Action Research

Debbie Cargill
Oct 24, 2011

How can action research impact instruction?

Action research is not new. In 1953, Corey said "We are convinced that the disposition to study...the consequences of our own teaching is more likely to change and improve our practices than is reading about what someone else has discovered of his teaching."(Reported in "Themes in Education") Although it has been around for some time, do we see it as a viable option for professional learning and improved instruction?

Action research:

* Focuses on relevant issues/problems - Teachers are closest to the issues and problems that manifest themselves in the classroom. They are the ones who make decisions about their content, their students, and their instruction every day. When problems arise, they are in the best position to identify potential solutions. By focusing on specific concerns, the action research process helps them to search for solutions to those everyday problems, as well as look at their own practice.
* Is a reflective, systematic process - Action research is a deliberate, purposeful process that encourages teachers to identify a problem/issue of concern or a new practice to be implemented; gather, organize, and analyze data about the issue; and create a plan of action for changing instruction based on findings of the action research. It may be undertaken by a single teacher or a group working on a common issue. Action research lends itself to the best of professional learning in that it is job embedded, can occur several times a week or even daily, and can foster a sense of collegiality and collaboration when shared. Additionally, the action research process encourages self-reflection which can lead to improved instruction.
* Impacts instruction - When teachers examine their own practice systematically, it is more likely that they will adjust instruction to meet the needs of their students. As they look methodically at what works and what doesn't work, they make decisions about instruction based on data collected. Teachers are continually looking for ways to improve their skills, strategies and techniques and increase student achievement.

Some possible benefits of teacher directed action research as a professional development tool:

* Targeted Needs - teachers can specifically target areas that they want to improve
* Low Cost - typically action research doesn't incur any costs
* Collaborative - action research leads to an increase in collaboration among teachers working on similar or the same project
* High Ownership - because it is teacher directed, teachers have total buy-in
* Data Driven - teachers spend more time evaluating the impact of their actions and making decisions based on the data
* Teacher Leaders - teachers conducting action research often have high leadership abilities
* Reflective Practice - teachers spend more time reflecting on their performance and refining their skills

Some possible disadvantages of teacher directed action research as a professional development tool:

* Not Consistent and Pervasive - teachers within a building are probably focused on different initiatives
* Limited Knowledge Base - teachers have limited access to learning from experts (leading to a much higher percentage of time on trial and error, rather than perfecting)
* Less Leadership Support - teachers have less support from leaders when initiatives are teacher directed rather than school-wide
* Less Feedback - teachers have fewer people to provide them with feedback
* Takes More Time - action research takes more time to provide positive gains
* Requires Training/Understanding - to be most effective, teachers must gain an understanding of how to effectively do teacher directed action research
* Lower Expectations - typically there is not anyone to provide benchmarks and expectations of improvement

Why action research? When combined with other forms of professional development, action research not only leads to personal and professional growth, it can also lead to better instruction.

Brighton, Catherine M. Embarking on Action Research. Educational Leadership, February, 2009. Vol. 66, No. 5.