Action research is a systematic approach to solving specific, practical issues within an educational

setting. It involves a structured process carried out by teachers or individuals in an educational

context to gather information about and subsequently improve their educational practices,
teaching methods, and student learning outcomes. The primary goal of action research is to
address a particular problem or issue and find practical solutions.

When to use Action Research:

1. Specific Educational Problems: Action research is employed when there is a specific

educational problem that needs to be addressed. This could range from assessing
difficulties faced by part-time faculty to investigating the effectiveness of different
teaching methods.

2. Reflecting on Practices: Educators use action research to reflect on their own teaching
practices. It provides an opportunity for self-reflection and improvement within the scope
of a school.

3. Staff Development: Action research serves as a means for staff development within
educational institutions. It helps teachers develop professionally and address school-wide
problems collaboratively.

4. Local Problem Solving: Action research can be applied to address local, practical issues,
such as problems in a specific classroom or challenges faced by a particular group of
students.

5. Empowerment and Transformation: In some cases, action research aims to empower,

transform, and emancipate individuals from situations that limit their self-development
and self-determination.

The development of action research can be traced through three stages. The term was coined by
social psychologist Kurt Lewin in the 1930s. The first stage involved addressing societal issues, the
second stage emphasized involving practitioners (such as teachers) in solving their own problems,
and the third stage focused on participatory, emancipatory, or community action research where
groups take responsibility for their own change.

Despite some criticisms, including concerns about its informality and applied orientation, action
research plays a crucial role in encouraging change in schools, fostering a democratic approach to
education, empowering individuals through collaboration, and narrowing the gap between
educational practice and vision.

practical action research (PAR)

1. Scope of the Issue:
 • Practical Action Research: This type of action research is more suitable when the
focus is on addressing specific, local issues within the school or classroom setting.
Maria's question about encouraging students to be more concerned about the
possession of weapons in the school is a specific and immediate concern within
the school environment.

• Participatory Action Research: PAR tends to address broader social issues and is
oriented towards societal change. While the possession of weapons in a school is
undoubtedly a serious concern, practical action research is better suited for
addressing this specific and localized problem.

2. Researcher's Role and Focus:

• Practical Action Research: Practical action research involves individuals or small

teams (like teachers) studying and addressing specific issues in their own contexts.
Maria, as a teacher, can actively engage in this type of research to improve her
classroom practices and contribute to a safer school environment.

• Participatory Action Research: PAR often involves a more collaborative and

participatory approach where individuals study themselves in a broader social
context. While valuable, this approach may be better suited for issues that require
a more extensive societal perspective and involvement.

3. Emphasis on Immediate Improvement:

• Practical Action Research: The primary goal of practical action research is to bring
about immediate improvement in specific practices or situations. Maria's goal of
encouraging students to be more concerned about the possession of weapons
aligns with the practical action research approach, which focuses on implementing
practical solutions to localized problems.

• Participatory Action Research: PAR, while aiming for improvement, often has a
more emancipatory and long-term goal of bringing about broader social change. In
Maria's case, a practical action research approach would likely be more effective
in achieving immediate improvements within the school setting.

In summary, practical action research is better suited for Maria's specific question about weapons
possession in the school due to its focus on localized issues, the role of individual or small teams,
and the emphasis on immediate improvement.

1. Transparent and Detailed Consent Form:

• Utilize a consent form that "provides a clear, detailed, and accurate description of
the research project" (Text).

2. Informed Consent Process:

• Conduct an "informed consent process that involves explaining the research study
thoroughly to potential participants" (Text). This process should include an
opportunity for participants to ask questions and seek clarification.
 3. Ongoing Communication:

• Implement "ongoing communication with participants throughout the research

process" (Text). Keep participants informed about the progress of the study and
address any concerns or questions.

4. Negotiating Purpose and Use of Results:

• Clearly "negotiate and discuss the purpose of the study with participants" (Text).
Ensure that participants understand how the results will be used and how their
contributions will contribute to the research.

