what is an action research project in education

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What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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what is an action research project in education

Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

	Action research	Traditional research
		and findings
		and seeking between variables

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

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Action research comes with advantages and disadvantages.

Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

Due to their flexibility, action research studies are plagued by very limited generalizability and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

Normal distribution
Degrees of freedom
Null hypothesis
Discourse analysis
Control groups
Mixed methods research
Non-probability sampling
Quantitative research
Inclusion and exclusion criteria

Research bias

Rosenthal effect
Implicit bias
Cognitive bias
Selection bias
Negativity bias
Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved September 6, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001). Action research (1st edition). Routledge.

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21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

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Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

Two teachers talking while looking at papers

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

Focus on areas of growth, not deficiency: “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
Foster a culture of inquiry: Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
Build structures for teacher collaboration: Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

Tes Explains

What is action research?

Action research is a practice-based research method, designed to bring about change in a context. In the context of schools, it might be a teacher-led investigation, usually conducted within the teacher’s own school or classroom.

When a problem or question is identified, an initiative is devised to address it. Following implementation, the impact is then assessed and reflected upon. This reflection may lead to amendments to the initiative, before repeating the process again.

Where can I see this in action?

In 2021, teacher and apprenticeship manager Dave Shurmer conducted research that looked at the impact that increased physical activity has on pupils’ academic attainment in literacy and numeracy.

He asked pupils to skip for two minutes before English or maths lessons. At the end of the term, pupils sat a Sats practice paper. Shurmer compared the data from before and after the term for a conditioned and unconditioned group, and found that when the pupils skipped before lessons once a week, they went on to gain an extra mark on their test papers. When they skipped twice a week, they gained an extra two marks.

In 2022, English teacher Katie Packman wrote about her action research project for Tes : after struggling to enthuse key stage 3 students in creative writing, she decided to introduce a workshopping approach. For one hour a week, students were given free rein to choose a creative writing project to develop. She held one-on-one tutorials to give feedback, and students had to plan and then draft their piece, and continue to work on it or start planning their next piece, until their next tutorial. In the end-of-year assessment results, 27 out of 28 students had made expected progress, and 65 per cent of those had made higher-than-expected progress.

Action Research

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J. Spencer Clark, Kansas State University

Suzanne Porath, Kansas State University

Julie Thiele, Kansas State University

Morgan Jobe, Kansas State University

Last Update: 2024

ISBN 13: 9781944548292

Publisher: New Prairie Press

Language: English

Formats Available

Conditions of use.

Introduction
About the Authors
What is Action Research for Classroom Teachers?
Action Research as a Process for Professional Learning and Leadership
Planning Your Research: Reviewing the Literature and Developing Questions
Preparing for Action Research in the Classroom: Practical Issues
Collecting Data in Your Classroom
Analyzing Data from Your Classroom
Let it Be Known! Sharing your Results
The Action Research Process from a High School ELA Teacher’s Perspective

Ancillary Material

About the book.

Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement. The primary purpose of this book is to offer clear steps and practical guidance to those who intend to carry out action research for the first time. As educators begin their action research journey, we feel it is vital to pose four questions: 1) What is action research, and how is it distinct from other educational research?; 2) When is it appropriate for an educator to conduct an action research project in their context?; 3) How does an educator conduct an action research project?; 4) What does an educator do with the data once the action research project has been conducted? We have attempted to address all four questions in the chapters of this book.

About the Contributors

J. Spencer Clark is an Associate Professor of Curriculum Studies at Kansas State University. He has used action research methodology for the past 17 years, in K-12 schools and higher education. More recently, for the past 10 years he has taught action research methods to teachers in graduate and licensure degree programs. He also has led secondary student action research projects in Indiana, Utah, and Kansas. Clark also utilizes action research methodology in his own research. Much of his research has focused on understanding and developing teacher agency through clinical and professional learning experiences that utilize aspects of digital communication, inquiry, collaboration, and personalized learning. He has published in a variety of journals and edited books on teacher education, technology, inquiry-based learning, and curriculum development.

Suzanne Porath has been an English Language Arts, history, and humanities classroom teacher and reading teacher for 13 years before becoming a teacher educator. She has taught in Wisconsin and American international schools in Brazil, Lithuania, and Aruba when she conducted her own action research projects. Before accepting her current position as an assistant professor at Kansas State University in Curriculum and Instruction, she taught at Concordia University and Edgewood College in Wisconsin. She has taught action research methods at the graduate level and facilitated professional development through action research in school districts. She is the lead editor of Networks: An Online Journal for Teacher Research https://newprairiepress.org/networks/ .

Julie Thiele , PhD. is an Assistant Professor at Kansas State University. She teaches math education courses, math and science education courses and graduate research courses. Prior to teaching at KSU, she taught elementary and middle school, and led her district level professional learning community, focusing on implementing effective, research-based teaching practices.

Morgan M. Jobe is a program coordinator in the College of Education at Kansas State University, where she also earned a bachelor’s degree in secondary education and a master’s degree in curriculum and instruction. Morgan taught high school English-Language Arts for ten years in two different Kansas school districts before returning to Kansas State University as a staff member. Her research interests include diversity and equity issues in public education, as well as action research in teacher education programs.

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Neag School of Education

Educational Research Basics by Del Siegle

Action research.

An Introduction to Action Research Jeanne H. Purcell, Ph.D.

Your Options

Review Related Literature
Examine the Impact of an Experimental Treatment
Monitor Change
Identify Present Practices
Describe Beliefs and Attitudes

Action Research Is…

Action research is a three-step spiral process of (1) planning which involves fact-finding, (2) taking action, and (3) fact-finding about the results of the action. (Lewin, 1947)
Action research is a process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and action. (Corey, 1953).
Action research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction. (Glickman, 1990)
Action research is a fancy way of saying Let’s study what s happening at our school and decide how to make it a better place. (Calhoun,1994)

Conditions That Support Action Research

A faculty where a majority of teachers wish to improve some aspect (s) of education in their school.
Common agreement about how collective decisions will be made and implemented.
A team that is willing to lead the initiative.
Study groups that meet regularly.
A basic knowledge of the action research cycle and the rationale for its use.
Someone to provide technical assistance and/or support.

The Action Research Cycle

Identify an area of interest/problem.
Identify data to be collected, the format for the results, and a timeline.
Collect and organize the data.
Analyze and interpret the data.
Decide upon the action to be taken.
Evaluate the success of the action.

Collecting Data: Sources

Existing Sources

Attendance at PTO meetings
+ and – parent communications
Office referrals
Special program enrollment
Standardized scores

Inventive Sources

Interviews with parents
Library use, by grade, class
Minutes of meetings
Nature and amount of in-school assistance related to the innovation
Number of books read
Observation journals
Record of peer observations
Student journals
Teacher journals
Videotapes of students: whole class instruction
Videotapes of students: Differentiated instruction
Writing samples

Collecting Data: From Whom?

From everyone when we are concerned about each student’s performance.
From a sample when we need to increase our understanding while limiting our expenditure of time and energy; more in-depth interviews or observations may follow.

