Chapter 15 Action Research Introduction to Educational Research (7th ed.) Craig A. Mertler & C.M. Charles Chapter 15 Action Research Read this ppt to help you understand the chapter. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Mertler & Charles Intro. to Ed'l. Research -- Chapter 1

Action Research A “catchall” label for research done by teachers, administrators, and other on-site educators Less formal research (i.e., it is very applied in nature) Purposes are to solve local problems & to develop reflective practice Can be conducted at any (local) level Focus is on development, implementation of new product, plan, or procedure (not on generalizability) Major benefit—provides an immediate solution to a problem Major drawback—less precise; subject to errors (bias, validity, reliability); results in limited findings

Importance of Action Research Is persuasive and authoritative. Is relevant. Allows teachers access to research findings. Is not a fad. Can become an integral part of the daily process of teaching.

Characteristics of Action Research Represents a process. Is educators working together to improve their practice. Is about developing reflection. Is open-minded. Is a critical analysis of our particular work. Is cyclical. Is more systematic than typical teaching or simple problem solving.

Characteristics of Action Research (cont’d.) Action research…two important questions: “Why should I become involved in an action research project, especially with all the demands and responsibilities placed on me as an educator?” “Why doesn’t everyone do action research?”

Characteristics of Action Research (cont’d.) Rigor in action research… Different set of criteria for “validity” and “reliability” Not inherently “of lesser quality” Typically based on the notion of ensuring that the entire research process and results are not biased or reflect only a single perspective Rigor often dependent on level for dissemination of results Scholarly versus local-level dissemination

Characteristics of Action Research (cont’d.) Rigor in action research (cont’d.)… Can be established through: Repetition of action research cycle Prolonged engagement and persistent observation Experience with action research process Triangulation of data Member checking Participant debriefing

The Action Research Process (1) Identify a problem or need (2) Collect information and resources (3) Prepare objectives, activities, procedures (4) Implement the project (5) Monitor the procedures, participant reactions, etc. (6) Identify strengths & weaknesses of the project (7) Revise project by focusing on the identified weaknesses (8) Assess on-going & long-term results of the project

The Action Research Process (cont’d.) …or a more simplified version: Planning Acting Observing Reflecting Start here

Published Example of Action Research “Lesson Study: A Professional Development Model for Mathematics Reform”

Applying Technology… Web sites related to action research “You Want to do an Action Research Thesis?" (www.scu.edu.au/schools/gcm/ar/art/arthesis.html) “Research to Practice: Guidelines for Planning Action Research Projects" (literacy.kent.edu/Oasis/Pubs/0200-08.htm) “Classroom Action Research” (www.madison.k12.wi.us/sod/car/carhomepage.html)