action research project in education

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How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

• Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
• Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
• Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

• Focus on areas of growth, not deficiency:  “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
• Foster a culture of inquiry:  Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
• Build structures for teacher collaboration:  Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

21 Action Research Examples (In Education)

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Cooperative Play Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Parallel Play Examples

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 15 Theory of Planned Behavior Examples
• Chris Drew (PhD) #molongui-disabled-link 18 Adaptive Behavior Examples
• Chris Drew (PhD) #molongui-disabled-link 15 Cooperative Play Examples
• Chris Drew (PhD) #molongui-disabled-link 15 Parallel Play Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

• A continuous cycle of planning, action, observation, and reflection.
• A focus on reflective practice to achieve a deeper understanding of educational methodologies.
• A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

• How can dual-coding be used to improve my students memory ?
• Does mind-mapping lead to creativity?
• How does Oracy improve my classes writing?
• How can we advance critical thinking in year 10?
• How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

• Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
• Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
• Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
• Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
• Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

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Classroom Practice

Action Research

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J. Spencer Clark, Kansas State University

Suzanne Porath, Kansas State University

Julie Thiele, Kansas State University

Morgan Jobe, Kansas State University

Copyright Year: 2020

Last Update: 2024

ISBN 13: 9781944548292

Publisher: New Prairie Press

Language: English

Formats Available

Conditions of use.

Table of Contents

• Introduction
• About the Authors
• What is Action Research for Classroom Teachers?
• Action Research as a Process for Professional Learning and Leadership
• Planning Your Research: Reviewing the Literature and Developing Questions
• Preparing for Action Research in the Classroom: Practical Issues
• Collecting Data in Your Classroom
• Analyzing Data from Your Classroom
• Let it Be Known! Sharing your Results
• The Action Research Process from a High School ELA Teacher’s Perspective

Ancillary Material

About the book.

Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement. The primary purpose of this book is to offer clear steps and practical guidance to those who intend to carry out action research for the first time. As educators begin their action research journey, we feel it is vital to pose four questions: 1) What is action research, and how is it distinct from other educational research?; 2) When is it appropriate for an educator to conduct an action research project in their context?; 3) How does an educator conduct an action research project?; 4) What does an educator do with the data once the action research project has been conducted? We have attempted to address all four questions in the chapters of this book.

About the Contributors

J. Spencer Clark is an Associate Professor of Curriculum Studies at Kansas State University. He has used action research methodology for the past 17 years, in K-12 schools and higher education. More recently, for the past 10 years he has taught action research methods to teachers in graduate and licensure degree programs. He also has led secondary student action research projects in Indiana, Utah, and Kansas. Clark also utilizes action research methodology in his own research. Much of his research has focused on understanding and developing teacher agency through clinical and professional learning experiences that utilize aspects of digital communication, inquiry, collaboration, and personalized learning. He has published in a variety of journals and edited books on teacher education, technology, inquiry-based learning, and curriculum development.

Suzanne Porath has been an English Language Arts, history, and humanities classroom teacher and reading teacher for 13 years before becoming a teacher educator. She has taught in Wisconsin and American international schools in Brazil, Lithuania, and Aruba when she conducted her own action research projects. Before accepting her current position as an assistant professor at Kansas State University in Curriculum and Instruction, she taught at Concordia University and Edgewood College in Wisconsin. She has taught action research methods at the graduate level and facilitated professional development through action research in school districts. She is the lead editor of Networks: An Online Journal for Teacher Research  https://newprairiepress.org/networks/ .

Julie Thiele , PhD. is an Assistant Professor at Kansas State University.  She teaches math education courses, math and science education courses and graduate research courses. Prior to teaching at KSU, she taught elementary and middle school, and led her district level professional learning community, focusing on implementing effective, research-based teaching practices.

Morgan M. Jobe is a program coordinator in the College of Education at Kansas State University, where she also earned a bachelor’s degree in secondary education and a master’s degree in curriculum and instruction. Morgan taught high school English-Language Arts for ten years in two different Kansas school districts before returning to Kansas State University as a staff member. Her research interests include diversity and equity issues in public education, as well as action research in teacher education programs.

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How to Do Action Research in Your Classroom

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Action Research

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Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

• Changes in classroom practice
• Effects of program restructuring
• New understanding of students
• Teacher skills and competencies
• New professional relationships
• New content or curricula
• What problem do you want to solve? What information are you seeking?
• What data will need to be collected to help find a solution or answer?
• How will it be collected, by whom and from whom?
• How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice 

After the analysis, summarize what you learned from the study.

