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References
Creswell, J.W. & Guetterman, T.C. (2019). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (6th ed.). Upper Saddle River, N.J.: Pearson Merrill Prentice Hall.
Kurt Lewin first coined the term action research in 1930. He believed that after the war intercultural group relations might be enhanced through the process of group discussions. This developed four group processes of planning, acting, observing, and reflecting.
Creswell & Gutterman, 2019, p. 588
Action research then took a back seat and resurfaced again in 1970 with projects in Great Britain, the United States, and Austrailia. These projects focused on teachers studying their own practices, educators working with schools, and researchers helping individuals emancipate themselves from social issues in educational settings.
Creswell & Gutterman, 2019, p. 602
1. identifying processes for addressing societal issues
2. the need to involve practitioners, such as teachers, in the solution to their own problems
3. groups assuming responsibility for their own emancipation and change
Creswell & Gutterman, 2019, p. 587
The ideas created in the 1930's and 1970's paved the way for the modern ideas that surround action research. The main ideas are:
- a process of steps
- participation
- the democratic impulse of involvement
- contribution to social change
Creswell & Gutterman, 2019, p. 588
Today, action research has grown in importance as a means for enhancing school renewal, promoting teacher development, and testing new ideas.
Creswell & Gutterman, 2019, p. 602
The purpose behind Action Research is to look at an issue in education and determine steps to observe and solve the issue.
This can be done in a practical way where teachers are looking at issues in their own context or in a participatory way which focuses on larger social issues.
Creswell & Gutterman, 2019, p. 589
Creswell & Gutterman, 2019, p. 589
In Practical Action Research the purpose is to research a specific situation with a view toward improving practice. Teams of teachers or individual educational professionals focus on a specific problem or issue within their context i.e. a school or classroom.
An example of what a research topic may be for practical action research might be an elementary teacher studies the disruptive behavior of a child in her classroom.
Creswell & Gutterman, 2019, p. 590
Participatory Action Research has a social and community orientation and an emphasis on research that contributes to emancipation or change in our society. The purpose of Participatory action research is to improve the quality of people's organizations, communities, and family lives. Creswell & Gutterman, 2019, p. 592
Creswell & Gutterman, 2019, p. 590
An example of participatory action research is textbooks and tests that label and stereotype students or omit important historical events of cultural and ethnic groups. Creswell & Gutterman, 2019, p. 592
Creswell & Gutterman, 2019, p. 587
Action Research uses data collection based on either quantitative or qualitative methods or both.
It is sorted into three dimensions:
Creswell & Gutterman, 2019, p. 600
Four cycles where investigators cycle back and forth among data collection, their focus, analysis, and interpretation.
Creswell & Gutterman, 2019, p. 591
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Action research is not neat, orderly, and linear but rather is a process of repeating and revising procedures and interpretations.
Creswell & Gutterman, 2019, p. 594
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Analyzing the Data Collected
Data can be analyzed
The main idea is to have the data analysis manageable so the researchers and other educational professionals can pull out the useful information.
Creswell & Gutterman, 2019, p. 601
Action Researchers typically report results of their studies through websites, social media, local school groups, and scholarly journals in education.
Creswell & Gutterman, 2019, p. 589
At the end of the study the researchers create an action plan. This plan includes:
- a summary of findings
- recommended actions
- identification of individuals responsible for action
- identification of individuals who need to be consulted and informed
- who monitors and collects the data, a timeline for data collection
- resources need for action
Creswell & Gutterman, 2019, p. 592
The key elements to determine the quality of an action research study:
Creswell & Gutterman, 2019, p. 602
A researcher must reflect on their study and share what they have learned with members of their community whether it is other teachers in their school or across their district.
By sharing ideas in this way it can bring other solutions to try to the surface and often result in another research plan.
Creswell & Gutterman, 2019, p. 601
Critics are reluctant to view it as a legitimate form of research due to teachers being the conductors and are not trained as formal academic researchers. Creswell & Gutterman, 2019, p. 589
Most studies are not published in scholarly journals or get peer reviewed like other research. Creswell & Gutterman, 2019, p. 589
There are also ethical dilemmas that arise when collaborating with participants and other researchers. The researcher must ensure transparency when conducting all apescts of the study. Creswell & Gutterman, 2019, p. 598