Collecting Data: How Often?

At regular intervals
At critical points

Collecting Data: Guidelines

Use both existing and inventive data sources.
Use multiple data sources.
Collect data regularly.
Seek help, if necessary.

Organizing Data

Keep it simple.
Disaggregate numbers from interviews and other qualitative types of data.
Plan plenty of time to look over and organize the data.
Seek technical assistance if needed.

Analyzing Data

What important points do they data reveal?
What patterns/trends do you note? What might be some possible explanations?
Do the data vary by sources? Why might the variations exist?
Are there any results that are different from what you expected? What might be some hypotheses to explain the difference (s)?
What actions appear to be indicated?

Taking Action

Do the data warrant action?
What might se some short-term actions?
What might be some long-term actions?
How will we know if our actions have been effective?
What benchmarks might we expect to see along the way to effectiveness ?

Action Plans

Target date
Responsibility
Evidence of Effectiveness

Action Research Handout

Bibliography

Brubacher, J. W., Case, C. W., & Reagan, T. G. (1994). Becoming a reflective educator . Thousand Oaks: CA: Corwin Press.

Burnaford, G., Fischer, J., & Hobson, D. (1996). Teachers doing research . Mahwah, NJ: Lawrence Erlbaum.

Calhoun, Emily (1994). How to use action research in the self-renewing school . Alexandria, VA: ASCD.

Corey, S. M. (1953). Action research to improve school practices . New York: Teachers College Press.

Glickman, C. D. (1990). Supervision of instruction: A developmental approach . Boston: Allyn and Bacon.

Hubbard, R. S. & Power, B. M. (1993). The art of classroom inquiry . Portsmouth, NH: Heineman.

Lewin, K. (1947). Group decisions and social change. In Readings in social psychology . (Eds. T M. Newcomb and E. L. Hartley). New York: Henry Holt.

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What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on 27 January 2023 by Tegan George . Revised on 21 April 2023.

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

Participatory action research emphasises that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

Operational (or technical) action research is usually visualised like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
Critical reflection action research serves to contextualise systemic processes that are already ongoing (e.g., working retroactively to analyse existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilised, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardised test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

	Action research	Traditional research
		and findings
		and seeking between variables

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

Action research is highly adaptable , allowing researchers to mould their analysis to their individual needs and implement practical individual-level changes.
Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

Due to their flexibility, action research studies are plagued by very limited generalisability and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources for this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2023, April 21). What Is Action Research? | Definition & Examples. Scribbr. Retrieved 3 September 2024, from https://www.scribbr.co.uk/research-methods/action-research-cycle/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001). Action research (1st edition). Routledge.

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Other students also liked, primary research | definition, types, & examples, a quick guide to experimental design | 5 steps & examples, what is an observational study | guide & examples.

Created by the Great Schools Partnership , the GLOSSARY OF EDUCATION REFORM is a comprehensive online resource that describes widely used school-improvement terms, concepts, and strategies for journalists, parents, and community members. | Learn more »

Action Research

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry , since it typically follows a predefined process that is repeated over time. A simple illustrative example:

Identify a problem to be studied
Collect data on the problem
Organize, analyze, and interpret the data
Develop a plan to address the problem
Implement the plan
Evaluate the results of the actions taken
Identify a new problem
Repeat the process

Unlike more formal research studies, such as those conducted by universities and published in peer-reviewed scholarly journals, action research is typically conducted by the educators working in the district or school being studied—the participants—rather than by independent, impartial observers from outside organizations. Less formal, prescriptive, or theory-driven research methods are typically used when conducting action research, since the goal is to address practical problems in a specific school or classroom, rather than produce independently validated and reproducible findings that others, outside of the context being studied, can use to guide their future actions or inform the design of their academic programs. That said, while action research is typically focused on solving a specific problem (high rates of student absenteeism, for example) or answer a specific question (Why are so many of our ninth graders failing math?), action research can also make meaningful contributions to the larger body of knowledge and understanding in the field of education, particularly within a relatively closed system such as school, district, or network of connected organizations.

The term “action research” was coined in the 1940s by Kurt Lewin, a German-American social psychologist who is widely considered to be the founder of his field. The basic principles of action research that were described by Lewin are still in use to this day.

Educators typically conduct action research as an extension of a particular school-improvement plan, project, or goal—i.e., action research is nearly always a school-reform strategy. The object of action research could be almost anything related to educational performance or improvement, from the effectiveness of certain teaching strategies and lesson designs to the influence that family background has on student performance to the results achieved by a particular academic support strategy or learning program—to list just a small sampling.

For related discussions, see action plan , capacity , continuous improvement , evidence-based , and professional development .

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Action Research: What it is, Stages & Examples

Action research is a method often used to make the situation better. It combines activity and investigation to make change happen.

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning.

Action research has both good and bad points.

It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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School of Education

Action research.

A woman sitting and talking to a male student.

Action Research is a method of systematic enquiry that teachers undertake as researchers of their own practice. The enquiry involved in Action Research is a process involving the following key steps ( McNiff, 2013. p. 90) .

We review our current practice;

Identify an issue we wish to investigate;
Ask focused questions about how we can investigate it;
Imagine a way forwards;
Try it out an intervention), and take stock of what happens (evaluation);
Modify our plan in light of what we have found, and continue with the action;
Evaluate the modified action;
Reconsider what we are doing in light of the evaluation.

This can then lead to a new action–reflection cycle.

The start of the process is usually an issue or situation that, as a teacher, you want to change. You will be supported in turning this 'interesting problem' into a 'researchable question' and then developing actions to try out. You will draw on the findings of other researchers to help develop actions and interpret the consequences.

As an action researcher, or teacher-researcher, you will generate research. Enquiring into your practice will inevitably lead you to question the assumptions and values that are often overlooked during the course of normal school life. Assuming the habit of inquiry can become an ongoing commitment to learning and developing as a practitioner. As a teacher-researcher you assume the responsibility for being the agent and source of change.

McNiff, J. (2013). Action research: Principles and practice . London: Routledge.

People and expertise

We have highly experienced educationalists and researchers who are able to support you with school and classroom based action research. This support can take a range of forms from providing whole school input on Action Research to individual mentoring with classroom projects. We have found that setting up small, collaborative working groups is both supportive and effective, but please contact us to discuss your individual needs.

Find out about our experts and some suggested topics based on their Action Research activities.

Dr Alf Coles

Previously a mathematics teacher, head of department and assistant headteacher, Alf Coles now works as a PGCE tutor, MEd tutor and supervises doctoral students. He writes in the field of mathematics education, recent publications have focused on the role of the facilitator in leading professional development and on teaching mathematics as if the planet matters. His work with Action Research includes:

mathematics education,
working with collaborative groups of teachers,
using video for teacher development.