5. Participant Involvement in Research Phases:

• "Involve participants in as many phases of the research process as possible" (Text).

Actively engage participants in the design, data collection, analysis, and
interpretation stages.

6. Addressing Negative Interpretations:

• Acknowledge in the consent form and during the informed consent process that
there is a potential for "negative interpretations or consequences during the
study" (Text). Emphasize participants' right to express discomfort or
dissatisfaction.

7. Ethical Review and Approval:

• "Seek ethical review and approval from relevant institutional review boards (IRBs)
or ethics committees" (Text). Ensure that the research design, consent form, and
procedures align with ethical standards and guidelines.

8. Consent Form Revision and Participant Input:

• Periodically revisit the consent form to assess its clarity and appropriateness. If
necessary, revise the form based on "participant feedback or emerging ethical
considerations" (Text). Encourage participants to provide input on the consent
form.

By incorporating these exact phrases, the response maintains alignment with the original text
while addressing the question about potential ethical issues in action research.

Certainly, here are the identified steps in conducting an action research study based on the
provided text:

1. Determine if Action Research Is the Best Design to Use:

• Assess if action research is suitable for addressing a practical problem in your work
or community.

• Ensure availability of time for data collection, analysis, and experimentation.

 • Seek collaborators to share findings and potentially serve as co-researchers.

2. Identify a Problem to Study:

• Clearly define and articulate a practical problem or question that needs resolution.

• Problem identification can stem from personal practice, community issues, or

reflection.

3. Locate Resources to Help Address the Problem:

• Explore literature, existing data, and seek advice from colleagues to formulate an
action plan.

• Collaborate with university personnel or community experts for additional

resources.

4. Identify Information You Will Need:

• Plan the data collection strategy, including who to study, data sources, and the
type of data (quantitative, qualitative, or both).

• Consider ethical considerations and, if necessary, file a proposal with the

institutional review board.

5. Implement the Data Collection:

• Execute the data collection plan, keeping accurate records and organizing
information for analysis.

• Utilize various data collection techniques based on the three dimensions:

experiencing, enquiring, and examining.

6. Analyze the Data:

• Analyze the data, either independently or with the assistance of other educators
or data analysts.

• Use descriptive statistics and keep the analysis manageable to identify actionable
information.

7. Develop a Plan for Action:

• Formulate an action plan based on the data analysis.

• The plan can be informal or formal and may involve reflecting on alternative
approaches and sharing insights with others.

8. Implement the Plan and Reflect:

• Execute the action plan and monitor its impact on the identified problem.

• Reflect on the outcomes, share findings with stakeholders, and consider further
iterations or projects based on the results.
Certainly, here are the criteria for evaluating an action research report:

1. Focuses on an Issue in Practice or Local Community:

• The study should address a practical problem relevant to the researcher's work or
the local community.

2. Collects Multiple Sources of Data:

• Utilizes a variety of data sources, often combining quantitative and qualitative

methods, to comprehensively address the identified problem.

3. Collaborates with Others:

• Involves collaboration with others during the study, seeking input and
perspectives to find optimal solutions.

4. Shows Respect for Collaborators:

• Demonstrates respect for all collaborators, treating them as equal partners in the
action research process.

5. Advances a Plan of Action:

• Formulates a clear plan of action based on the data and insights gathered, aiming
to solve the identified problem.

6. Reflects on Professional Development:

• Reflects on the researcher's own development as a professional throughout the

action research process.

7. Enhances Lives of Participants:

• Contributes to improving the lives of participants by solving a problem,

empowering them, effecting positive change, or providing new understandings.

8. Develops a Plan Recommending Changes to Practice:

• Develops a practical and actionable plan recommending changes to existing

practices based on the study's findings.

9. Reports Research in Understandable and Useful Manner:

• Presents the research findings in a clear, understandable, and useful manner for
diverse audiences, including other professionals.

