Teacher as Researcher-
Taking Action Research to Task
When Katrina Shaw decided it was time to integrate
an Internet-based project into her American history course, she knew she
wanted to find a way to measure whether students were truly benefiting
from the time they spent in front of the computer.
Enter action research. By setting up
a small, semi-informal classroom research project, Ms. Shaw was able to
record and analyze the difference the use of the computer made in her
course. She then updated her teaching plans to include more Internet-based
projects such as the one used in her action research.
Action research can be as simple as testing
a new teaching method, or it can answer far more complex questions about
curriculum, school management, or other large, multidimensional issues.
What is Action
Research?
Simply put, action
research is the process of systematically testing new ideas in the
classroom or school, analyzing the results, and deciding to implement
the new idea or begin the process again with another idea.
Action research differs from formal research
conducted by education theorists because it is typically designed and
controlled by the teacher him- or herself or in collaboration with other
practitioners.
There is a considerable amount of literature
devoted to the subject of action research. Hence, there are also a variety
of interpretations as to what constitutes it. Our definition broadly defines
the term.
To summarize, classroom action research is
characterized by the following:
- Begins with a question, such as "Why don't
my students write better notes?"
- Proposes a classroom-based practice (intervention)
to change the identified problem, such as "Will using a graphic organizer
to teach a concept improve note-taking skills?"
- Uses a systematic approach to testing and
analyzing the idea or intervention (Did it improve their skills? How?)
- Is teacher or practitioner directed
- Has an end goal of improving a teaching
practice or other educational process.
Why Conduct Action Research in Your Classroom?
Many teachers argue that the problem with
theory is that it ignores practice. Theory is often tied to large-scale
research projects designed and conducted by educational researchers, with
little or no teacher input.
Of course, this research has an important place
in the field of education; still, it is difficult to distill much of it
into definable practices that will change the way we teach. Action research,
however, stands as a teacher's best chance at using critical inquiry to
activate change, on their own terms.
There are typically three different levels
of action research. The first level is conducted by an individual to test methods
for implementation in the classroom. The second level is undertaken by a group testing a method
for use department or grade. The third level involves teachers, administrators
and other stakeholders; its purpose is to affect change in the larger
school community.
We offer a list of five compelling reasons
to conduct at least one action research project this year.
| 1. |
It will
help you build a reflective practice, based on proven techniques.
|
| 2. |
It allows
you to try out new ideas and reliably assess their effectiveness.
|
| 3. |
It will
build confidence in your instructional decisions. |
| 4. |
It contributes
to the professional culture of teaching at your school. |
| 5. |
It can
create meaningful and lasting change in your practice, your students'
learning, and your school. |
How to Conduct Action Research: A Simple
Methodology
In order to conduct your research systematically,
you need to choose an action research method. There are many available,
some more rigorous than others. Here we offer a simplified set of steps
that are included in most action research projects. Ultimately, you must
chose to follow one, or to define one of your own based on your readings.
| 1. |
Identify the question, issue, or problem.
This is always your starting point. You may need time to determine
the right focus for your question.
|
| 2. |
Define a solution.
This will be an intervention of some sort, perhaps a technique,
new environment, or new material that you feel has potential to
correct the problem.
|
| 3. |
Apply the intervention and collect
data regarding the intervention.
Here you will need to define how you will apply the technique and
the method you will use to collect your data collection. If possible,
it is helpful to have at least two groups that you can use for your
research, one for the test group and one for the control group (the
group that doesn't get a new technique). You will need to define ahead
of time how you will record reactions to your intervention.
|
| 4. |
Analyze your findings.
This is where having a control group to compare your test groups
can help you determine whether the technique has caused a desirable
change, an undesirable change, or no change at all.
|
| 5. |
Take action.
This can be either in the form of revising your intervention and returning
to Step 2 to test another intervention, or by changing your practice
to reflect a successful new technique. |
Read More
About Action Research
Teacher-As-Researcher
ERIC Digest article
Read a brief article by author Beverly Johnson discussing the purpose, benefits,
and effects of teacher-instigated classroom research.
Action Research as a Framework for School Improvement
South Florida Center for Educational Leaders
This site provides basic information about action research including definitions,
a methodology, and case studies.
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