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Action Research - Characteristics: Some Distinguishing Features of Action Research 1. It Is About Action and Research

Action research is a systematic, cyclical process that seeks to improve practices through informed, incremental changes. It involves collaboration and participation. The process includes consideration of an action, implementation of an improvement, data collection on the action, review using data, and identification of further opportunities. Learning occurs for, about, and through practice at each stage. It is characterized by short cycles of planning, acting, observing, and reflecting collaboratively to establish self-critical communities that engage in all stages of the research process.

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76 views2 pages

Action Research - Characteristics: Some Distinguishing Features of Action Research 1. It Is About Action and Research

Action research is a systematic, cyclical process that seeks to improve practices through informed, incremental changes. It involves collaboration and participation. The process includes consideration of an action, implementation of an improvement, data collection on the action, review using data, and identification of further opportunities. Learning occurs for, about, and through practice at each stage. It is characterized by short cycles of planning, acting, observing, and reflecting collaboratively to establish self-critical communities that engage in all stages of the research process.

Uploaded by

Jitender Kumar
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Action Research characteristics

Action research is systematic multi-staged cyclical process, which seeks to improve practice
through the implementation of informed and incremental change. Action research is not done in
isolation but seeks out opportunities for collaboration and the participation of other agents.
Action research is characterised by clear stages, which include:
a consideration of action (reflection and reconnaissance);
implementation of an action for improvement to individual practice;
the use of data collection on the action;
a review of the action through consideration of data;
the identification of further opportunities for improving intervention.
hroughout each stage the researcher!s learning is articulated and reinvested into the process. "n
the process learning occurs for practice, about practice and through practice.
#$
SOME DISTINGUISHING FEATURES OF ACTION RESEARCH
1. It is about action and research
"t is action that is intentionally researched, and research that is designed to inform subse%uent
actions.
. It is cyclical an! evolves
he classic action research cycle is :-
&ach cycle can be short ' maybe (ust a few hours, days or weeks. here can be cycles within
cycles. #ver time, a particular piece of action research may evolve into something %uite
different from its start.
". Each sta#e o$ the c%c&e is rigorous
he cycle doesn!t (ust happen. Accepted and appropriate methods of acting, observing,
reflecting and planning are used in each cycle.
'. It is critical
)uccessful action research is based around shared curiosity not individual certainty. Action
research works less well if people seek to prove the correctness of their own ideas. "ndeed,
people are e*pected to put their practices, ideas, and assumptions to the test by gathering
evidence that could convince them that those practices, ideas and assumptions may be wrong.
(. It ten!s to be collaborative
here is no distinction made between those involved in the +action, and those involved in the
+research,. &veryone can be involved in both. he aim is to establish self-critical groups or
communities participating in all stages of the cycle.
). It o$ten starts *ith an engaging question
)ince action research is both action and research oriented, the in%uiry starts best with an
initial %uestion that is action oriented. hose involved in a particular piece of action research
will have many different perspectives and e*pectations. "n order to engage them, this starting
%uestion needs to reflect some common ground between all those perspectives and
e*pectations.

- &*amples of Action $esearch
- he science standards have become a focus of reform for many
science teachers. eachers who want to bring about such systemic
reform in science teaching are now engaging in research into their
own practice and sharing the outcomes with others

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