What is Action Research?

• Action Research is a form of disciplined inquiry that impacts directly on a

teacher's practice and empowers them to renew their classrooms and promote
instructional improvement. (Glanz, 1991)
• Action Research is a form of self-reflective inquiry (Kemmis, 1983)
• Action Research is the systematic study of attempts to improve educational
practice by groups of participants by means of their own practical actions and by
means of their own reflection upon the effects of those actions. (Ebbutt, 1985)
• Action Research is a disciplined process of inquiry conducted by and for those
taking the action. The primary reason for Action Research is to assist the "actor"
in improving and/or refining his or her actions. (Sagor, 2000)

The advancement of Action Research is credited to Kurt Lewin, who, in 1946, used it as a
methodology for intervening in the post-war issues of the day. In 1953, Stephen Corey, a
researcher from Columbia University's Teacher's College, published Action Research to
Improve School Practice. More recently, critical theorists have used Action Research as a
way to empower and emancipate participants-reinforcing the notion that teachers are in
control of their own research, and are responsible for decisions that affect their students.

More recently Sirotnik (1987) and Joyce (1991) have identified Action Research as a
process that develops a problem-solving ethos. Sagor (2000) identifies three purposes for
Action Research: building the reflective practitioner, making progress on school wide
priorities, and building a professional culture in the educational arena. Each of these
outcomes helps create an environment of learning and progress toward educational goals,
and as a result they have become the focus of many school-based activities.

As we seek to develop reflective practitioners who are teacher leaders and decision-
makers in our teacher education programs, we include the Action Research process as a
strategy for continued professional and personal development.

Why participate in Action Research?

Traditional classroom research generally does not assist individual teachers in improving
their practice. However, teachers engaged in Action Research-looking closely at their
classrooms, reflecting on their practice, developing their own questions, strategies and
interventions-create an environment of renewal and improvement. This environment
empowers participants and creates a positive school climate with teaching and learning at
the core. Also, a link has been shown between classroom research and refined
professional judgment. Teachers who engage in Action Research tend to be more willing
to self-assess and reflect on their practice and actions in order to improve their teaching.
The process also allows teachers to model being reflective and proactive in addressing
classroom issues and concerns.

http://ascd.org/readingroom/books/sagor92book.html#chap1

Who should do Action Research?

Both preservice and inservice teachers should engage in Action Research. Individual
teachers, teams of student teachers and supervising teachers, a grade level team or
content area department can participate in Action Research. A school can work together
to develop a focus question, explore research alternatives, and develop and implement an
intervention and data analysis process. In a school-wide project, the synergy of the school
community creates a climate of continuous renewal and learning.

Beginning teachers should learn the process and practice it early in their career. Having a
structure in place for exploring issues in the classroom can assist teachers in improving
educational practices, as well as creating the best learning environment for students.
Developing the Action Research habit empowers the teacher and allows them to become
a teacher leader through reflection-in-action and the Action Research process.

What will Action Research accomplish?

Action Research will help you improve instruction in your classroom. It will allow you to
look critically at what goes on in your room and the impact that very small changes can
make in student (and teacher) success. Action Research can help you focus on specific
issues and address them with a plan. As a result, you'll know why something has
changed-without having to guess at the causal relationships of your actions on student
achievement.
Action Research exposes you to current research and best practices that truly address
your professional goals-not just what someone else thinks you need to read. It empowers
you to make instructional decisions in your own classroom. When Action Research
remains focused on student achievement, you have the ability to improve your practice
and impact the success of your students. Maybe even with groups you felt you weren't
reaching previously.

Step 1 : Identifying issues and developing questions - Page 1

Your research topic should reflect an issue of importance to you as a teacher. The
study you choose to do can impact student learning, seek to develop new teacher
habits, or address an important issue such as parent involvement.
Complete Activity 1 to begin to identify an Action Research topic
Step 1 - Identifying issues and developing questions - Page 2
Complete the Starting Points worksheet below, which will assist you in
developing a research topic.Starting Points WorksheetComplete these
open-ended questions to help identify an area of interest for your Action
Research Project.