By assessing these criteria, one can gauge the quality and effectiveness of an action research
study, ensuring that it aligns with the principles and objectives of action research methodology.
Certainly, let's cite specific parts of the text:

1. Practical Focus:

• The practical focus of the action research is evident in the following excerpt: "To
use the internet effectively, students need to be taught critical-evaluation skills
that they can apply to each web site they use for research."

2. The Educator-Researcher's Own Practices:

• The involvement of the educator-researcher in studying and addressing the issue

is highlighted in the following statement: "The action research report discussed in
this article exemplifies the collaborative teamwork involved in creating a critical-
evaluation unit for Internet sites to be used with middle school students."

3. Collaboration:

• Collaboration is demonstrated through the engagement with other teachers: "The

computer teacher commented that the topic fit into her eighth-grade computer
class. She became a collaborative teaching partner."

4. Dynamic Process:

• The dynamic process of action research is implied in phrases like "teaching models
involved in creating a critical-evaluation unit" and "collaborative teamwork."

5. A Plan of Action:

• The plan of action is outlined in the statement: "I decided to do action research to
answer these questions."

6. Sharing Research:

• The sharing of research findings might be implied in phrases like "The action
research report discussed in this article" and "Results of the unit show that giving
students background information on the Internet."

These excerpts capture key elements of the action research process as described in the provided
text.

Practical Action Research:

1. Localized Focus:

• Practical Action Research is often deeply rooted in specific, local contexts, such as
individual classrooms or schools.

• It addresses immediate concerns and challenges faced by educators within their

educational settings.

2. Teacher-Centric:
 • The primary actors in practical action research are teachers or teams of teachers within a
school or district.

• The focus is on improving teaching practices and addressing issues directly relevant to
educators.

3. Implementation Focus:

• The research process in practical action research is geared towards implementing specific
changes or interventions.

• It seeks to enhance teaching practices and, by extension, student learning outcomes.

4. Skill Renewal:

• Acknowledges that teachers may need assistance in becoming researchers.

• Encourages participation in graduate classes to renew or develop the necessary skills for
inquiry.

Participatory Action Research (PAR):

1. Broader Social Context:

• Participatory Action Research extends its focus beyond individual classrooms to broader
social issues that impact education.

• It addresses systemic problems and inequalities within society that affect educational
experiences.

2. Collaborative and Emancipatory:

• PAR emphasizes collaboration and equal participation of various stakeholders, including

students, teachers, and community members.

• It seeks to emancipate individuals and groups from constraints within social structures.

3. Social Justice Orientation:

• Often involves studying issues related to social justice, aiming to challenge and change
oppressive structures in education.

• Focuses on issues like stereotyping, inequality, and power dynamics within educational
systems.

4. Continuous Reflection:

• The process of PAR is characterized by continuous reflection and a spiral of looking,

thinking, and acting.

• It encourages participants to critically examine and challenge existing social norms and
power structures.

Summary:
While Practical Action Research is deeply embedded in the day-to-day practices of educators and
aims for localized improvements, Participatory Action Research extends its scope to broader
societal issues, emphasizing collaboration, emancipation, and a critical examination of systemic
problems. The "larger and deeper" aspect of PAR is reflected in its ambition to bring about
meaningful social change.

Evaluating an Action Research Study:

1. Identification of Practical Issue:

• Assess whether the action research study clearly identifies a practical issue or
problem in education that needs addressing.

• Verify that the chosen problem is relevant to the context and stakeholders
involved.

2. Data Collection:

• Evaluate the comprehensiveness of data collection methods. Check if multiple

sources of data, both quantitative and qualitative, have been utilized.

• Ensure that data collection aligns with the research questions and provides a
holistic view of the issue.

3. Collaboration and Respect:

• Examine the level of collaboration and respect demonstrated in the research

process. Ensure that participants are actively involved and their perspectives are
valued.

• Assess whether ethical considerations, such as informed consent, confidentiality,

and participant well-being, have been adequately addressed.

4. Plan of Action:

• Determine the clarity and feasibility of the action plan proposed as an outcome of
the research.

