Action Research Methods and Strategies

What is action research?

Action research is practiced in a variety of ways by diverse people for different purposes. The following quotes represent key ideas to help understand several perspectives of action research.

It focuses on learning - Action research is about individuals' learning, in company with other people. People are always in relation with others in some way. Relationships are important, because an improvement in personal practice usually involves a deeper understanding of oneself in relation with others.

Action research is different from social scientific research which aims to understand and describe an external situation. Action research is a process that helps you, a practitioner, to develop a deeper understanding about what you are doing as an insider researcher. Action research has both a personal and a social aim. The personal aim is the improvement of own learning, while the social aim is an improvement of your situation. ...It does not matter if the social situation does not reach successful closure...What does matter is that you show your own process of learning, and explain how your new learning has helped you to develop your work within the situation (McNiff, Lomax and Whitehead, 2003, p. 12-13).

People do action research when they want to investigate what is happening in their particular situation and try to improve it. They not only observe and describe what is happening; they also take action. They begin by trying to understand how they are positioned within their particular situation, and whether what they are doing is in accord with their values. They try to understand how they might improve what they are doing, on the assumption that their decision to improve the situation, beginning with themselves, will enable them to influence others in their contexts, in accordance with their values. They do not aim to change other people. They aim to change themselves by questioning what they are doing, evaluating it rigorously, and explaining to others how their personal improvement can contribute to social improvement (McNiff, Lomax and Whitehead, 2003, p. 12-13).

Action Research - The purpose of action research is for practitioners to investigate and improve their practices. The process is one of self-study; thus a teacher engaged in action research may, for example, study ways to increase student learning in his or her class, focusing on his or her intentions, methods, and desired as part of the investigation (Hendricks, 2006, p. 3).

Action Research Textbooks

The following texts can be useful starting places for action research learning. They are excellent resources and contain valuable information about action research.

Hendricks, C. (2006). Improving schools through action research: A comprehensive guide for educators . New York, NY: Pearson Education Inc.

McNiff, J., Lomax, P., & Whitehead, J. (2003). You and your action research project (2nd ed.). London: Routledge and Falmer.

How do I put together my Action Research Project Report?

The textbooks listed above provide excellent information for putting together reports. I have compiled additional information for your use on the following page, Action Research Project Reports: Suggestions and Examples.

Where can I publish action research reports?

Once you have completed your action research project the next step is to share your insights with other people. The following links provide opportunities for you to refine the project into a written article that can be published. Follow these links to find author guidelines.

Action Research

Action Research International

Journal of Action Research in Education

Educational Action Research

Action Learning Action Research Association

American Academy of Special Education Professionals

Where can I find examples of action research projects?

There are many locations to find and read action research projects reports. A few are listed below.

Madison Metropolitan School District Classroom Action Research Page - A wonderful webpage of resources for classroom action research

Madison Metropolitan School District Classroom Action Research Reports - A searchable data-base of classroom action research reports by grade level, keywords and data collection methods.

West Virginia Online Action Research Journal - "The purpose of the journal is to share the results of high quality action research taking place in West Virginia schools."

Montana State MSSE Capstone Paper Abstracts - The Montana State MSSE program has a list of capstone paper abstracts listed by the year in which they were presented.

Andrew Cotton's Action Research Reports - A small list of example projects.

Ontario Action Researcher - This is an on-line, peer-reviewed action research journal with articles available in full text versions.

Action Research International - A peer-reviewed journal of action research.

Action Research at Queen's University - A webpage of resources and Action Research Reports

AR Expeditions - This peer-reviewed, on-line journal publishes action research reports.

Networks - An on-line journal for teacher research

The following action research report abstracts describe projects with downloadable .pdf files.

Cheryl Abbott
Cooperative Research Projects: Partnering Students, Teachers and Researchers

The purpose of this action research project was to investigate the value of cooperative science research partnerships for my science classes. After investing time and effort into programs such as a partnership with the University of Alaska Fairbanks Geophysical Institute that involves my students cooperatively collecting data for the lead scientist, I'm wondering what benefits these projects bring to my students? As a teacher, what have I learned from these partnerships? How have I changed from the experience? Overall, is this type of partnership a worthwhile use of a teacher’s time? (download .pdf file)

Victor Dalla Betta
Draw the Line – Differentiating Instruction in a Science Classroom

By focusing lessons around individual learner styles and intelligence modalities, I have impacted my professional growth and promoted student learning. Seventy two eighth graders were assessed for learning styles and strengths. These assessments were used to create individual and differentiated lessons for a Force and Motion unit. Pre and Post data included student surveys, student interviews and standardized test scores with support provided from a researcher journal. (download .pdf file)

Eric Dougherty
Connecting Science Education to Real Life Experiences through the Integration of Local Wildlife

This action research project dealt with integrating local wildlife of coastal North Carolina into the standard course of study for 3rd grade public school students. The material was thematically added to the required curriculum and also taught through living specimens, teacher made pictorial and video documentaries and stand-alone lessons. Connections between home and school were evaluated as well as impact on student confidence and learning. The results of the study support the belief that children are empowered by real world knowledge and learn best when being taught through strengths and interests. (download .pdf file)

Monica French
Does Pairing Field Experience with Statistical Analysis Facilitate Higher Order Thinking?

