Action research is a "doable" form of inquiry. It allows you to look at your own methods, and address areas of need, or areas for improvement. It is not about blame, but about improvement. It has a strong sense of ownership to those who implement this type of plan.
As you have a question, or "wondering", to address, you begin by researching the need. Research can be through written material, internet, interviews with others, observation, and many other resources. It is not a formal, scientific process, but an on-going observation of the area of need. Data and information is also gathered. This information is used to create a plan of action. As the plan is implemented, more data is collected. This data is used to determine the direction of the continued actions. If the actions are successful, another issue may be addressed, or steps to maitain may be implemented. If they are not successful, then an alternate plan may become part of the steps.
It is a flexible, on-going process that allows the participants to critically apply and adapt information in a way to improve their methods. Ringler (2007) suggests the use of a facilitator to to help ask those critical questions that are useful in addressing learning issues or areas of concern in the classroom, or on campuses in general. Whether the implementor is the teacher, or the administrator, action research helps create a plan of action using data driven research, and a flexible, on-going plan.
Ringler, Marjorie. (2007). Action Research: an effective instructional leadership skill for future public school leaders. AASA Journal of scholarship and practice vol. 4 (1).
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