Dr Frances Giampapa

Frances Giampapa is a Lecturer in Education (TESOL/Applied Linguistics). Her research interests focus on the migration, language and identities nexus across multilingual contexts. She has experience working in collaborative partnerships with schools in Canada (see the Multiliteracies Project ) and in Bristol. She has published in the areas of language and identities in multilingual contexts, multiliteracies, and ethnographic field methods. Her work with Action Research includes:

the use of ethnographic and participatory approaches to researching multilingualism inside/outside classrooms with teachers, students, families and other stakeholders in the community.

Starting out

When schools are starting out on action research we are happy to tailor our Continuing Professional Development offering to focus on supporting teachers and allied education professionals to develop as action researchers. We can also potentially award credit for educational research work under our advanced offering of postgraduate, professional development programmes. In the first instance a member of staff at the School of Education can:

come to facilitate a staff meeting as a one-off prompt to start a project;
help you to design and undertake a research enquiry;
visit your school on a regular basis to support a collaborative working group.

Please contact us to further discuss your needs.

Action research at master's and doctoral level

The following routes into advanced study are available:

Master's - this is a one year full-time or three to five year part-time taught programme. A dissertation has to be carried out as part of the master's programme and this could involve action research.
Doctoral - we offer study at doctoral both through individual research for a PhD and through the largely taught EdD programme. Action Research is a regular feature of both doctoral programmes.

Case studies

The key feature common to all Action Research projects is that it involves practitioner researchers planning for and reflecting on the outcomes of a change in their practice in an ongoing cycle of plan-act-reflect. Some examples follow:

Piloting research with a local secondary school to explore through observation the activity of learners’ non-compliance.
Using a Participatory Action Research approach to develop therapeutic interventions for young people who experience social and emotional difficulties in a secondary school.
Using an ethnographic approach to investigate the ways in which teachers’ use the multilingual and multicultural resources of migrant children and their families as assets for learning in school.
Supporting a collaborative group of early career teachers in science in developing and evaluating their practice in differentiation to include learners with English as Additional Language and learners with Special Educational Needs.

Details of master's and doctorate tuition fees .

Michelle Graffagnino Tel: 07920510572 Email: [email protected]

Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

A continuous cycle of planning, action, observation, and reflection.
A focus on reflective practice to achieve a deeper understanding of educational methodologies.
A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

How can dual-coding be used to improve my students memory ?
Does mind-mapping lead to creativity?
How does Oracy improve my classes writing?
How can we advance critical thinking in year 10?
How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

Making insightful classrooms observations

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

Teachers developing professional judgements

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

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2 Action Research as a Process for Professional Learning and Leadership

ESSENTIAL QUESTIONS

What is the role of action research in professional learning and leadership?
What are the educational contexts that action research takes place?
What are the critiques of action research as a methodology?
What are the basic stages of an action research project?

In the previous chapter, we were able to explore the idea of action research, the purpose of action research, and the theoretical underpinnings of action research. Hopefully, you now have a good understanding of the landscape of action research and the contours in which it can take shape in educational contexts. It is important to emphasize that the primary aim of conducting action research in an educational context is to study and improve upon an educator’s, or group of educators’, practice. This chapter will explore some of the practical aspects of action research, in particular, the forethought and planning required to engage in a successful action research experience.

As we begin to transition from the theoretical to the more practical aspects of action research, we want to provide a few questions to consider:

How does the epistemological, ontological, and theoretical basis of action research fit with your pedagogical philosophy in the classroom? Will using action research require any paradigmatic shifts in how you approach your pedagogy?
What are the pedagogical benefits of using action research in your educational context?
What are the most significant affordances and challenges of using action research in your educational context?

After considering the questions above, we think it is important from a practical standpoint to consider and situate action research as part of an educator’s responsibility to professional learning and leadership.

Action Research as Professional Learning and Leadership

Thus far, we have made the case that action research is a useful methodology for educators because it formalizes a process you already use to improve your pedagogy; but how does it benefit you as a professional and your professional identity? In Becoming Critical Carr and Kemmis (2003) list characteristics of action research that make it integral to critical professional learning for educators. We have summarized their five characteristics of action research as a methodology for educators:

Five Characteristics of Action Research as a Methodology for Educators

action research rejects positivist notions of rationality, objectivity, and truth and instead has an openness to competing possibilities for effective pedagogical practice in educational contexts;
action research employs educators’ reflective and interpretive categories, and uses the language of educators as a basis for educators to explore and develop their own pedagogical theorizing;
action research allows educators’ unrealized self-understandings to be discerned by analyzing their own practices and understandings;
action research connects reflection to action, enabling educators to overcome barriers to pedagogical change through awareness of social and systemic factors influencing their educational context;
action research involves deep consideration of theory and practice and to demonstrate this critically self-reflective action, researchers develop and organize knowledge in which truth is evidenced through its relation to practice.

To synthesize these five characteristics in terms of practical knowledge, we think it is important to now consider a “so what?” type of question. After learning these characteristics, why would an educator engage in action research for the purpose of professional learning or leadership? The following five principles correspond to the five characteristics above:

Why an Educator would Engage in Action Research

the development of an educator’s pedagogy is not about developing a set of “surefire” technical competencies; it is concerned with finding the most effective practices for the students in their educational context;
one way for educators to be consistently informed on pedagogy and increase their skills is through actively being involved in a culture of inquiry that dually relies on the latest educational research and their own classroom to spark new inquiry;
by doing action research, educators are engaged in the process of hypothesizing, theorizing, and developing self-knowledge related specifically to their practice;
when educators engage in action research, they develop agency and gain control of knowledge, and address questions for themselves, instead of being subservient to the knowledge enacted on their educational context;
when educators are engaged in research, educators are naturally engaged in educational theorizing because they are reflecting on practice systematically and critically, to close the distance between educational theory practice, which many educators feel (Hopkins, 2003).

Professional learning in education takes many forms. Action research is unique in the realm of professional learning because it is tailored to the educator’s real time pedagogical foci, issues, or needs. Professional learning opportunities often fail to meet the expectations of educators because they are meant for large groups of teachers, either based on a school, topic, subject, or course. Even at the course level of professional learning, while the content may be the same for each teacher, the students and educational context are different for each teacher – which creates unique challenges that educators want to address through their professional learning. One advantage of traditional professional learning sessions is the group aspect, or collaborative thinking that takes place. Action research is flexible enough that collaborative inquiry could be part of the process, and educators could include colleagues as part of their research. In many ways, action research not only contributes to professional learning, but also provides professional leadership to colleagues.

Professional leadership in education, or teacher leadership, also takes many forms. Danielson (2007) lists teacher leadership in her framework for teaching, as one of several professional responsibilities for educators. Educators who engage in action research and share their findings, are working to impact professional learning, and subsequently student learning, beyond their classrooms. Engaged educators who attain and continue to receive recognition in the teaching profession invest a lot of time and energy to stay informed and further develop their skills. Danielson (2007) notes that these educators are in a prime position to exercise leadership among their colleagues. Often times educators view conferences and professional learning sessions as the only opportunities to further develop their skills and become leaders among their colleagues. However, Danielson (2007) goes on to describe a distinguished educator as someone who engages in a combination of seeking “out opportunities for professional development and makes a systematic effort to conduct action research” (105). In this way, professional learning is a part of the action research process that engages educators in reflection and conversations outside of their educational context, while also potentially providing an alternative lens to analyze their data.

