1. Chapter 2: Overview of the Action Research Process
Identifying Action Research Steps:

2. the Action Research Process
Identifying Topic
Gathering
Information
Reviewing Literature
Developing a Plan
Collecting Data
Analyzing
Data
Action
Plan
Sharing
Results
Reflecting

3. (3) Eight Steps - Guidance (4) Steps: Skipped, Re-arranged
Action Research Cycle
(2) Observe,
Adjust,
Observe
(3) Eight Steps - Guidance
(4) Steps: Skipped, Re-arranged
(1) Cyclical Process:

4. Integration of Action Research Steps
Planning:
Topic,
Literature,
Plan
Acting:
Collecting,
Analyzing Data
Developing:
Action Plan
Reflecting:
Sharing,
Reflecting
Planning
Stage
Acting
Developing

5. I: Identifying and Limiting the Topic
What do I want to study?
What do I want to examine in depth?
What do I want to improve?
What do I want to correct?
What is manageable?
What resources will it require (time, etc.)?
What is the 'smallest bite' I can begin with?

6. II. Gathering Information
Information to inform your study
Reconnaissance (Mills, 211).
Who can you talk with?
What materials are available?
Reflect on your own beliefs.
Internet resources.

7. III. Reviewing Related Literature
What sources of information are available?
Professional books, research journals, Web sites, teacher resource manuals, school/district documents, colleagues?
How can I (we) review the information?
Time line? Priorities?
How do we record / collect data?

8. IV. Developing a Research Plan
What is my RESEARCH QUESTION?
How will I find the answers?
Do I have a hypothesis?
Do existing research methodologies fit my project?
What do I want to: Measure? Observe?
What DATA do I need to collect?
How will I collect the DATA?

9. V: Collecting Data:
How do I KISS (Keep it Simple Sweetie!)?
Surveys?
Do I want to compare one or more practices?
Do I want to correlate practice with outcome?
Will I use a Control Group?
Will I observe someone / something?
Will I interview people?

10. V. Collecting Data
Will I analyze existing records?
Do I want to use ethnography/ 'thick observation' to answer my question?
Is my research ethical?
Will I need written permission?
What possessed me to start this in the first place?

11. V: Collecting Data
Main categories of data:
(a) Observation : field notes
(b) Interviews - surveys
(c) Existing documents/records
* (d) Check lists, rating scales, tests, self- evaluation, etc.
Triangulation/Multiple sources?

12. Vi. Analyzing Data
Search for themes as collection begins. Final analysis after all data is collected. Data analysis 'matches' question asked. Quantitative analysis of data? Qualitative analysis of data?

13. VI: Analyzing Data
Action research: analysis less complex than traditional studies.
Remember -- this data is for you!
Use colleagues, administrators, others to help you.
Inductive process -- patterns, similarities.

14. VII. Developing an Action Plan
So What? What do I do now? What strategies can I use to implement the results of my study? How can I monitor the effectiveness of my strategies? Formal Document.

15. VIII. Communicating Results
How can this benefit others in the larger educational community?
Who shall I share with?
Colleagues? District/School? Local/National Conferences? Publications?
Formal Written Document.

16. IX: Reflecting on the Process
Reflect: at END of process
Reflect: BEGINNING, MIDDLE, IMPLEMENTATION, too
Reflect: With colleagues
Reflect: journaling
Process of ON-GOING SCHOOL IMPROVEMENT.

17. References:
1 ) Mertler, C. A. (2012). Improving schools and empowering teachers, 4th ed. Los Angeles: Sage Publishers,