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Traditional action research
Purpose Of Action Research
Purpose Of Action Research
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At times researchers’ interest extend beyond finding relationships, trends, patterns, descriptions and understanding individuals or groups, instead there are problems and issues that draw their attention. When researchers concern themselves with problems and seek a plan of action to solve these problems, they benefit from the use of action research designs (Creswell, 2008). Sometimes seeking to understand on-going problems is not enough, especially as these problems hinder the quality of education our children receive at schools. Action research offers researchers the opportunity to take measures towards solving the problems affecting education within their immediate surroundings. In action research, teachers become the researchers and “reflect about these problems, collect and analyze data, and implement changes based on their findings” (Creswell, 2008, p. 597). For educators it is often challenging to find studies applicable to their student population, setting, environment, and resources to mention a few yet with action research they are able to determine what works within their location. Although, active research focuses on the idea of taking action to address problems, two designs exist. While one approach known as the practical action research focuses primarily on the teachers and students, the second approach known as participatory action research focuses on bringing change to our society (Creswell, 2008). Therefore, as teachers become the researchers through research action design, they must determine whether the problem they seek to address requires changes at the school or district level or their community level. By comparing and contrasting the two types of action research design, educators can get a better understandin...
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...individuals involved in the designs. Whereas participatory action research requires the collaboration of various individuals to bring change at the community level, practical research may work in teams primarily if the issue is one that revolves around the school and not particularly in the classroom (Creswell, 2008). The focus of the researcher influences that type of action research appropriate for addressing a problem, finding a solution and most ultimately addresses the research question and purpose of the study. Through a clear understanding of the characteristics shared and defining practical and participatory action research, researchers can make an informed decision as to the best design for their study.
Works Cited
Creswell, J.W.(2008). Educational Research: Planning Conducting, and Evaluating Quantitative and Qualitative Research. Pearson 3rd Ed
Goldstein argues a problem with education policy is, “American policy makers require every public school to use the same strategy…” (261) When facing the problem of inequality in education a teacher needs to be fluid with his or her curriculum. In fact, one of the best ways to allow for fluidity is through peer-to-peer help. Goldstein states, “(teaching hospital model) allows best practices tailored to a specific school to be passed from professional to professional.” (255) Peer-to-peer help not only does this allow for constructive feedback, but also it allows teachers to learn from one another. While policy makers might not know a schools demographics and unique situation teachers in the school will. Thus, teachers can help one another on their unique problem through a collaborative process. Peer to peer help allows for the design of, “creative curriculum materials and to lead school turnaround efforts.” (232) The problems associated with inequality can be thought out and explored through teachers working
Merriam, S. B. & Co. a. The adage of the adage of Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass. Palmer, P. (2000).
Guthrie , J. W., Heyneman, S. P., & Braxton , J. M. (2002).Encyclopedia of education . (2nd ed., pp. 283-289). Farmington Hill, Michigan: Cengage Gale.
Gay, L.R., Mills, G. E., & Airasian, P. W. (2009) Educational research: Competencies foranalysis and applications. (9th. Ed.) Upper Saddle River, NJ: Prentice-Hall, Inc. ISBN-10: 0135035015
...uture of American Public Education looks grim. A change in allocating money to the proper intuitions and programs is a necessity for growth and a well rounded educational system. This will allow all students regardless of location to receive the same tools and resources to obtain a high success in learning. The inherent assumptions and discrimination against poor, minorities, and special education students must be eliminated to provide a equal and democratic school society, which will enrich and prepare these students in becoming prosperous adult community members. Reform should include high standards from administration and teachers, not just from the students. Most importantly, reform should include giving the students, teachers, and families a voice in how we teach the students.
In schools today there are many demands from the community, school level, state level and federal level. Each of these entities has put high demand on schools and teachers. They want the school to be high performing and this is currently shown through mandated testing. “These conditions have caused many educators to move beyond responsivenes...
Practitioner research can be defined as a tool for bringing about change. As Dadds (2011:2) suggests:
Gelo, O., Braakmann, D., & Benetka, G. (2008). Quantitative and Qualitative Research: Beyond the Debate. Integrative Psychological & Behavioral Science, 42(3), 266-290. doi:10.1007/s12124-008-9078-3
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Thousand Oaks, CA: Sage Publications.
Hugo, W. (2013). Cracking the Code to Educational Analysis. Chapter 7. p105-116. Pearson: Cape Town
Methods, which provide this type of data, include; interviews, observations as well as focus groups. The advantages of using Qualitative methods such as those listed previously is that they can produce “an extensive base of knowledge” to complex areas of research (Ulin et el. 2005, p.9) such as children’s behavior in school. Another advantage is it will often take place in a natural environment, thus making participants more likely to be more truthful and ther...
...ased on the job or actions of a person, and not because their title (Waite, 1995). It will be imperative that the leader could take in consideration how to facilitate any changes and the action to research. These two will help in identify best practices and goal setting for the school improvement.
How do we make change happen in education? Considering current framework in light of the ever-changing context of schooling, appear to view classroom-based teachers as having little to no authority, as being incapable of initiating school wide change according to their will. Mostly, teacher has been considered in two roles. The first role of the teacher as a receiver and implementer of the strategies & practices formulated by others, i.e. national policy efforts or principal change initiatives. The second role of the teacher as a leader of official reform initiatives, such as those found in policies created by school district and school level principal. Moreover, both roles of the teacher also place more value on the school’s context rather than on the teacher’s potential to make change independently. Under these prevailing roles of teachers, it is very hard for teachers to initiative for school improvement without the help of traditional school leaders. The time has come to enforce new role of the teachers that is more consistent with the 21st century’s learning framework and can provide better service to the students, where Teachers are more active than recipients and more central to school improvement than taking the lead on implementing externally-driven reforms. Thus, by studying the two dominant roles ...
Many researchers identify Kurt Lewin as the founding father of action research. He is credited with his saying: "Nothing is as practical as a good theory" (1951, p.169). I believe that Action Research as a methodology will make my learning through this DBA possible. I am inspired by how Reason and Bradbury's (2001) presentation of action research was inspired by participatory worldview and particularly how they positon action research within a broader purpose of contributing to people and communities in issues related to economy, politics, psychology, spiritual well-being; all with one aim to sustain better equilibrium with this planet. Such a concept is very closely attached with my Sufi path of development, let alone its clear implication to my leadership style.
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.