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Understanding Action Research

Part One:  According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9).  Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, what factors bring value to action research, differentiating it from traditional educational research?  Include at least three factors that are beneficial or lend credibility.

Part Two:  Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9).  Considering that your Final project will be an action research proposal presentation, how will this lead you to improve your practice and make changes to instruction to positively impact students?

Part Three: Visit the Ashford University Library. Locate a full-text article that addresses Part One, providing additional comparisons between action and traditional research, or find an article that discusses Part Two, sharing research findings. Share at least one point from your article that adds to what you learned from our assigned readings.  Be sure to cite your article according to APA standards.

Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students.  *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.                   

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