Data-driven decision making by administrators, teachers, and teams of educators, often facilitated by teacher leaders, is a prevalent practice in schools that impacts educator performance and student learning. This sort of professional learning through collaborative inquiry provides vital contextual data to improve pedagogy in classrooms and throughout the school. Sagor (2010) defines collaborative action research as ”the team inquiry process, when a group of individuals who are a part of a specific PLC, grade-level, or teacher learning team engage in inquiry and research.” These teams can become a means for collaboratively engaging in action research and developing data that is relative to the school. Data is most valuable to an educational context when it is deeply relatable and relevant to the specific educational context. Data specifically related to the educational context can increase a school’s capacity to focus on curricular and instructional strategies with the greatest potential to support student learning. In an effort to spark professional leadership, and as we discuss the process of action research in future chapters, please discuss with colleagues the potential action research projects in your own classroom and think about how to leverage those toward your school’s PLC, professional learning, or school-wide improvement plans. Thinking about your action research in this way adds another layer of purpose and makes action research a truly valuable process for improvement throughout your educational context.

What Will Action Look Like in My Classroom?

Now that we have discussed the relevance of action research for professional learning and leadership, it may be a little easier to conceptualize an action research project, or perhaps you already have an idea ready to start. O’Leary (2004) provides a useful list of processes related to action research that could help you think about your initial plans. Here are some questions to think about related to the processes of an action research project:

Does it address a practical problems(s)? Educators typically identify a practical problem in their educational context that has multiple possible ways to be addressed. The impetus to improve professional practice prioritizes change.
Does it generate knowledge? Generating knowledge promotes change. By addressing this practical problem, you will generate knowledge.
Does it enact changes in your pedagogy/classroom/school? The changes generated by the knowledge will be useful to enact change relatively close to the conclusion of the research project.
Is it participatory? Action research is participatory, and the primary researcher is involved in the action, potentially along with other researchers and stakeholders.
Could it be a cyclical process? Action research is a cyclical process that results from emerging knowledge. Once better situational understanding is gained through research, a change can be implemented and researched again, resulting in an evaluative practice that reciprocates between informed action and critical reflection.

I want to emphasize that this is one of interpretations of the processes involved in the action research process, and you should adapt these basic processes to fit your needs as an educator and researcher. These processes will also become clearer in purpose as we discuss the contexts for action research.

The Contexts for Considering Action Research

Action research can take place in many professional settings and contexts. As we think about some of those contexts we will focus on the most common in educational settings. I have also provided some examples for research in each context.

Improving Classroom Practice

These projects are conducted by educators in their classroom context and focus on pedagogical, curricular, or instructional aspects of their practice. Examples could include:

How can Socratic questioning improve engagement in class discussions?
Who participates more in my class?
How can integrated social studies and ELA lessons improve students’ reading scores?
Will learning diaries in mathematics lessons enhance students’ conceptual understanding?
How can Flipgrid help connect student interests to content standards?

Examining an Educational Theme

These projects allow educators to examine new ideas or themes that they have encountered in professional learning opportunities. Examples could include:

How can I implement personalized learning in my classroom?
Can I integrate all subjects into a problem-based inquiry project?
In what ways do Breakout Box activities prepare students for content-based learning?
Do exercise balls help students focus longer while sitting at their seats?

Educational Context Focus

These projects focus on interaction between humans and the ecological space of the context. Examples could include:

How can using non-letter grades improve communication with parents?
How can we increase engagement at parent meetings?
Does going outside and doing yoga improve student focus in the afternoon?
What is the effect of eliminating homework?
Does presenting to community members, outside the school community, improve engagement or motivation for group projects?
What anti-bullying strategies reduce verbal teasing?

Implementing a New Initiative Based on Policy or Research

These projects are sparked by new policy or research data or are related to district or state-wide initiatives. These are often group or collaborative projects. Examples could include:

What are the best methods to prepare teachers for a school-wide one-to-one device launch?
Do weekly meetings help support first-year teachers?
Adopting the new formative assessment framework for inquiry-based learning.

Critiques of Action Research

Action research is a fairly new form of acceptable educational research; therefore, educators should be aware of some of the common critiques you may hear when presenting or sharing your research. These critiques can also be easily dealt with in the planning and development of your action research project. The following are three of the most common critiques of action research.

Critique #1: Action research lacks rigor and trustworthiness in comparison to other methodologies…

The rigor of a research project is shaped by the manner in which data collection and analysis are conducted in the research process. For example, rigor can develop in data collection by using a variety of research methods to collect data (discussed further in Chapter 6). Sharing data with critical friends and colleagues, or triangulating the data, would demonstrate rigor in the data analysis process. Issues of trustworthiness are raised around the question: Can you be/maintain objectivity when you are conducting research on your own practice? Trustworthiness can be viewed as the strength of the inference made possible by the given research study. Trustworthiness can be achieved primarily through triangulation of data (multiple sources of data) and a clear description of context, participants, processes, and analysis which allows for transferability as a reader. Maintaining a rigorous data collection and analysis process will help with trustworthiness, but also being clear in your epistemological stance and positionality from the beginning of the project also contributes to trustworthiness. Rigor and trustworthiness can easily be addressed through developing a research plan and sticking to it. Adherence to ethical research (IRB) will also add to trustworthiness, we will discuss this in a later chapter.

Critique #2: Action research findings are not generalizable to other educational contexts…

Generalizability is often a concern for quantitative researchers who are trying to solve problems across large portions of the population. Simply put, the action researcher is not concerned with generalizable data that can provide answers to other educators in different contexts (However, it is great if this happens!). The action researcher is primarily concerned with generating knowledge based on the actions within their own situated context. Action research findings are generalizable only within specific situations and within that specific educational context, which is described and considered as part of the research process. Sharing findings could be applicable to educators who are interested or who are in similar circumstances, either locally, nationally, or globally.

Critique #3: Action research is based on a deficit model…

The problem-solving nature of action research may give an appearance that it is based on a deficit model. This is not necessarily the case; however, if researchers are not conscious of deficit thinking or deficit models of thinking, it is possible to engage in action research based on perceived student deficits. From my perspective, developing strategies for solving a problem within a situation with the sole purpose of improving practice is not rooted in deficit thinking, especially if they really generate knowledge. Regardless, researchers need to be aware of deficit thinking and make sure their research questions do not rely on assumptions about students’ weaknesses based on demographic groupings.