This study determined how pairing field experience with statistical analysis affected higher order thinking. The first goal examined whether field work coupled with statistical analysis improved student higher order thinking skills. A second goal examined impact of the educational setting. Students participated in field trips where they collected data for statistical analysis. Student performance of higher order thinking skills were compared pre and post field experiences. Post-treatment student surveys were conducted. Data supported the premise that statistical analysis of data colleted by students facilitated, to a greater degree, higher order thinking when compared to traditional in-class experiences. (download .pdf file)

Kelly Hayden
Examining Project WET Workshop Design and its Influence on Teachers’ Local Watershed Knowledge

The traditional Project Water Education for Teachers (WET) workshop explores water issues and concepts, but does not lend itself to investigating the specific local watershed concerns. This study explored the effectiveness of a more locally focused Project WET workshop to promote local watershed understanding. (download .pdf file)

Laura M.S. Holmquist
Improving Facilitation of the Secret Spot Experience to Maximize Student Connection with and Knowledge of Place in Wilderness and Natural History Education

This project examined the instructional practices involved in facilitating secret spot experiences for 5th and 6th graders. Students at Ravenwood Natural Science Center participated in solo, quiet, reflective times each day in a natural setting designed to increase their affective attachment to and cognitive understanding of natural places. Data included in-depth interviews, journals, and observations of students along with instructor reflective journal. Evidence documented that students described characteristics of secret spot experience which resulted in increased understanding of change in facilitation techniques such as an “awakening” of the senses exercise prior to a reflection exercise following each secret spot experience. (download .pdf file)

Jean Armour Lewis
Engaging the Disengaged: Identifying Student’s Strengths, Weaknesses and Affinities in a Place-Based Curriculum

This project explored methods that exposed individual student’s strengths, weaknesses and affinities in a kindergarten through 2nd grade classroom. The results suggest that by correlating teaching strategies with specific student’s strengths, and/or affinities, a higher level of student engagement is possible. The value of this study has resulted in the realized potential of students who appeared disinterested and a more conscientious and effective teaching practice. (download .pdf file)

Cooper Mallozzi
Fostering Environmental Stewardship in Young Adults through an Experiential Natural Science Curriculum

This study determined the effect of an experiential natural science curriculum on participants' environmental stewardship ethic. Surveys, interviews, and personal observations were used to assess curriculum strengths in regard to the five tenets of the Tbilisi Declaration defining environmental education: Awareness, Sensitivity, Attitude, Skills, and Participation. Quantitative and qualitative data suggested the curriculum addressed the first three tenets and a need to focus on the implementation of skills and participation. (download .pdf file)

Kathy Meyer
Implementing a Constructivist Model to Promote Active Student Science Learning During Lecture in the AP Biology Classroom

The aim of my action research was to change my lecture-style presentation of material to a more active-learning model based on the constructivist theory of learning articulated by T. Lord (1994). I designed lectures that consisted of short segments followed by small group, active problem solving, based on the lecture information. Data collected included teacher observation, student work and questionnaire, and video/audio taping. The evidence showed that students needed a more solid foundation in basics before moving to complex problem-solving, but that they also were more attentive and involved when I used this lecture style. (download .pdf file)

Helga Pac
Effect of Field Trips on Enhancing the Teaching of Conservation Education

Conservation education is becoming an important way to understand the natural sciences and how they relate to the complex interactions of social, political and economic issues. This study determined if field trips enhanced effectiveness teaching conservation education and science. Four different lesson plans were conducted in two classrooms: bird ecology, bird identification, natural selection, and water conservation. The study compared the lesson taught in the field to one taught in the classroom. Pre-assessment and post-assessment questionnaires were administered in each experiment to quantitatively and qualitatively evaluate the differences. Data indicated that teaching lessons in the field were more qualitatively successful than in the classroom. However, it was more difficult and complex to ascertain differences quantitatively. (download .pdf file)

Kenny Peavy
Is just being outdoors enough?: A comparison of a one week outdoor adventure program (Malaysia Week) and a one semester natural history course (Wild Malaysia) on middle school student attitudes toward the environment

This research compared the effectiveness of a one week outdoor adventure program (Malaysia Week) and a one semester natural history course (Wild Malaysia) in influencing student attitudes towards the environment. Data collected included student journals, student surveys, student interviews, teacher surveys and teacher interviews. Evidence showed that both Malaysia Week and Wild Malaysia had a positive impact on teachers and students attitudes towards the environment. Evidence also demonstrated a student desire for more hands-on, field based practical learning which influenced curriculum revisions of Malaysia Week and Wild Malaysia. (download .pdf file)

Rebecca Tolzman
Evaluating How Teaching in an Outdoor Setting Influences Student Engagement

This project evaluated the influence an outdoor setting plays on student engagement. Through class observations, student surveys and teacher interviews, behavioral indicators were assessed to determine how setting affects engagement. Science lessons taught in the classroom and winter ecology lessons taught in an outdoor setting provided the foundation for data collection. A greater understanding of how to engage students was the objective of investigating various settings. (download .pdf file)

Molly Ward
Improving Museum Educational Materials for Elementary Teachers through an Examination of Common Conceptions in Dinosaur Paleontology

Misconceptions about basic dinosaur paleontology concepts are common among the public and educational professionals. As a museum educator, I wanted to learn more about teacher conceptions in dinosaur paleontology to design educational materials and professional development opportunities specifically addressing the most common and important misconceptions. Data included interviews with elementary school teachers. The evidence showed a range of understanding, the need for updated and clear educational materials, and a need for curriculum revision at the school district level. This research resulted in changes in the way I design educational materials and conduct teacher professional development workshops. (download .pdf file)

 

Last updated: April 14, 2008