ACTION RESEARCH METHODOLOGY

Action Research Methodology

LITERATURE REVIEW1

Background of Action Research1

The Process of Action Research2

Participatory Action Research4

Studies on Action Research5

Action Research and Adult Learning9

Andragogy9

Self-Directed Learning11

Experience and Learning12

Action Research and Professional Development14

REFERENCES17

LITERATURE REVIEW

Background of Action Research

Action research is not a new phenomenon. In fact, a 1949 issue of Educational Leadership focused on curriculum development and was devoted entirely to action research. In a commentary within the magazine, John Dewey was noted as having 20 years prior talked of the “need to involve teachers directly in research investigations” (Kemmis & McTaggart, 2000). Dewey noted how any research that teachers do within their classrooms is virtually disregarded, as they are not research experts. He compared teachers to an “un-worked mine”, as they are the ones in the classrooms interacting and scientifically identifying what works and what does not work (Stringer, 2007). In addition, Dewey noted that if the role and part that teachers play as far as researchers within their classrooms were more respected, then educators might actually make some strides in improving education and instruction in this country.

Coughlan and Coghlan (2002) stated the need for action research within institutions to bring education forward. He compared the pros and cons of action research to traditional research and outlined the steps for conducting action research. He concluded: I have the strong personal conviction that improvement in education practices and curriculums will continue to be exceedingly slow and involve discouraging regressions until the time comes when a large number of individuals and groups are engaged in numerous action research studies. Conway et al. (1994) stated that action research began in the 1940s, who believed that it was a process that began out of the necessity for change or improvement. Action research consists of “cycles of planning, acting, observing and reflecting, then follow” (Conway et al., 1994). As action research frequently results in change, they observed a “need for flexibility and for learning through experience”.

The Process of Action Research

Several decades later, even though it has become more commonplace, people still react with cocked heads and puzzled looks when action research is mentioned. That is until it is explained that “when teachers engage in action research, they are typically observing their own students and their own professional practices” (Reeves, 2008). The steps followed in action research are:

1. Select or identify an area of focus - generally a problem or situation within the classroom

2. Review literature and clarify theories

3. Identify research questions and action plan

4. Collect data

5. Analyze data

6. Report or share results

7. Use information to develop new plan of action

When examining the steps, selecting a focus is generally accomplished through reflection by the teacher researcher. He or she observes and perhaps journals and collects data on what is occurring within his or her classroom, how students are reacting, and what behaviors are being seen to identify the problem (Brydon-Miller & Greenwood, 2006). He or she might also reflect on student performance and talk with colleagues. In Brighton's (2009) words, “Action research usually involves one teacher studying his ...