The Action Research Cycle
The action research cycle has been described in various ways, but at its most simple can be expressed as look-think-act.
The action research cycle has been described in various ways, but at its most simple can be expressed as look-think-act.
Mills (2007) identifies a dialectic action research spiral that outlines the action research plan:
The first step in action research is to look for an area of focus. For a teacher, this may involve selecting a problem in their classroom or school. It is critical, though, to identify a meaningful, engaging question or problem to investigate. Gay, Mills, and Airasian (2009) identify four criteria that can help identify an appropriate area of focus: (1) it should involve teaching and learning, and it should focus on your own practice; (2) it should be within your locus of control; (3) you should feel passionate about it; and (4) it should be something you would like to change or improve.
Upon identification of an area of focus, the teacher researcher should attempt to gain insight into the area of focus through self-reflection, descriptive activities, and explanatory activities. First, by exploring the philosophical theories that influence one’s practice, the historical and social context of one’s environment, and the values that one holds regarding education, a teacher researcher can come to better understand the research problem before undertaking an intervention.
To continue the reconnaissance process, the teacher researcher should clearly describe the who, what, where, and when of the area of focus. The answers to these questions will affect the development of a framework for the research.
When the area of focus is clearly described, the teacher researcher should attempt to explain the why of the area of focus. In this step of the reflective process, the teacher researcher develops hypotheses regarding various variables in the study by identifying what they believe to be true regarding the area of focus and what they believe can be improved in the situation.
Data Collection
The manner in which data is collected depends on the research question. The researcher must consider how the data will contribute to the understanding of a given area of focus before selecting a method of data collection. Both qualitative and quantitative methods may be appropriate, depending on the research problem that is being investigated. While qualitative data collection methods are generally more applicable, researchers should not avoid numerical data if it adds meaning to the research.
For example:
Upon identification of an area of focus, the teacher researcher should attempt to gain insight into the area of focus through self-reflection, descriptive activities, and explanatory activities. First, by exploring the philosophical theories that influence one’s practice, the historical and social context of one’s environment, and the values that one holds regarding education, a teacher researcher can come to better understand the research problem before undertaking an intervention.
To continue the reconnaissance process, the teacher researcher should clearly describe the who, what, where, and when of the area of focus. The answers to these questions will affect the development of a framework for the research.
When the area of focus is clearly described, the teacher researcher should attempt to explain the why of the area of focus. In this step of the reflective process, the teacher researcher develops hypotheses regarding various variables in the study by identifying what they believe to be true regarding the area of focus and what they believe can be improved in the situation.
Data Collection
The manner in which data is collected depends on the research question. The researcher must consider how the data will contribute to the understanding of a given area of focus before selecting a method of data collection. Both qualitative and quantitative methods may be appropriate, depending on the research problem that is being investigated. While qualitative data collection methods are generally more applicable, researchers should not avoid numerical data if it adds meaning to the research.
For example:
Data Analysis
The manner in which data is analysed in action research will depend on the data that is collected. Participant responses can be coded and analysed for recurring themes that will guide the researcher to determine an appropriate intervention. Quantitative data should be analysed statistically, though Gay, Mills, and Airasian (2009) caution that statistical analysis should not be used in action research for the sole purpose of adding to a “perceived sense of rigor or credibility to your inquiry” (p. 492).
The manner in which data is analysed in action research will depend on the data that is collected. Participant responses can be coded and analysed for recurring themes that will guide the researcher to determine an appropriate intervention. Quantitative data should be analysed statistically, though Gay, Mills, and Airasian (2009) caution that statistical analysis should not be used in action research for the sole purpose of adding to a “perceived sense of rigor or credibility to your inquiry” (p. 492).