Week 1: What is Action Research?

Amber Hanson

SEACCR

Blog 1

Essential Question: What is Action Research?

Action Research is a combination of both action and research.  It is based upon the process in which people (or in our case, teachers) “examine their own educational practice systematically and carefully, using the techniques of research.” (Yanto, 2011). Originally ‘Action Research’ was a process in which was dedicated within the social welfare.  In broader terms it was “the systematic collection of information that is designed to bring about social change” (Smith, 1996). The relevance of participating in such a process is always guaranteed as the focus is primarily chosen and used by the researchers themselves.  

            Action Research as it pertains to education, although most commonly engaged by a collaborative group, can also be done 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” (Sagor, 2000). Regardless of the scenario in which the researcher has chosen, the steps or rather, the ‘cycle’ is always the same. First you identify a focus.  From there the second step is often where one would clarify theories, or ‘fact find’ according to the researchers individual focus. If this first section is successful, “two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea.” (Smith, 1996,2001,2007 ). Step three is where research questions are identified.  Step 4 and 5 involved the collections of data, as well as the analysis of the data.  Step 6 is where the researcher would report the results, and finally they would take informed action. After this is completed, the cycle begins over again in order to reach the desired result.

            The process tends to work through three basic phases.  The first phase is where the researcher would look for a problem they want to investigate further.  In addition to this, they would also gather information surrounding the current way of how things are done.  Phase two is where interpreting and explaining would take place. We analyze and interpret the situation as well as our data, and reflect up on the areas of success and deficiencies surrounding the focus.  Lastly phase three is where the researcher would act.  It is where one would finally begin solving issues and problems. We evaluate the effectiveness of the changed activity, make adjustments and begin the entire process over again. 

Bibliography

Sagor, R., & Association for Supervision and Curriculum Development. (2000). Guiding school improvement with action research. Alexandria, Va: ASCD.

Smith, M. K. (1996; 2001, 2007) ‘Action research’, the encyclopedia of informal education. [http://infed.org/mobi/action-research/. Retrieved: 12 September 2013.

Yanto, H. (2011). ‘WizIQ’ Introduction to action research in education. http://www.wiziq.com/tutorial/143998-Introduction-to-action-research-in-education. Retrieved: 13 September 2013.