• Evaluate if the plan is realistic, considering the available resources, and if it

directly addresses the identified problem.

5. Reflection on Growth:

• Assess the degree of reflection evident in the study. Look for indications of both
the researcher's and participants' growth and learning throughout the research
process.

• Consider whether the study demonstrates a commitment to ongoing

improvement and professional development.
Useful Information for Producers of Research:

1. Match Time and Resources:

• Design the action research project considering the available time and resources to
ensure feasibility and successful implementation.

2. Recognize the Spiral Process:

• Understand that action research involves a cyclic process, including phases of

looking, thinking, and acting, as depicted in models like Stringer's.

3. Active Participant Role:

• Acknowledge that as a researcher, you are an active participant in your own

project, studying and examining your own practices.

4. Collaboration:

• Collaborate with others, such as university personnel or colleagues, to gain diverse

insights and draw more comprehensive conclusions.

5. Accessible Data:

• Ensure that collected data is presented and analyzed in a way that is

understandable to the intended audience within the educational setting.

6. Full Array of Data Types:

• Consider a diverse range of data collection types, encompassing both quantitative

and qualitative approaches, to capture a holistic view.

7. Realistic Action Plan:

• Construct a practical and achievable action plan tailored to the specific school or
educational setting.

Useful Information for Consumers of Research:

1. Differentiate Practical Action Research and PAR:

• Understand the distinctions between practical action research and Participatory

Action Research (PAR), recognizing their respective intents and orientations.

2. Applied and Action-Oriented Results:

• Recognize that action research studies are applied, and their results should be
action-oriented and easily comprehensible.

3. Assess Impact and Change:

• Evaluate whether the action research study has made a tangible difference or led
to changes in the presented research problem or situation.
By assessing these key aspects, one can gain a comprehensive understanding of the quality and
impact of an action research study.

How to evaluate Action Research:

1. Identification of a Practical Issue:

• Analysis: Determine if the paper explicitly identifies a practical issue or problem

within a specific educational context.

• Explanation: Highlight instances in the paper where an educational challenge or

concern is presented as the focal point of the study.

2. Active Participation of the Researcher:

• Analysis: Examine the role of the researcher in the study. Look for indications that
the researcher is actively engaged in studying and reflecting on their own
practices.

• Explanation: Point out instances where the researcher is a participant in the

research process, studying their own situation rather than observing external
subjects.

3. Cyclic Process of Inquiry:

• Analysis: Assess whether the research process follows a cyclic pattern, involving
phases like looking, thinking, and acting.

• Explanation: Reference specific sections or methodologies within the paper that

align with the iterative nature of action research, such as Stringer's interacting
spiral.

4. Involvement of Stakeholders:

• Analysis: Investigate whether there is evidence of collaboration and respect for

the participants or stakeholders in the study.

• Explanation: Point to instances where the paper emphasizes collaboration with

teachers, students, administrators, or other relevant stakeholders.

5. Data Collection Variety:

• Analysis: Check if the paper utilizes a diverse range of data collection methods,
including both quantitative and qualitative approaches.

• Explanation: Provide examples from the paper where various data sources are
used to gain a comprehensive understanding of the identified problem.

6. Development of an Action Plan:

 • Analysis: Examine whether the paper concludes with a proposed action plan to
address the identified problem.

• Explanation: Highlight sections where the paper outlines specific, actionable steps
or interventions based on the findings.

7. Reflection on Growth and Learning:

• Analysis: Assess whether the paper demonstrates reflection on the growth and
learning of both the researcher and participants.

• Explanation: Identify instances where the paper discusses insights gained, changes
in practices, or lessons learned through the research process.

Overall Analysis and Explanation:

• Synthesize Findings: Combine the above analyses to present a holistic view of why the
paper aligns with the characteristics of action research.

• Contextualize Examples: Provide specific examples or excerpts from the paper that
support each identified characteristic.

• Emphasize Action-Oriented Nature: Conclude by emphasizing how the paper is action-

oriented, aiming for practical solutions and improvements within an educational setting.