What’s Ahead? Thinking about the Stages of Action Research

The models of action research presented in Chapter 1 all described action research as a cyclical process. It is exciting to think about a cyclical process of professional learning to improve your practice; however, it can also be overwhelming to think about the process. We think it is helpful to have some awareness of what may happen during the project, represented in distinct stages, to provide an overview of the whole process. This will help you plan more efficiently, but we think it is also important to be flexible and understand that your project does not always need to follow that order. Here is what to expect:

Identifying a topic in the educational context
Reviewing related literature
Revising the topic
Developing a research question
Plan research activities
Collect data
Analyze data
Action implementation
Reflection on action
Report, share, or document.

Each of these steps has some brief considerations, yet I would like to discuss these steps in three broad areas of focus due to the overlap of these considerations.

Topic Development

Researching in Action

Action Implications

Identifying and developing a topic that is important and relevant to your practice is vitally essential. Your topic not only shapes the area of educational knowledge you will contribute to, but it will also shape your research question. It is usually helpful to identify and write down three to five potential topics. In addition to writing the topic down, describe why each topic is important or relevant to you, your practice, your students, and/or your educational context. Then, if you are still having a hard time deciding on a topic, write down the intended benefits for you, your practice, your students, and/or your educational context. It may also be helpful to discuss your ideas with others, to help focus your thoughts and provide another perspective on the feasibility of completing a study on a particular topic, its relevance and implications for practice.

Once you have identified a topic, it is important to conduct a literature review (discussed fully in Chapter 3) to find out what the field of education has researched in regards to your topic. This will help you understand what we know and don’t know about your topic. Once you have conducted a thorough literature review you will feel capable of potentially revising your topic to reflect the knowledge base, and possibly narrow the scope of your project for your own purposes.

Lastly, you will be able to develop a research question (discussed fully in Chapter 4) based on your topic, the reviewed literature, and your intended outcomes.

Researching Action

After you have thoroughly vetted a topic and developed a research question, you will be ready to begin the process of researching your topic in your educational context. In consideration of your research question, you can begin to plan your research activities—when and how you will conduct the research in your educational context (Chapter 4). This will include a timeline of activities. You will then begin planning your data collection (Chapter 5) methods and fit those into your timeline. You will also need to think about a proposed process, or order for analyzing your data. This may seem strange; however, it helps contribute to the rigor and validity of your study to have a plan that fits within your epistemological stance.

Once your plan is set, you can begin the data collection process. After data collection, you can begin the analysis of the data (Chapter 6).

After you have analyzed your data, you should have some indication as to implications for your research question. You will have the opportunity to reflect on the research, take action, and eventually share or report your findings. Many of you will have reason to change an action in your educational context, whether it is the following week, the next semester, or next school year. This is where the cyclical process of action research can take shape.

Action Research in Action: A Vignette

As a classroom teacher, I was often engaged in action research without realizing it, and typically this process began from reflection. As a graduate student, weekly reflections on the required readings in my Teachers as Researchers course prompted me to identify issues in my classroom to address, either through pedagogical changes or adjustments to my curriculum. In a less formal way, action research naturally emerged as part of my yearly evaluations with administration. In one particular year, after reflecting on my own practice, I realized (rather, admitted) that my junior-level English students did not enjoy our classroom novel studies, resulting in a lack of engagement and poor performance for many of them. The ‘start and stop’ method—where students read a chapter, then stop to either discuss the chapter or take a quiz—did not replicate how people read books, and it is no wonder that it destroyed my students’ desire to engage with the novels they were assigned. This is where action research emerged—I established a driving question for my own classroom problem: How can I adapt whole novel studies to reflect the natural reading process, take into account each students’ reading level, and improve overall reading performance and engagement?

The next step in this process was to find research that already existed on whole novel studies in the classroom and use that information as a catalyst for my own research. I read several examples of alternative methods to whole novel studies, but most of what I could find was based on a middle school classroom. This was good news! It meant, on a large scale, my action research would have a place in the broad educational context by filling an existing void in the information available to classroom teachers. On a small scale, this meant other teachers in my own department could benefit from what I design since a lack of resources exists in this area.

After reading several examples of alternative methods, I adapted the practices that seemed to fit best with my own students and created my own version of how to work with whole novels in the high school English classroom. I implemented this method in two different courses, one of which was considered an ‘advanced’ course, with students at all different reading levels. I tracked their progress in multiple ways and recorded the information on spreadsheets for future use. After a successful first attempt at changing my practice, I presented the findings to my colleagues at a department meeting, and many adapted my method to use in their own classrooms.

Though this example of action research does not reflect a formalized project, it speaks to how teachers naturally engage in the process of questioning and problem-solving to create change for their students. It also demonstrates the value in what teachers discover in their own classrooms. Researchers are often criticized for being too far removed from classroom practice to really understand what teachers need; but teacher researchers have the opportunity to be their own guide and to potentially influence teacher praxis in positive and practical ways.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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the encyclopaedia of pedagogy and informal education

What is action research and how do we do it?

In this article, we explore the development of some different traditions of action research and provide an introductory guide to the literature., contents : what is action research · origins · the decline and rediscovery of action research · undertaking action research · conclusion · further reading · how to cite this article . see, also: research for practice ..

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research-oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Kurt Lewin is generally credited as the person who coined the term ‘action research’:

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ ( ibid. : 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. ( ibid. : 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact-finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ ( ibid. : 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to a literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that the model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research

Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945), there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice-oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….

Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:

• It is democratic , enabling the participation of all people.

• It is equitable , acknowledging people’s equality of worth.

• It is liberating , providing freedom from oppressive, debilitating conditions.

• It is life enhancing , enabling the expression of people’s full human potential.

(Stringer 1999: 9-10)

Undertaking action research

As Thomas (2017: 154) put it, the central aim is change, ‘and the emphasis is on problem-solving in whatever way is appropriate’. It can be seen as a conversation rather more than a technique (McNiff et. al. ). It is about people ‘thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions’ (Thomas 2009: 113).

The action research process works through three basic phases:

Look -building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)

The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some, there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easy to slip into using it as the template for practice (McTaggart 1996: 249).

Explorations of action research

Atweh, B., Kemmis, S. and Weeks, P. (eds.) (1998) Action Research in Practice: Partnership for Social Justice in Education, London: Routledge. Presents a collection of stories from action research projects in schools and a university. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: school environment – how to make a school a healthier place to be; parents – how to involve them more in decision-making; students as action researchers; gender – how to promote gender equity in schools; writing up action research projects.

Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research , Lewes: Falmer. Influential book that provides a good account of ‘action research’ in education. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice – redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Carson, T. R. and Sumara, D. J. (ed.) (1997) Action Research as a Living Practice , New York: Peter Lang. 140 pages. Book draws on a wide range of sources to develop an understanding of action research. Explores action research as a lived practice, ‘that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Dadds, M. (1995) Passionate Enquiry and School Development. A story about action research , London: Falmer. 192 + ix pages. Examines three action research studies undertaken by a teacher and how they related to work in school – how she did the research, the problems she experienced, her feelings, the impact on her feelings and ideas, and some of the outcomes. In his introduction, John Elliot comments that the book is ‘the most readable, thoughtful, and detailed study of the potential of action-research in professional education that I have read’.

