The
purpose of this posting is to define action research and traditional research and
to describe appropriate uses for each. Included within this definition will be
examples of how action research relates to classroom or work environment.
Action Research Defined
The word “research” can cause a deeply rooted reaction of fear that can
sometimes cause an onset of avoidance and procrastination. Immediate thoughts
jump to a tedious and time consuming
project that is dull, and will probably take just about a day longer
than forever! So, what is there to do
about this? Well, for openers, let’s clarify what action research is and isn’t.
Although
there are many types of research that may be undertaken, action research
specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and
change his or her practices in the future. This research is carried out
within the context of the teacher's environment– that is, with the
students and at the school in which the teacher works– on questions that
deal with educational matters at hand. (Ferrance, 2000)
Action research is
very different than the “research” we are accustomed to thinking about. It is a
very effective tool that is used to solve problems. It can be used about
anywhere; not just in education.
The mindset is more concentrated on problem solving as a means to improve, not necessarily as a
process to fix something that’s broken.
This requires input and critical thinking from everyone involved; and it is
free from blame and bias. So, the result is that students, as well as teachers
and administrators, are invited to add their input at various, seemingly random
points of the problem solving– or should I say “solution finding process.”
The founding father of action research and social psychologist, Kurt
Lewin, was said to work in a “non-linear pattern of planning, acting,
observing, and reflecting on the changes in the social situations” (Ferrance
2000 p. 7, cited from Noffke & Stevenson, 1995, p.2). Lewin’s idea of using
research in a natural setting to change the way that the researcher interacts
with that setting dates back to America in the 1940’s. “Lewin is credited with
coining the term ‘action research’ to describe work that did not separate the
investigation from the action needed to solve a problem” (McFarland &
Stansell, 1993, p.14).
Action research is a “quest for knowledge about how to improve” (Ferrance,
2000). In relation to teaching, action research is teachers, or individuals, wanting
to improve his or her skills, approaches, strategies, and abilities as they
relate to a common and mutually desired goal. Action research is how we can do
something better, and change our teaching and instructional skills to benefit
our students and our practices incrementally, individually and collectively.
These efforts may be combined in ways that facilitate a growth mindset that
propels positive momentum, and in the process reduces redundancy of efforts.
According to Eileen Ferrance (2000), “Action research is a process in
which participants examine their own educational practice systematically and
carefully, using techniques of research. It is based on the following
assumptions:
Stephen
Corey at Columbia University was one of the first people to use action research
as it relates to educational practices. He believed that if teachers were
involved in the research using the scientific method they would be more likely
to apply this information that they found. “We are convinced that the
disposition to study… the consequences of our own teaching is more likely to
change and improve our practices than reading about what someone else has
discovered about teaching” (Covey, 1953, p. 70). Later, in the 1950’s, this
method was attacked for being unscientific and was basically regarded as little
more than common sense. Over time this approach has come in and out of favor,
and like most things it continues to change a bit with every iteration.
Steps in
Action Research
Within each
definition of action research there are four basic themes:
1. Empowerment of participants
2. Collaboration through participation
3. Acquisition of knowledge
4. Social change
As research
is conducted actively, routines are structured as data is collected
continuously. There are five phases in which these routines are set in motion:
TIPS to follow using the six steps in action research
cycle:
1. Identify a Problem Area–
o State a higher ordered question (nota yes or no
conclusion)
o
Question must be in common language
o
Question must be concise
o
Inquiry must be meaningful
o
Question must not already be answered
2. Gather Data–
o
Decide what types of data will be collected
o
Utilize multiple, credible, sources
o
Decide which sources are appropriate
o
Triangulate the data (use at least three) for the basis of
actions
o
Organize the data in a useful way (e.g., gender,
classroom, grade level, school, etc.)
3. Interpret Data–
o Analyze and identify major themes (e.g., classroom data,
individual data, or subgroup data)
o Quantifiable data to analyze will not need statistics or
technical assistance
o Other data (e.g., opinions, attitudes, or checklists) may
be summarized in table form
o Unquantifiable data can be viewed holistically
o Important elements or themes can be noted
4. Act on Evidence–
o Use the information from the data
o Review current literature
o Design a plan of action (with flexibility margins for
changing one variable at a time)
o Document and continue collecting evidence
5. Evaluate Results–
o Assess the steps of intervention taken
o Determine if improvement has occurred
6. Determine Next Steps–
6. Determine Next Steps–
o Reflect on findings
o Evaluate and identify additional questions raised by the
data
o Plan for
improvements, revisions, and next steps
Appropriate uses for action research dependent on the participants involved.
For example,
in the school environment an action research may involve a single teaching
investigating a particular issue in his or her classroom (e.g., classroom
management, teaching strategies, or student learning), a group of teachers
working on a common problem, or a team of teachers and others focusing on a
school-wide or district-wide issue. Additionally, studies have proven that teacher’s
perceptions and attitudes toward leadership improve when action research was
utilized in the teacher’s professional development (Meyers & Dillard,
n.d.).
School and
community issues may be collaboratively addressed and supported by community
partners, as well as anyone who this particular issue affects. These issues may
include anything from park and common use areas improvement and beautification,
to the war against drugs and violence and everything in between. Teams of staff
or community members work together to narrow down the issues, and collectively
come to effective solutions more efficiently. These same issues may be
addressed outside of the school setting for the benefit of all who are
concerned with solving the issues at hand.
*
References
Cylindrical coordinate
system. (2015). Retrieved from
http://en.wikipedia.org/wiki/Cylindrical_coordinate_system
Ferrance, E. (2000). Action Research. Providence, RI: Brown University. Retrieved from
http://www.brown.edu/academics/education
alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Haung, H. B. (2010). Editorial: Action research contribution to education: Inviting the global community to new ARJ community social networking efforts Action Research, 8(2), 115-116.
