“...is a disciplined process of inquiry
conducted by and for those taking the
action. The primary reason for engaging
in action research is to assist the “actor”
in improving and/or refining his or her
Richard Sagor(Guiding School Improvement with Action
Research, May, 2000)
Action research is the ongoing
process, in which we critically evaluate
our program, materials and ourselves, to
be able to identify different problems
and propose solutions in our classroom.
Usually it is a teacher who does this type
The process of action research involves 4
steps, which we must repeat until what we
have at the end, the students needs:
Identify an area of interest.
Consider possible effects.
Look for collecting data methods
Collect existing data.
Collect regularly data.
Display data in tables.
Count instances and events that
Analyze and question data as a
Decide what needs attention and what
could be celebrated.
Select best options for action.
Implement some actions immediately.
Article: Increase the math scores of the
students with audio and visual aids.
Author: Joseph Williams
Article: Teacher action research and
student voice: Making sense of learning
in secondary school
Ruth G Kane(University of
Chris Chimwayange(Freyberg High
School, New Zealand)
The Making Sense of Learning project began with the premise
that for teachers to understand the ways in which their practice
influences student learning, they need to invite and listen to
students’ accounts of their learning experiences. Initiated by
classroom teachers, supported by a university researcher, and
informed by student voice, this teacher action research involved
the empirical-reflective (self-) study by teachers of their practice
as interpreted and critiqued by their students and themselves.
This article explores how researchers challenge teachers to
move beyond taken for granted conceptions of
teaching, learning, and roles of students, to engage in learningcentered dialog with their students and through this, transform
classroom practice. Supported by the researchers, teachers and
students gain a sense of empowerment as they deepen their
relationships and negotiate new roles as partners and
coresearchers making sense of learning in their classrooms.
Teachers and students come to situated understandings of the
complexity of teaching and learning that reveal transformative
and emancipatory outcomes.