2. Action Research By Lynn Woolever AED 615 November 6 th, 2006

3. What Is Action Research? Research to inform local teachers and other educational professionals of a way to solve day-to day immediate problems.

4. Types of Action Research Practical Participatory

5. Practical To address specific issues To improve short term practice and inform long term decisions Should result in an action plan to be implemented and evaluated

6. Participatory To empower life improvement To bring about social change To address specific issues Should result in an action plan to be implemented and evaluated Involves a sizeable group of people with diverse experiences that want to solve the same problem All those affected should participate in the study in some form or fashion

7. Steps To Use 1.Identifying the Research Question 2.Gathering the Necessary Information 3.Analyzing and Interpreting the information 4.Developing an Action Plan

8. Step 1: Identifying the Research Question Clarify the problem The problem should be narrow in scope The problem should be manageable

9. Step 2: Gathering the Necessary Information Decide what data is needed and how to collect it Possible collection methods include: experiments, surveys, casual-comparative studies, observations, interviews, analysis of documents, and ethnographies One or more of these methods may be used

10. Step 3: Analyzing and Interpreting the Information The data must be examined in relation to the question or problem to be solved Questions to be asked to analyze the data should be Who, What, When, Why, Where, How Opinions of all involved should be taken into account during data analysis

11. How Is Data Analyzed? Reflecting on all opinions involved Those involved work collaboratively to create descriptions of hoe the data related to the problem being addressed Much less complicated than other forms of research

12. Step 4: Developing an Action Plan Based on the findings a plan should be initiated to implement changes that can be evaluated

13. When Is It Appropriate? When systematic inquiry is used Intent to solve a small local day to day task Value-based research Purposive samples are selected Generalizability can be limited Teacher-developed instruments Carried out by a teacher or other educational professional

14. Assumptions for Use Teachers and other educational professionals: Have the authority to make decisions Want to improve their practice Committed to continual professional development Will and can engage in systematic research

15. Limitations of Use Not meant for broad generalization For a small day to day task, not a large ongoing problem

16. Journal Article Future demand, probable shortages, and strategies for creating a better future in food supply veterinary medicine J. Bruce Prince, PhD; David M. Andrus, PhD; Kevin P. Gwiner, PhD Link to article: http://avmajournals.avma.org/doi/pdf/10.2460/javma.229.1.57

17. How Action Research Was Employed Specific targeted small population to address the current issue of shortages in food science veterinary medicine A panel of experts was involved in the research and analyzing the data Used to improve the numbers of veterinary students going into food science veterinary medicine A action plan was developed and implemented because of the study

18. Work Cited Prince, J., Andrus, D., & Gwinner, K. (2006). Food Supply Veterinary Medicine: Future demand, probable shortages, and strategies for creating a better future in food supply veterinary medicine. Journal of the American Veterinary Medical Association, 229(1), 57-69.