Identifying and Limiting Your Research Topic EDU 601 Viterbo University Kelly Demerath

Finding Your Topic ~ Let the Search Begin! “The noblest pleasure is the joy of understanding.” Leonardo da Vinci Through action research, teachers can come to appreciate the power of the self ~ if you are not happy with an element of your practice, you have the power to change it. Action research gives structure to the process of knowing and allows us to transform our practice (McNiff & Whitehead, 2001).

Where to Begin . . . Often, action research topics grow out of simple concerns that we have about our classroom. For example, a secondary English teacher is frustrated by her students’ lack of participation in class. She may ask herself any of these questions: Is the reading level of the passage appropriate? Is the topic of the passage interesting to the students? Are my students motivated? If not, how could I better motivate them to participate in class? Are my discussion techniques appropriate and engaging? Are my expectations clear?

I Wonder as I Wander . . . What makes a GOOD topic for your Action Research study? Something about which you are passionate and curious – you need a personal investment in the topic. Can you talk about your topic with “shining eyes”? (Stringer, 2008, p. 34). Identifying your topic begins with ‘wonder’ ~ what do you wonder about? This curiosity is the fuel that will sustain your professional improvement.

Curiosity Can Take Many Forms . . . A wish to understand (I wonder why inclusion isn’t working for this student?) A dissatisfaction (We are not living by the values of social justice in our classroom.) A concern (How could I bring more life to my literacy program?) A challenge (How can I differentiate this lesson for all students in my class?) An issue (What impact does high stakes testing have on my first grade students?) (Holly, Arhar, & Kasten, 2005).

Curious Minds Want to Know . . . Maintaining a curious stance allows the teacher researcher to suspend judgment and entertain a variety of perspectives ~ curiosity sets the foundation for success in action research. Activity One: Using handout ‘Finding my Topic – Part One’ Brainstorm a list of possible areas of inquiry. Focus on one of the topics on your list; Reflect on its importance; Share WHY you believe that topic came to mind. As you continue on your journey to the topic for your research, keep in mind that writing about your ‘wonderings’ creates a footprint that allows you to revisit your stops along the road to framing your topic.

The Quest for Self-Improvement . . . At the heart of your topic is a desire to make things better – to improve your teaching in order to improve your students’ learning. First you identify a problem, then you imagine a solution, implement the solution, evaluate the solution, and finally modify your practice in light of your findings. Your topic should be an important one to you and to others who may benefit from your research. Trying new strategies is at the heart of action research. Each time you try a new strategy and evaluate its effectiveness by collecting and analyzing data, it deepens your insight into your practice.

Factors to Consider . . . Your topic must be realistic and manageable, both in terms of time and practicability ~ from the very beginning you should be realistic about the amount of time that the study will involve and if it is a ‘good fit’ with your practice. The design should fit with your skills as a researcher. As a first time researcher, you should plan to keep your study simple ~ there is always time for another study! Will you need materials or funds for equipment, postage, or research assistants? Is this feasible for your situation, or can you secure grant funding to assist you in this aspect of the study? It is recommended that, at least for a beginning action researcher, you start with a design that does not require additional funding to complete.

More Factors to Consider . . . The focus of your research should be a realistic problem that impacts your practice and your students’ learning such as: trying a new teaching method, changing your classroom climate, utilizing new or different instructional materials, developing a different assessment tool or procedure, implementing a new or different communication or conferencing strategy.

Focusing Your Research Topic . . . If you start with a broad topic, you will need to work at narrowing your focus before finalizing your research plan. The time that you spend narrowing your focus will allow you to build a solid foundation on which you can design your action research study. Keep in mind that you will continue to ‘tweak’ your topic as we move through the semester, reading appropriate literature, developing a researchable question, and designing your study.

More Focusing Strategies . . . Activity Two: Narrow the Topic (Mertler, 2011, p. 58). Using ‘Finding my Topic Part Two’ A another useful strategy once you have begun to consider a topic is to work with a statement that is based on an observation: I have observed that: Parents are not satisfied with the current parent/teacher conference format. Follow that Statement/Observation with a Question: What is the relationship between student/led conferences and parent satisfaction with conference format? (Mills, 2007).

A Final Word . . . Remember that all research that involves human subjects will require you to follow ethical conduct, including eliminating risk or harm to your participants and employing strategies to honor their confidentiality and guard their anonymity. (We will cover this particular aspect of research preparation during our next face-to-face class).

Homework Homework Theme: Reconnaissance (reflect, describe, and explain) Complete the focusing activity by answering the following questions: (Koshy, 2010) What is currently happening that causes me to be curious about the topic? What are my expectations from the study? What can I ‘do’ (my action) to effect change through this study? How would I go about effecting the identified changes? What information will I need? Do I have the resources that I need to complete the study?

References Falk, B. & Blumenreich, M. (2005). The power of questions: A guide to teacher and student research. Portsmouth, NH: Heinemann. Holly, M.L., Arhar, J., & Kasten, W. (2005). Action research for teachers: Traveling the yellow brick road (Rev. ed.). Upper Saddle River, NJ: Pearson. Koshy, V. (2010). Action research for improving educational practice: A step-by-step guide (Rev. ed.). Thousand Oaks, CA: Sage. McNiff, J., & Whitehead, J. (2006). All you need to know about action research. Thousand Oaks, CA: Sage. Mertler, C.A. (2011). Action research: Improving schools and empowering educators (3rd ed.). Thousand Oaks, CA: Sage. Mills, G.E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper Saddle River, NJ: Pearson. Stringer, E. (2008). Action research in education (Rev. ed.). Upper Saddle River, NJ: Pearson.