Action research is a type of descriptive research conducted by educators that pursues both change and understanding through a cyclical process of action and critical reflection. It is grounded in constructivism and supports the scholarship of teaching. The process involves looking at a situation by gathering data, building an understanding, thinking about causes and effects, planning and implementing an action, and evaluating the results. Tools used include experimental and quasi-experimental designs, triangulation of quantitative and qualitative methods, and grounded theory. Conceptual frameworks and data from multiple sources should guide analysis and decisions about teaching and learning.

1. Action Research in Education Brown Bag Luncheon 2/12/08 Edwin D. Bell Department of Education Winston-Salem State University

2. What is it? Action Research A group of research methodologies that pursue change and understanding. It is a cyclical process that alternates between action and critical reflection.

3. What is It? (continued) Action research is a particular type of descriptive research that can be carried out by educators. (Slavin, 2006)

4. Why Do We Use It? What is the relationship of Action Research to the Education? It is grounded in constructivism It supports the Scholarship of Teaching from Boyer’s Scholarship reconsidered (Boyer, 1990)

5. How Does the Process Work? Look at the situation: Gather relevant data Define and describe Build a picture to describe the situation, e.g., force field analysis (Stringer, 1999) (This concept emerged from the work of Kurt Lewin )

6. Process (continued) Think about the situation: - Explore and analyze - What is happening here - Interpret and explain - How and why are things the way they are (Stringer, 1999)

7. Process (continued) Act: - Plan, i.e., develop a logic Model - Implement - Evaluate (Stringer, 1999)

8. What Tools Do We Use? True and Quasi-Experimental Research designs (Gribbons & Herman, 1997) Triangulation Quantitative Methodology Qualitative Methodology

9. What tools Do we Use? (continued) Grounded Theory: A thumbnail sketch Always try to use field notes as part of your triangulation.

10. What Do We Do Next Look at the situation through a conceptual framework that you develop. I encourage people to use Karl Weick’s loosely-coupled systems perspective (Weick, 1976) I encourage them to collect and use analytical, empirical, and intuitive data in the decisions that they make about teaching and learning. I encourage them to submit their written analysis to peer review, i.e., publish.

11. Questions

12. References Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Retrieved on 2/8/08 from http://www.sfsu.edu/~acaffrs/faculty_manual/d ocs/other/Scholarship_Reconsidered.doc Dick, B. (2005). Grounded theory: A thumbnail sketch. Resource Papers in Action Research, Retrieved from http://www.scu.edu.au/schools/gcm/ar/arp/grou nded.html Gribbons, Barry & Herman, Joan (1997). True and quasi-experimental designs. Practical Assessment, Research & Evaluation , 5(14). Retrieved May 31, 2006 from http://pareonline.net/getvn.asp?v=5&n=14

13. References (continued) Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8 th Edition, Boson, MA: Allyn and Bacon Stringer, E. T. (1999). Action Research, 2 nd Edition, Thousand Oaks, CA: Sage Publications. Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21. Retrieved on 2/8/08 from http://faculty.babson.edu/krollag/org_si te/org_theory/Scott_articles/weick_lcs.html