Click here to download file

I would like to improve

_________________________________________
___________________________________________________________
I am perplexed by _____________________________________________
___________________________________________________________.
Some people are unhappy about
__________________________________
___________________________________________________________
I am really curious about
________________________________________
___________________________________________________________
I want to learn more about ______________________________________
__________________________________________________________.
Something I think would really make a difference is
____________________
___________________________________________________________.
Something I would like to do to change ______________________ is
_____
___________________________________________________________.
Right now, some areas I'm particularly interested in are
_________________
___________________________________________________________.

Source: Action Research Facilitator's Handbook by Cathy Caro-Bruce.

Oxford, Ohio: NSDC, 2000.

Turning these ideas into action research questions: Consider this as you
begin to craft your research question.

A good Action Research question:

Gets at explanations, reasons, relationships. "How does….?" "What
happens when….?"
Is manageable and can be completed.
Is close to your own practice.
Provides you an opportunity to stretch.
Provides a deeper understanding of the topic and is meaningful to you.
Here are some sample research questions:
How can I make students feel more comfortable working with diverse
groupings of classmates?
How can I more effectively facilitate independent writing in my
kindergarten classroom?
How does the Writing Workshop approach affect my students' writing and
their feelings toward writing?
What classroom strategies are effective in developing student self-
evaluation of their learning?

Online Support:
Submit your completed Action Research question to your instructor or
program coordinator. Or use the Discussion Board to post your research
topic/questions and allow other students to respond to your idea. Post
under: Online Student Research Question Discussion. After you post your
question, please respond to others who have taken the time to post their
ideas.

Step 2 - Learning more about your issue

Once you have decided on a topic, you'll need to read more about it—looking in
particular at other studies that might guide your research strategy. For your project, you
should consider at least three sources of research (text or online). You'll probably read
more than three! As you search for articles that increase your knowledge of the topic
you'll find more and more articles that will help you refine your research question and
identify new strategies and interventions.

Ultimately, you might even rework your initial research question as you learn more about
the topic and think about what intervention you hope to use in your classroom and what
kind of data you'll need to gather.
See Model 2 - Process for developing a research question below.

Check out the Resources area for research to guide your project. Some general research
sites have already been posted online and your instructor can help by posting more
specific resources to help with your study.

Step 3 - Developing a strategy for your study - Page 1

Once you have a question and you've read the relevant research related to your topic, you
will need to decide how you want to approach the study. For example: If you want to
know if increasing parent contact increases homework completion, then you will need to
think through each part of your question. What do you mean by parent contact? Phone
calls home, emails, interactions with them as they come to drop off or pick up their child,
parent/teacher conferences? Whatever you decide becomes your intervention or strategy.
It is the "what" or "how" of your study.
Once a topic is identified and a research question developed, you must begin the task of
determining what you are going to DO in your classroom to affect a change. What
intervention are you going to use? And, what are the best ways to observe the impact you
hope to make?

Think about… Ask yourself the following question as you begin to develop a
comprehensive plan for implementing your study:

Developing a strategy/intervention·
What do you want to do?
How will you measure the data?
What baseline and post-intervention data will you collect?
How often will you collect data?
How will you know that it worked/didn't work?
Have you spoken with your principal/department chair/team leader about this project?

Before you Implement·

Do you have all the necessary permissions (if needed—this depends on the study (Please
speak with your principal or team leader for guidance)? ·
How will you remember to do the intervention? ·
Are there visual cues you can post?
How can you monitor consistency?
Have you developed all of the instruments necessary to gather the data?
Are you storing your data in a safe place?

Online Support
Post your strategy to the Discussion Board area or email it to your instructor for
clarification and guidance about your specific study—especially in the strategy and data
collection section.

Step 3 - Developing a strategy for your study - Page 2

Complete the first four columns of the Action Research Project Planner below as you
think through your design. Share a copy with a colleague for feedback and email a copy
to your instructor or Project Coordinator.
Click here to download the Action Research Project Planner

Research Topic Research Research Strategy Data Collection Analysis

What am I interested Questions How will I come to What kinds of things What did I find
in? What specifically do know this? What do I need to collect out? Did it work
I want to find out? changes will I before I begin? How they way I
implement in my will I collect the data? thought it
classroom? How often? How would? What
long? now?