Ghaye, T. and Wakefield, P. (eds.) CARN Critical Conversations. Book one: the role of the self in action , Bournemouth: Hyde Publications. 146 + xiii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: dialectical forms; graduate medical education – research’s outer limits; democratic education; managing action research; writing up.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach , London: Routledge. Argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Sets out familiar action research model: identifying a problem, devising, implementing and evaluating a solution and modifying practice. Includes advice on how working in this way can aid the professional development of action researcher and practitioner.

Quigley, B. A. and Kuhne, G. W. (eds.) (1997) Creating Practical Knowledge Through Action Research, San Fransisco: Jossey Bass. Guide to action research that outlines the action research process, provides a project planner, and presents examples to show how action research can yield improvements in six different settings, including a hospital, a university and a literacy education program.

Plummer, G. and Edwards, G. (eds.) CARN Critical Conversations. Book two: dimensions of action research – people, practice and power , Bournemouth: Hyde Publications. 142 + xvii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: exchanging letters and collaborative research; diary writing; personal and professional learning – on teaching and self-knowledge; anti-racist approaches; psychodynamic group theory in action research.

Whyte, W. F. (ed.) (1991) Participatory Action Research , Newbury Park: Sage. 247 pages. Chapters explore the development of participatory action research and its relation with action science and examine its usages in various agricultural and industrial settings

Zuber-Skerritt, O. (ed.) (1996) New Directions in Action Research , London; Falmer Press. 266 + xii pages. A useful collection that explores principles and procedures for critical action research; problems and suggested solutions; and postmodernism and critical action research.

Action research guides

Coghlan, D. and Brannick, D. (2000) Doing Action Research in your own Organization, London: Sage. 128 pages. Popular introduction. Part one covers the basics of action research including the action research cycle, the role of the ‘insider’ action researcher and the complexities of undertaking action research within your own organisation. Part two looks at the implementation of the action research project (including managing internal politics and the ethics and politics of action research). New edition due late 2004.

Elliot, J. (1991) Action Research for Educational Change , Buckingham: Open University Press. 163 + x pages Collection of various articles written by Elliot in which he develops his own particular interpretation of action research as a form of teacher professional development. In some ways close to a form of ‘reflective practice’. Chapter 6, ‘A practical guide to action research’ – builds a staged model on Lewin’s work and on developments by writers such as Kemmis.

Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon. Popular step by step guide for master’s work.

Macintyre, C. (2002) The Art of the Action Research in the Classroom , London: David Fulton. 138 pages. Includes sections on action research, the role of literature, formulating a research question, gathering data, analysing data and writing a dissertation. Useful and readable guide for students.

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project , London: Routledge. Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies

Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e , Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and develops a model. Chapters on information gathering, interpretation, resolving issues; legitimacy etc. See, also Stringer’s (2003) Action Research in Education , Prentice-Hall.

Winter, R. (1989) Learning From Experience. Principles and practice in action research , Lewes: Falmer Press. 200 + 10 pages. Introduces the idea of action research; the basic process; theoretical issues; and provides six principles for the conduct of action research. Includes examples of action research. Further chapters on from principles to practice; the learner’s experience; and research topics and personal interests.

Action research in informal education

Usher, R., Bryant, I. and Johnston, R. (1997) Adult Education and the Postmodern Challenge. Learning beyond the limits , London: Routledge. 248 + xvi pages. Has some interesting chapters that relate to action research: on reflective practice; changing paradigms and traditions of research; new approaches to research; writing and learning about research.

Other references

Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education , Boston: Allyn and Bacon.

Goetschius, G. and Tash, J. (1967) Working with the Unattached , London: Routledge and Kegan Paul.

McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.) New Directions in Action Research , London: Falmer Press.

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project 2e. London: Routledge.

Thomas, G. (2017). How to do your Research Project. A guide for students in education and applied social sciences . 3e. London: Sage.

Acknowledgements : spiral by Michèle C. | flickr ccbyncnd2 licence

How to cite this article : Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [ https://infed.org/mobi/action-research/ . Retrieved: insert date] .

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How to Do Action Research in Your Classroom

200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences.

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach.

