-oriented individuals
it is collaborative and democratic
. Of practical action research
“investigating the teaching of science concepts by means of comparison-group experiment”
problem: does using drama help fifth-graders understanding of basic science concepts?

The researcher restricts herself to the texts used in the district and creates a scale adjectives which is analyzed for triangulation
. Of action research
action research is conducted by a teacher, administrator or an educational professional to solve a problem at a local level
each of the specific methods of research may apply in research action methods but in a smaller scale
a given research question may often be investigated by any one of several methods
. Of action research
practical action research addresses a specific local problem
participatory action research while also focused on a specific local problem attempts to empower participants or bring about social change
. Of action researcjh
purpose/justification
definitions
prior research
hypotheses
sample
instrumentation
procedures/internal validity
data analysis
results/discussion/interpretation
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Succinct definition of action research appears in the workshop materials we use at the institute for the study of inquiry in education. That definition states that 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 tioners who engage in action research inevitably find it to be an empowering experience. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the s even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students. When teachers have convincing evidence that their work has made a real difference in their students' lives, the countless hours and endless efforts of teaching seem action research ional 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. These seven steps, which become an endless cycle for the inquiring teacher, are the following:Identifying research informed 1—selecting a action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. 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?

2—clarifying second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus. For example, if teachers are concerned about increasing responsible classroom behavior, it will be helpful for them to begin by clarifying which approach—using punishments and rewards, allowing students to experience the natural consequences of their behaviors, or some other strategy—they feel will work best in helping students acquire responsible classroom behavior 3—identifying research 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 4—collecting sional educators always want their instructional decisions to be based on the best possible 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). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or 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. Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of planning instruction, teachers want the techniques they choose to be appropriate for the unique qualities of their students. All teachers have had the experience of implementing a “research-proven” strategy only to have it fail with their students.

The ability of the action research process to satisfy an educator's need for “fit” may be its most powerful attribute. Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is the harried and overworked teacher, “data collection” can appear to be the most intimidating aspect of the entire seven-step action research process. The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or 5—analyzing gh 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? 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 6—reporting is often said that teaching is a lonely endeavor. The loneliness of teaching is unfortunate not only because of its inefficiency, but also because when dealing with complex problems the wisdom of several minds is inevitably better than sad history of teacher isolation may explain why the very act of reporting on their action research has proven so powerful for both the researchers and their colleagues.

The reporting of action research most often occurs in informal settings that are far less intimidating than the venues where scholarly research has traditionally been shared. Faculty meetings, brown bag lunch seminars, and teacher conferences are among the most common venues for sharing action research with peers. However, each year more and more teacher researchers are writing up their work for publication or to help fulfill requirements in graduate programs. Regardless of which venue or technique educators select for reporting on research, the simple knowledge that they are making a contribution to a collective knowledge base regarding teaching and learning frequently proves to be among the most rewarding aspects of this 7—taking informed informed action, or “action planning,” the last step in the action research process, is very familiar to most teachers. When teachers write lesson plans or develop academic programs, they are engaged in the action planning process. What makes action planning particularly satisfying for the teacher researcher is that with each piece of data uncovered (about teaching or student learning) the educator will feel greater confidence in the wisdom of the next steps. Although all teaching can be classified as trial and error, action researchers find that the research process liberates them from continuously repeating their past mistakes.

More important, with each refinement of practice, action researchers gain valid and reliable data on their developing purposes for action stated earlier, action research can be engaged in by an individual teacher, a collaborative group of colleagues sharing a common concern, or an entire school faculty. These three different approaches to organizing for research serve three compatible, yet distinct, purposes:Building the reflective progress on schoolwide ng professional ng the reflective individual teachers make a personal commitment to systematically collect data on their work, they are embarking on a process that will foster continuous growth and development. In this way, the individual teachers conducting action research are making continuous progress in developing their strengths as reflective progress on schoolwide singly, schools are focusing on strengthening themselves and their programs through the development of common focuses and a strong sense of esprit de corps. As a result, when a faculty chooses to focus on one issue and all the teachers elect to enthusiastically participate in action research on that issue, significant progress on the schoolwide priorities cannot help but ng professional an entire faculty will share a commitment to student development, yet the group finds itself unable to adopt a single common focus for action research. However, like the doctors at the medical center, the teachers in a “quality” school may well differ on which specific aspects of the shared vision they are most motivated to pursue at any point in s whose faculties cannot agree on a single research focus can still use action research as a tool to help transform themselves into a learning organization. It is common practice in a quality medical center for physicians to engage in independent, even idiosyncratic, research agendas. However, it is also common for medical researchers to share the findings obtained from their research with colleagues (even those engaged in other specialties).

In these schools, multiple action research inquiries occur simultaneously, and no one is held captive to another's priority, yet everyone knows that all the work ultimately will be shared and will consequently contribute to organizational action research now? Ever there were a time and a strategy that were right for each other, the time is now and the strategy is action research! With the exploding knowledge base on teaching and learning and the heightened demands on teachers to help all children achieve mastery of meaningful objectives, the inadequacy of the blue-collar model for teaching is becoming much the teachers in a school begin conducting action research, their workplace begins to take on more of the flavor of the workplaces of other professionals. Nevertheless, great personal satisfaction comes from playing a role in creating successful solutions to continually changing puzzles. For this reason, it is imperative that these 21st century pioneers, our classroom teachers, conduct the research on “standards attainment” the time is right for action research. Goal of such research is to enable the practitioner to bring about an improvement in their own practice (birley and moreland, 1998; 34). Action research action research cycle consists of four steps – those of planning, acting, observing and reflecting.

The essential elements of these steps are that they are:Small – the idea being that the research is responsive to any findings that may occur, i. Don’t carry out a second action before you’ve had a chance to reflect on your cable – an incredible innovative plan is no good unless you can implement it simply, and its effects are open to ive – action research usually has not only catalytic validity, but is also accountable, disseminated to colleagues, and above all, shared by the people who are being acted upon and observed (i. This is because the leading action research gurus have mainly also had a humanist agenda about social change and altruism. It’s not essential, but perhaps still -iterated – the cycle can be gone through as many times as is necessary, or until you run out of ting on action ’t be tied precisely to the model. Combing these into an overall reflection (or a summative evaluation) is an effective way to get reports or research papers written (childs, 2002). 1984) adapted the action research cycle as a learning cycle, essentially unchanged, although the labels of the different steps are different. This learning cycle is a basic part of experiential and contructivist theories of versions of the action research cycle have been developed for specific disciplines or marketing purposes, include five step one, six steps ones, ten step ones .

There is also the deming cycle of plan, do, study, act, which has the weakness of lacking clarity about what the separate steps action research.