Issues/Concerns/Questions:

Assistance/Resources I'll need to be successful:

Step 4 - Gathering and analyzing data

Once you've identified your intervention strategy, you will need to think about what
overt, observable behaviors you can measure to determine if your intervention has an
impact. In the previous example, you might have selected sending home explicit parent
instructions for assisting with homework as one of your strategies and phone calls home
when students did not complete their homework as another strategy or intervention.
Before you begin your intervention, you will need to gather baseline data. Knowing how
your students responded or performed before the beginning of your study gives you a
starting point for comparing study results. You need to know your student homework
completion rate before you enact your strategy so you will know if there has been a
change as a result of the intervention. The baseline and post-intervention data must be
gathered in the same fashion for your study to be valid and reliable.
Validity relates to the truthfulness of the data. It means that the data actually measure the
specific phenomenon that you are claiming to study. Is what you are measuring or
collecting data about a true representation of student achievement? Do the number of
books checked out of the library really mean students are reading more? Does attendance
at PTA meetings truly represent parent involvement? Reliability relates to your claim that
the data you have collected is accurate. Your findings are less credible or reliable if the
number of participants is small or the number of times data was collected is limited. Just
because a group of teachers at one training session identified training as important to
them does not mean that all teachers believe that-after all, this group had already made a
statement about training just by being at the session! While both of these issues are less
pertinent in Action Research than in other educational research forums, they should still
be considered when you are developing your data collection strategy.
Next you will need to decide on a timeline for implementing your strategy, to see if there
is an observable change in behavior. You will also need to determine exactly what you
will do so you can identify what you will measure and how you will measure it. In our
example, a phone log of parent contacts adds data to the pre and post intervention
homework completion rate.
But if in the study you design you are going to implement a new teaching strategy to see
if students are more attentive as a result, you will need to identify what you mean by
attentive. Does "attentiveness" mean that they are quiet (but potentially) daydreaming, or
that they are completing their classroom assignment. Whichever one (or more) of these
indicators you chose, you must decide what overt behavior you will gather data on. I'd
suggest classwork completion (that's an easy one) and one other behavior (probably "on
task" behaviors).
If you are going to gather information about whether students are on task, consider how
you will gather that information. You might have a blank seating chart (it really doesn't
matter who is on task for this study) and every 5 minutes (or 3 minutes) I'd make a
"sweep" of my classroom and note what everyone was doing at that specific point. Then
5 minutes (or 3 minutes) later I'd do another sweep. If you are lucky enough to have a
colleague or team leader who would gather the data for you, then you can take advantage
of their completing the seating chart by marking who is off task and they can note exactly
what you are doing at that point. (You might then find out that x% of your students are
doing y when you are giving directions, for example.)
You might decide that instead of doing a pre/post intervention activity, you will try a new
strategy with first period and keep the other classes using the traditional strategy. In this
case, you'd be comparing data between your two classes, not within the same class. For
example, if you want to know if doing an advance organizer prior to introducing a unit
and then to support your daily motivation, increases student achievement, then you can
implement the intervention with first period and gather the homework/quiz/test scores of
first period and one other of your classes. (Hopefully one with similar demographics.)

Step 5 - Taking action and sharing your results

Once your project has been completed, return to your questions. Were they answered?
Were the results what you expected? Who do you want to share your findings with? Can
your results inform others in your school?
If the results are not what you expected, was it due to errors in data collection or other
unforeseen situations (for example, the student your study focused on moved or another
new strategy was implemented school-wide during your study) What would you do
differently next time? Remember, Action Research can be an ongoing process. The
answers you get from this project will spawn more questions. What will your next study
topic be?

Think about… Once your study is complete, you must look at the data from an objective
viewpoint. Do the data support your question? Is the change "significant"—at least from
your point of view? As You Analyze and Report Results· Did you get the results you
expected from your study? How will you state your findings? How will you represent
your data—in a chart? graphic? What are your next steps?

Step 6 - Personal Reflection

After the project has been completed, please take a few moments to consider the process.
The Action Research process is empowering, allowing teachers to not only identify and
explore an issue close to their practice, but also to change the way they teach.

Think about… the learning process you experienced as a result of completing this study.
Consider the following questions as you develop a brief reflection to share with your
instructor or Project Coordinator. Reflect upon your experience and the usefulness of the
process for improving teaching and learning·

What was the most interesting component?

What was the most challenging aspect of the project?
Will you do it again?
If so, why? If not, why not?
Did this experience affect your feeling of professionalism?
What did you learn about yourself in the process of completing this project?