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Traditional Research Verses Action Research
Transcript of Traditional Research Verses Action Research
EDD/581 Action Research and Evaluation
March 30, 2015
This method of research is known by different names, such as experimental, formal, or quantitative and qualitative research. This approach follows a systematic or scientific procedure, in which
A question is asked
A hypothesis a proposed statement or an educated guess “based on prior knowledge and observation” and usually written in the form of “if/then” statement (Bradford, 2015).
Research is conducted using two methods qualitative or quantitative
This information either proves or disproves the hypothesis.
The purpose of this presentation is to help the reader gain an understanding of
Difference between Quantitative, and Qualitative Research
Action Research, and
How Action Research relates to the classroom
This approach to research proves or disproves the hypothesis, but does not necessarily promote change or improvement.
Action Research seeks to "actively transform the self, curriculum, and teaching, and ultimately society" (Souto-Manning, 2012, p. 55). An educator should have the desire to seek out opportunities for professional growth and development. Therefore, action research should not be viewed as another task, but as a tool for learning more about the learning environment.
can be used to address challenging questions, such as
Who is learning?,
Why are they learning?,
What strategies are effective and why?
With my current instructional methods, who is being left out and why?
What role does diversity play in my students' learning and why?
What can I do to improve student learning?, or
any topic directly related to a current concern or area of interest.
provides the opportunity for research to support a change in data.
provide insight into the data and helps to provide insight into the answers to questions, such as
What is happening?
Why is this happening?
Who is it effecting?
Who is not effected and why?
The process begins again.
In some situations, the plan may need to be modified.
Bradford, A. (2015). livescience.com. Retrieved from http://www.livescience.com/21490-what-is-a-scientific-hypothesis-definition-of-hypothesis.html
Cyer, P. (n.d.). Education Resources For Student Resources. Retrieved from http://www.postgradresources.info/student-resources11qual-quant.htm
Forrest, M.S. (2007). Action research. Health Information & Libraries Journal, 24(3). 222-226. doi:10.1111/j.1471-1842.2007.00725.x
Milton-Brkich, K., Shumbera, K., & Beran, B. (2010). ACTION RESEARCH. Science and Children, 47(9), 47-51. Retrieved from http://search.proquest.com/docview/521191668?accountid=35812
Souto-Manning, M. (2012). Teacher action research in teacher education. Childhood Education, 88(1), 54-56. Retrieved from http://search.proquest.com/docview/1468447874?accountid=35812
What is the difference between
Qualitative &Quantitative Research
Traditional is research involves two methods of research: quantitative and qualitative. Quantitative meaning variables can be identified, isolated, possibly manipulated, and measured. This type of research typically answers the questions, such as what, when, where, how long, and how often. When working with individuals quantitative research is not the most appropriate method for conducting research. Individuals are affected by a wide-range of variables that cannot always be identified, isolated, or measured. With this understanding, quantitative research “can answer questions about what is happening and the statistical changes of something happening in the future,” but “it cannot directly answer questions about
something is happening or may happen”(Cryer, n.d). Qualitative research addresses the questions of why and if this might happen in the future, but it lacks the statistical data to support the answer.
Action research is exactly as the name states. An individual develops a question about a topic or concern related to his or her field of work. Next, the individual takes action using a systematic method of reflection, planning (research & data), action (data), observe, and reflecting. This process may be repeated several times to identify the outcome. With action research, the outcomes or findings are practical and can be used to make a difference.
These differences can be in a variety of forms, such as
providing a new lens for viewing a situation,
providing new ideas, or
promote a change
in approach to the given situation.
Traditional Research was related to “investigation or experimentation aimed at the discovery and interpretation of facts” or “revision of accepted theories or laws in the light of new facts” (Stringer, 2008, p.3).
Although Action Research is teacher centered, the process can involve collaboration with, students, colleagues, administrators, parents, and the community.
Action Research & the Classroom
“Action research is not simply about improving practice; it is also about offering explanations for how and why the practice has improved, how the validity of any knowledge claims is demonstrated, and how the potential significance of the research for future practice and theory are communicated” (Forrest, 2007, 223).
Photo Retrieved from;Thayerism.com. (n.d.). Retrieved from http://thayerism.com/envision-teacher-importance-journaling/
“Action research is about taking creative action to find ways of transforming those potentials into actions in the world and offering descriptions and explanations for how the transformation happened, what it looks like, and what significance and implications could be for oneself and others”
(Forrest, 2007, p. 223).
Effective collaboration begins a ripple effect with endless possibilities.
For additional information, check out the following resources: