Action research

It is the cyclic nature of action research which allows responsiveness. Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner — it is tied to self-reflection.

Chapter What Is Action Research?

This should not be viewed as indicative of a problem. In most instances the use of qualitative information increases responsiveness. The increased understanding which emerges from the critical reflection is then put to good use in designing the later steps.

It is most Action research when the end result emerges from the data. Equally important, not all teacher research is action research. We act to formulate solutions to any problems. Schools 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.

Three Purposes for Action Research As 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. If this section is only a summary of events that happened, it is inadequate as a reflection.

In some instances there may be a genuine partnership between researcher and others. A Guide to Progressive Inquiry The questions asked by action researchers guide their process.

Chapter What Is Action Research?

Triangulation is like studying an Action research located inside a box by viewing it through various windows cut into the sides of the box.

The distinction between researcher and others may disappear. Faculty meetings, brown bag lunch seminars, and teacher conferences are among the most common venues for sharing action research with peers. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice — redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Teachers and schools face ridicule and loss of funding if they fail to meet community expectations. Considering the incredible demands on today's classroom teachers, no activity is worth doing unless it promises to make the central part of a teacher's work more successful and satisfying.

The situation is diagnosed and new models of behavior are explored and tested. The wisdom that informs practice starts coming from those doing the work, not from supervisors who oftentimes are less in touch with and less sensitive to the issues of teaching and learning than the teachers doing the work.Action research in more detail.

I regard action research as a methodology which is intended to have both action outcomes and research outcomes.

Action research

I recognise, too, that in some action research the research component mostly takes the form of understanding on the part of those involved. The action is primary.

Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.

It is based on the following assumptions: • Teachers and principals work best on problems they have identified for themselves. In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently.

Action Research

Action research may also be applied to. Action research can be defined as “an approach in which the action researcher and a client collaborate in the diagnosis of the problem and in the development of a solution based on the diagnosis”.

In other words, one of the main characteristic traits of action research relates to collaboration between researcher and member of organisation in order to solve organizational problems.

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization.

"Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance. It typically is designed and conducted by practitioners who analyze the data to improve their own practice.

Action research
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