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

Impact of Mindfulness Practices on Student Focus
The Effectiveness of Peer Tutoring in Mathematics
Strategies for Encouraging Critical Thinking in History Classes
Using Gamification to Enhance Learning in Science
Investigating the Impact of Flexible Seating Arrangements
Assessing the Benefits of Project-Based Learning in Language Arts
The Influence of Classroom Decor on Student Motivation
Examining the Use of Learning Stations for Differentiation
Implementing Reflective Journals to Enhance Writing Skills
Exploring the Impact of Flipped Classroom Models
Analyzing the Effects of Homework on Student Performance
The Role of Positive Reinforcement in Classroom Behavior
Investigating the Impact of Classroom Libraries on Reading Proficiency
Strategies for Fostering a Growth Mindset in Students
Assessing the Benefits of Cross-Curricular Integration
Using Technology to Enhance Vocabulary Acquisition
The Impact of Outdoor Learning on Student Engagement
Investigating the Relationship Between Attendance and Academic Success
The Role of Parental Involvement in Homework Completion
Assessing the Impact of Classroom Rituals on Community Building
Strategies for Increasing Student Participation in Discussions
Exploring the Influence of Classroom Lighting on Student Alertness
Investigating the Impact of Daily Agendas on Time Management
The Effectiveness of Socratic Seminars in Social Studies
Analyzing the Use of Graphic Organizers for Concept Mapping
Implementing Student-Led Conferences for Goal Setting
Examining the Effects of Mind Mapping on Information Retention
The Influence of Classroom Temperature on Academic Performance
Investigating the Benefits of Cooperative Learning Strategies
Strategies for Addressing Test Anxiety in Students
Assessing the Impact of Positive Affirmations on Student Confidence
The Use of Literature Circles to Enhance Reading Comprehension
Exploring the Effects of Classroom Noise Levels on Concentration
Investigating the Benefits of Cross-Grade Collaborations
Analyzing the Impact of Goal Setting on Student Achievement
Implementing Interactive Notebooks for Conceptual Understanding
The Effectiveness of Response to Intervention (RTI) Programs
Strategies for Integrating Social-Emotional Learning (SEL)
Investigating the Impact of Classroom Discussions on Critical Thinking
The Role of Brain Breaks in Enhancing Student Focus
Assessing the Benefits of Inquiry-Based Learning in Science
Exploring the Effects of Music on Studying and Retention
Investigating the Use of Learning Contracts for Individualized Learning
The Influence of Classroom Colors on Mood and Learning
Strategies for Promoting Collaborative Problem-Solving
Analyzing the Impact of Flexible Scheduling on Student Productivity
The Effectiveness of Mindful Breathing Exercises on Stress Reduction
Investigating the Benefits of Service Learning Projects
The Role of Peer Assessment in Improving Writing Skills
Exploring the Impact of Field Trips on Cultural Competency
Assessing the Benefits of Personalized Learning Plans
Strategies for Differentiating Instruction in Large Classrooms
Investigating the Influence of Teacher-Student Relationships on Learning
The Effectiveness of Vocabulary Games in Foreign Language Classes
Analyzing the Impact of Classroom Discussions on Civic Engagement
Implementing Goal-Setting Strategies for Test Preparation
The Role of Classroom Celebrations in Building a Positive Environment
Strategies for Enhancing Student Reflection and Metacognition
Investigating the Effects of Positive Behavior Supports (PBS)
The Influence of Classroom Humor on Student Engagement
Assessing the Benefits of Student-Led Research Projects
Exploring the Impact of Timed vs. Untimed Tests on Anxiety
Investigating the Use of Educational Podcasts for Learning
The Effectiveness of Debate Activities in Developing Persuasive Skills
Analyzing the Impact of Mindful Walking Breaks on Concentration
Strategies for Promoting Digital Citizenship in the Classroom
The Role of Visualization Techniques in Mathematics Learning
Assessing the Benefits of Classroom Agreements for Behavior
Exploring the Effects of Goal-Setting in Physical Education
Investigating the Influence of Classroom Seating Charts on Behavior
The Effectiveness of Peer Editing in Improving Writing Skills
Strategies for Integrating Cultural Competency in History Lessons
Analyzing the Impact of Classroom Pets on Student Well-Being
The Role of Morning Meetings in Building Classroom Community
Investigating the Benefits of Using Learning Centers in Elementary Schools
Exploring the Effects of Virtual Reality in Geography Education
Assessing the Impact of Homework Choice on Student Motivation
Strategies for Promoting Growth Mindset in Mathematics
The Influence of Classroom Layout on Group Collaboration
Investigating the Benefits of Mindful Listening Practices
The Effectiveness of Using Real-World Examples in Science Lessons
Analyzing the Impact of Student-Led Assessments on Accountability
Exploring the Use of Learning Contracts for Student Responsibility
Investigating the Benefits of Teaching Digital Literacy Skills
Strategies for Implementing Peer Mentoring Programs
The Role of Graphic Novels in Promoting Literacy
Assessing the Impact of Flexible Grouping in Mathematics Classes
The Effectiveness of Using Storytelling for Conceptual Understanding
Investigating the Influence of Classroom Rituals on Attendance
Exploring the Benefits of Mindfulness Practices in Physical Education
Strategies for Integrating Social Justice Education in the Curriculum
Analyzing the Impact of Goal-Setting on Homework Completion
The Role of Classroom Mindfulness Activities in Stress Reduction
Investigating the Benefits of Using Educational Apps for Vocabulary
The Effectiveness of Using Drama in History Lessons
Assessing the Impact of Classroom Routines on Time Management
Exploring the Influence of Teacher-Student Rapport on Academic Achievement
Strategies for Promoting Active Listening Skills in the Classroom
Investigating the Benefits of Using Concept Mapping in Science
The Role of Classroom Socratic Seminars in Developing Critical Thinking
Assessing the Impact of Mindful Eating Practices on Student Focus
Exploring the Effects of Flipped Learning in Physical Education
Investigating the Benefits of Using Educational Games for Math Fluency
The Effectiveness of Peer Assessment in Art Classes
Strategies for Fostering Creativity in Science Education
Analyzing the Impact of Morning Stretches on Student Alertness
The Role of Classroom Discussions in Enhancing Social Studies Learning
Investigating the Benefits of Using Augmented Reality in History Lessons
Assessing the Impact of Growth Mindset Interventions on Test Anxiety
Strategies for Incorporating Environmental Education in the Curriculum
The Effectiveness of Using Conceptual Maps in Literature Analysis
Exploring the Influence of Classroom Lighting on Reading Comprehension
Investigating the Benefits of Using Learning Apps for Language Acquisition
The Role of Classroom Experiments in Science Education
Analyzing the Impact of Mindful Breathing Exercises on Test Performance
Strategies for Promoting Collaborative Problem-Solving in Mathematics
Assessing the Benefits of Mindfulness Practices in Physical Education
Exploring the Effects of Flexible Seating on Student Collaboration
Investigating the Influence of Homework Choice on Student Motivation
The Effectiveness of Using Educational Podcasts for History Learning
Strategies for Integrating Sustainability Education Across Subjects
Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
Investigating the Benefits of Using Digital Storytelling in Literature Classes
The Effectiveness of Inquiry-Based Learning in Social Studies
Assessing the Impact of Student-Led Book Clubs on Reading Engagement
Strategies for Incorporating Financial Literacy in Mathematics Education
Exploring the Influence of Classroom Decor on Science Interest
Investigating the Benefits of Mindful Movement Breaks in the Classroom
The Role of Reflection Journals in Developing Critical Thinking Skills
Analyzing the Impact of Virtual Field Trips on Geography Learning
Strategies for Promoting Inclusive Physical Education Practices
Assessing the Benefits of Using Educational Board Games for Learning
The Effectiveness of Mindfulness Practices in Foreign Language Classes
Investigating the Influence of Classroom Rituals on Academic Rigor
Exploring the Impact of Student-Led Conferences on Goal Setting
The Role of Mindful Listening Practices in Improving Communication Skills
Investigating the Benefits of Using Educational Apps for Science Exploration
Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
Strategies for Promoting Gender Equity in STEM Education
Assessing the Impact of Classroom Celebrations on Student Well-Being
The Effectiveness of Using Debate Activities in Language Arts
Exploring the Influence of Positive Affirmations on Classroom Climate
Investigating the Benefits of Using Concept Mapping in History Essays
Strategies for Incorporating Media Literacy in Social Studies
Analyzing the Impact of Mindful Reflection Practices on Homework Completion
The Role of Peer Collaboration in Enhancing Artistic Skills
Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
The Effectiveness of Mindful Breathing Exercises in Test Preparation
Assessing the Impact of Flipped Learning in Science Laboratories
Strategies for Promoting Civic Engagement in Social Studies Classes
Exploring the Influence of Outdoor Learning on Scientific Inquiry
Investigating the Benefits of Using Learning Stations for Literature Analysis
The Role of Mindful Movement in Improving Physical Education Experiences
Analyzing the Effectiveness of Virtual Reality in Language Learning
Strategies for Incorporating Global Perspectives in Geography Education
Assessing the Impact of Mindful Coloring Activities on Stress Reduction
The Effectiveness of Using Educational Games for History Review
Investigating the Benefits of Mindful Breathing Exercises in Mathematics
Exploring the Influence of Classroom Rituals on Study Habits
The Role of Mindful Listening Practices in Enhancing Oral Communication
Analyzing the Impact of Student-Led Workshops on Study Skills
Strategies for Promoting Critical Media Literacy in Language Arts
Assessing the Benefits of Mindfulness Practices in Physical Fitness
The Effectiveness of Using Educational Apps for Music Appreciation
Investigating the Influence of Classroom Decor on Artistic Expression
Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
The Role of Peer Assessment in Improving Science Fair Projects
Analyzing the Benefits of Mindful Breathing Exercises in History Classes
Strategies for Promoting Teamwork in Physical Education
Assessing the Impact of Classroom Celebrations on Cultural Understanding
The Effectiveness of Using Conceptual Maps in Geography Education
Investigating the Benefits of Mindful Movement Breaks in Mathematics
The Role of Mindful Listening Practices in Improving Musical Skills
Analyzing the Impact of Student-Led Discussions in Philosophy Classes
Strategies for Incorporating Environmental Stewardship in Science Education
Assessing the Benefits of Using Educational Games for Physical Fitness
Exploring the Influence of Classroom Decor on Mathematical Interest
Investigating the Effectiveness of Virtual Reality in Art Appreciation
The Role of Mindful Movement in Enhancing Physical Education Experiences
Strategies for Promoting Cultural Competency in Language Arts
Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
The Effectiveness of Using Educational Apps for Science Exploration
Investigating the Benefits of Peer Teaching in Mathematics Classes
Exploring the Influence of Classroom Rituals on Language Arts Skills
Assessing the Impact of Mindful Coloring Activities on Creative Expression
The Role of Mindful Listening Practices in Improving Public Speaking
Investigating the Benefits of Using Learning Stations for History Learning
The Effectiveness of Peer Assessment in Improving Writing Skills
Strategies for Promoting Digital Literacy in Geography Education
Analyzing the Impact of Mindful Eating Practices on Healthy Habits
Assessing the Benefits of Using Educational Games for Social Studies
The Effectiveness of Mindful Movement Breaks in Science Education
Exploring the Influence of Classroom Decor on Writing Motivation
Investigating the Role of Mindfulness Practices in Mathematics Anxiety
Strategies for Incorporating Financial Literacy in Social Studies
Analyzing the Benefits of Using Concept Mapping in Science Labs
The Role of Mindful Breathing Exercises in Improving Music Education
Exploring the Impact of Virtual Reality on Foreign Language Acquisition
Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers.

