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9 Research Design: Action Research

• Published: July 2023
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Action research is an exciting research design that leads to social and systems change. In this chapter, the authors describe action research, including how it differs from other approaches, along with a detailed explanation of the action research process, including planning, implementing, observing, reflecting, and sharing results. The authors highlight a case study delineating the iterative process within the school counseling field to provide readers with knowledge of the action research process. Additionally, authors share examples of current school counseling research to bring action research to life. School counselors and SCEs will understand how to utilize action research across the educational ecosystems to ignite change.

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Action Research Abstracts

A Message From the Director

At this time, I am pleased to present the collected abstracts of the action research projects conducted by the Masters of Education students spanning the years 2000-2004.  Day in and day out, the dedication and enthusiasm of our graduate student researchers excites and challenges me in my role as Director of Graduate Programs, and I am continually impressed with the depth and variety of our students’ research endeavors.   Studies conducted in both public and private schools as well with home schooling and alternative schools are represented here.  Studies of gifted and talented education, inclusion, reading readiness, and writing fluency are all included.  From athletic motivation to academic achievement, from preschool to college, from math to French, and from vocabulary to music, our students consider the many faces of education.  As our Graduate Programs in Education continue to grow and flourish, we will strive to have our students broaden their scope of study even further so as to deepen our collective impact on Maryland’s learners. 

With gratitude for the hard work involved and pride in the body of knowledge the synopses represent, I present to you these abstracts.  

Sincerely, Phyllis M. Sunshine, PhD.

Action Research Prize Winners

2017 winners.

Megan Varga found that improved relationships between teachers and students significantly reduced student off-task classroom behavior. Read Megan's work:   https://mdsoar.org/handle/11603/3893 .

Jane Dulin found that 11th grade students who received direct instruction in SAT preparation significantly increased their SAT test scores . Read Jane's work:  https://mdsoar.org/handle/11603/4349 .

2016 Winners 

Al-Amin Johnson found a significant improvement in the academic achievement of at-risk high school students in an advanced placement psychology course through the use of project-based learning. Read Al-Amin's work:  https://mdsoar.org/handle/11603/2805 .

Stacy S. Doucette found that a mentoring adult had a significant impact on at-risk ninth graders who earned more credits, and increased both cumulative grade point averages and motivation. Read Stacy's work:  https://mdsoar.org/handle/11603/3075 .

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Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community

This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional ), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured interviews, classroom observations, questionnaires, and focus group discussions. All data were analyzed for patterns that might offer insight into the problems tutors and teacher-learners were facing as they worked through the Classroom Action Research (PTK: Penelitian Tindakan Kelas ) module and tutorial. The research team from Indonesia Open University (UT: Universitas Terbuka ) identified several problematic aspects of each course, including excessive lag time between the first and second courses, insufficient examples of model classroom action research projects, a lack of supervised practice of action research techniques, variability of tutorial quality, and a mismatch between course assessments and the content and purpose of the courses. While the findings of this study focus primarily on two distance courses offered by UT, they offer insight into the challenges of providing in-service teacher development via distance education in the Indonesian context.

Key Words: Distance Learning, Classroom Action Research, Teacher Professional Skill

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