Unit+1+-+Action+Research+Overview

=** __Unit 1 - Action Research Overview__ **=

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 * Please read the overview below as well as the materials linked at the bottom of the page. After doing so, please respond to the discussion posting by clicking the tab above. Note that discussion responses are due Monday, September 5th, by 5:00 p.m. **=====

(Source: Mertler, C.A. (2009). //Action research: Teachers as researchers in the classroom//. Thousand Oaks, CA: Sage Publications, Inc.)
 * Characteristics of Action Research **

Although research can be fairly straightforward process, it is sometimes misunderstood by educational practitioners (Merles & Charles, 2008). There are many aspects of this methodology that characterize its uniqueness as an approach to conducting educational research. It is imperative for educators to have a sound, foundational understanding of just what action research is and is not. The following list, compiled from several sources (Johnson, 2008; Mertler and Charles, 2008; Mills 2007; Schmuck,1997),is an attempt to describe what action research is :
 * What it is and What it is Not **
 * Action research //is// a process that improves education, in general by incorporating change.
 * Action research //is// a process involving educators working together to improve their own practices.
 * Action research //is// persuasive and authoritative, since it is done by teachers for teachers.
 * Action research //is// collaborative; that is, it is composed of educators talking and working with other educators in empowering relationships.
 * Action research //is// participative, since educators are integral members -- not disinterested outsiders – of the research process.
 * Action research //is// practical and relevant to classroom teachers, since it allows them direct access to research findings.
 * Action research //is// developing critical reflection about one’s teaching.
 * Action research //is// planned, systematic approach understanding the learning process.
 * Action research //is// a process that requires us to “test “our ideas about education.
 * Action research //is// open-minded.
 * Action research //is// critical analysis of educational places of work.
 * Action research //is// a cyclical process of planning, acting, developing, and reflecting.
 * Action research //is// a justification of one’s teaching practices.

Of equal importance is that educators understand what action research //is not// (Johnson, 2008; Mertler & Charles, 2008; Mills, 2007; Schmuck, 1997):
 * Action research //is not// the usual thing that teachers do when thinking about teaching; it is more systematic and more collaborative.
 * Action research //is not// simplify problem solving; it involves the specification of a problem, the developing something new (in most cases), and critical reflection on its effectiveness.
 * Action research //is not// done “to” or “by” other people, it is research done by particular educators, on their own work, with students and colleagues.
 * Action research //is not// the simple implementation of predetermined answer to educational questions; it explores, discovers, and works to find creative solutions to educational problems.
 * Action research //is not// conclusive; the results of action research are neither write or wrong but rather tentative solutions that are based on observations and other data collection and that require monitoring and evaluation in order to identify strengths and limitations.
 * Action research //is not// a fad; good teaching has always involved the systematic examination of the instructional process and its effects on student learning. Teachers are always looking ways to improve instructional practice, and although teachers seldom have referred to this process of observation, revision and reflection as research, that is exactly what it is.

(References: Johnson, A.P. (2008). //A short guide to action research// (3rd ed.). Boston: Allyn & Bacon. Mertler, C.A., & Charles, C.M. (2008). //Introduction to educational research// (6th ed.). Boston: Allyn & Bacon. Mills, G.E. (2007). //Action research: A guide for the teacher researcher// (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. Schmuck, R.A. (1997). //Practical action research for change//. Arlington Heights, IL: SkyLight Professional Development.)

__**Links:**__ Overview: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm http://www.tandl.leon.k12.fl.us/programme/Overview%20Action%20Research%20July%202006.pdf http://shanetechteach.edublogs.org/files/2010/07/actionresearch-1.pdf