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes.

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact.

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

Math Computation Proficiency in Elementary Classrooms

Parental Involvement

Increasing Parental Involvement Through Technology Use

Reading Fluency

Reading Fluency in the First Grade Classroom

Reading/Language Arts

Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

Non-Words Used as Speech Production Targets

Student Goal Setting

Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

Impacts of “Internal” Mentoring Program on Chronic Absenteeism
Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

Action Research Increasing STEM AP Enrollment

Student Self-Regulation

Self-Regulation Strategies and Student Engagement
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COMMENTS

What Is Action Research?
What Is Action Research? | Definition & Examples
1 What is Action Research for Classroom Teachers?
1 What is Action Research for Classroom Teachers?
21 Action Research Examples (In Education)
The methods of action research in education include: conducting in-class observations. taking field notes. surveying or interviewing teachers, administrators, or parents. using audio and video recordings. The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.
How Teachers Can Learn Through Action Research
How Teachers Can Learn Through Action Research. A look at one school's action research project provides a blueprint for using this model of collaborative teacher learning. When teachers redesign learning experiences to make school more relevant to students' lives, they can't ignore assessment. For many teachers, the most vexing question ...
What is action research?
Action research is a practice-based research method, designed to bring about change in a context. In the context of schools, it might be a teacher-led investigation, usually conducted within the teacher's own school or classroom. When a problem or question is identified, an initiative is devised to address it.
Action Research and Systematic, Intentional Change in Teaching Practice
Action Research and Systematic, Intentional Change in ...
Action Research
Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding ...
PDF A Practical Guide to Action Research for Literacy Educators
processes of Action Research by providing step-by-step guidelines for implementing Action Research projects for the purpose of examining and refining literacy practices to improve student performance. The goal of Action Research is a positive change in everyday practice in one's own classroom, school, or district.
Action Research
Your Options. Action Research Is…. Action research is a three-step spiral process of (1) planning which involves fact-finding, (2) taking action, and (3) fact-finding about the results of the action. (Lewin, 1947) Action research is a process by which practitioners attempt to study their problems scientifically in order to guide, correct, and ...
What Is Action Research?
Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin. A highly interactive method, action research is often used in the social ...
Action Research Definition
The basic principles of action research that were described by Lewin are still in use to this day. Reform. Educators typically conduct action research as an extension of a particular school-improvement plan, project, or goal—i.e., action research is nearly always a school-reform strategy.
4 Preparing for Action Research in the Classroom: Practical Issues
An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action ...
Action Research: What it is, Stages & Examples
Stage 1: Plan. For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study's question.
Action Research
Action Research is a regular feature of both doctoral programmes. Case studies. The key feature common to all Action Research projects is that it involves practitioner researchers planning for and reflecting on the outcomes of a change in their practice in an ongoing cycle of plan-act-reflect. Some examples follow:
Exploring Types of Educational Action Research: Implications for
Action research projects that are developed as part of a graduate studies program or facilitated by an academic researcher will have been subjected to this scrutiny, but these types of projects are in the minority of all of the educational action research projects that have been developed (Noffke, 1997). The risks inherent in overlooking or ...
Action research in the classroom: A teacher's guide
Creating an action research project. The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives.. Teachers get support in changing the 'interesting issue' into a 'researchable question' and then taking to experiment.The teacher will draw on the outcomes of other researchers to help build actions and reveal the ...
Action Research as a Process for Professional Learning and Leadership
Sagor (2010) defines collaborative action research as "the team inquiry process, when a group of individuals who are a part of a specific PLC, grade-level, or teacher learning team engage in inquiry and research.". These teams can become a means for collaboratively engaging in action research and developing data that is relative to the school.
What is action research and how do we do it?
What is action research and how do we do it?
Action Research in Education
Action Research in Education | Definition, Types & Examples
How to Do Action Research in Your Classroom
Donate to help NAEYC advance a strong and dynamic early childhood profession and connect educators to cutting-edge resources. Connect with professionals in your community at conferences, networking events, advocacy efforts, leadership opportunities and more! Action research can introduce you to the power of systematic reflection on your practice.
PDF What is Action Research?
tioners. Examples of action research projects undertaken by healthcare practitioners in a range of situations are provided later in this chapter. The development of action research: a brief background Whether the reader is a novice or is progressing with an action research project, it would be useful to be aware of how action research has devel-
200+ List of Topics for Action Research in the Classroom
Table of Contents. Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach.
Action Research Projects
The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in. schools and classrooms. To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review.
Models of instructional design in gamification: A systematic review of
Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching-learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal ...

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How Teachers Can Learn Through Action Research

Start With an Authentic Need to Know

Focus the Research Question

Take Time to Plan

Make Sense of Data

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Action Research: What it is, Stages & Examples

What is action research?

Stage 1: Plan

Stage 2: Act

Stage 3: Observe

Stage 4: Reflect

Identify the action research question or problem

Review existing knowledge

Plan the research

Collect data

Analyze the data

Reflect on the findings

Develop an action plan

Implement the action plan

Evaluate and monitor progress

Reflect and iterate

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