• How can you share your findings?
• What new research questions did the study prompt you to research next?
• What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

Related Content

Data design initiative, webinar: child assessments: telling stories with data, data basics, data literacy credential, data essentials.

• Tes Explains

What is action research?

Action research is a practice-based research method, designed to bring about change in a context. In the context of schools, it might be a teacher-led investigation, usually conducted within the teacher’s own school or classroom.  

When a problem or question is identified, an initiative is devised to address it. Following implementation, the impact is then assessed and reflected upon. This reflection may lead to amendments to the initiative, before repeating the process again.

Where can I see this in action?

In 2021, teacher and apprenticeship manager Dave Shurmer conducted research that looked at the impact that increased physical activity has on pupils’ academic attainment in literacy and numeracy. 

He asked pupils to skip for two minutes before English or maths lessons. At the end of the term, pupils sat a Sats practice paper. Shurmer compared the data from before and after the term for a conditioned and unconditioned group, and found that when the pupils skipped before lessons once a week, they went on to gain an extra mark on their test papers. When they skipped twice a week, they gained an extra two marks. 

In 2022, English teacher Katie Packman wrote about her action research project for Tes : after struggling to enthuse key stage 3 students in creative writing, she decided to introduce a workshopping approach. For one hour a week, students were given free rein to choose a creative writing project to develop. She held one-on-one tutorials to give feedback, and students had to plan and then draft their piece, and continue to work on it or start planning their next piece, until their next tutorial. In the end-of-year assessment results, 27 out of 28 students had made expected progress, and 65 per cent of those had made higher-than-expected progress.

Further reading:

• How to lead whole-class guided reading in schools
• Action research in the classroom: a quick guide
• Active learning: make a drama out of teaching punctuation
• “Front loading” and how it can support learning
• Why we use action research as CPD

The Education Endowment Foundation (EEF) is an independent charity dedicated to breaking the link between family income and educational achievement.

To achieve this, it summarises the best available evidence for teachers; its Teaching and Learning Toolkit, for example, is used by 70 per cent of secondary schools.

The charity also generates new evidence of “what works” to improve teaching and learning, by funding independent evaluations of high-potential projects, and supports teachers and senior leaders to use the evidence to achieve the maximum possible benefit for young people.

200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences. 

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach. 

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

• Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
• Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
• Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
• Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

• Impact of Mindfulness Practices on Student Focus
• The Effectiveness of Peer Tutoring in Mathematics
• Strategies for Encouraging Critical Thinking in History Classes
• Using Gamification to Enhance Learning in Science
• Investigating the Impact of Flexible Seating Arrangements
• Assessing the Benefits of Project-Based Learning in Language Arts
• The Influence of Classroom Decor on Student Motivation
• Examining the Use of Learning Stations for Differentiation
• Implementing Reflective Journals to Enhance Writing Skills
• Exploring the Impact of Flipped Classroom Models
• Analyzing the Effects of Homework on Student Performance
• The Role of Positive Reinforcement in Classroom Behavior
• Investigating the Impact of Classroom Libraries on Reading Proficiency
• Strategies for Fostering a Growth Mindset in Students
• Assessing the Benefits of Cross-Curricular Integration
• Using Technology to Enhance Vocabulary Acquisition
• The Impact of Outdoor Learning on Student Engagement
• Investigating the Relationship Between Attendance and Academic Success
• The Role of Parental Involvement in Homework Completion
• Assessing the Impact of Classroom Rituals on Community Building
• Strategies for Increasing Student Participation in Discussions
• Exploring the Influence of Classroom Lighting on Student Alertness
• Investigating the Impact of Daily Agendas on Time Management
• The Effectiveness of Socratic Seminars in Social Studies
• Analyzing the Use of Graphic Organizers for Concept Mapping
• Implementing Student-Led Conferences for Goal Setting
• Examining the Effects of Mind Mapping on Information Retention
• The Influence of Classroom Temperature on Academic Performance
• Investigating the Benefits of Cooperative Learning Strategies
• Strategies for Addressing Test Anxiety in Students
• Assessing the Impact of Positive Affirmations on Student Confidence
• The Use of Literature Circles to Enhance Reading Comprehension
• Exploring the Effects of Classroom Noise Levels on Concentration
• Investigating the Benefits of Cross-Grade Collaborations
• Analyzing the Impact of Goal Setting on Student Achievement
• Implementing Interactive Notebooks for Conceptual Understanding
• The Effectiveness of Response to Intervention (RTI) Programs
• Strategies for Integrating Social-Emotional Learning (SEL)
• Investigating the Impact of Classroom Discussions on Critical Thinking
• The Role of Brain Breaks in Enhancing Student Focus
• Assessing the Benefits of Inquiry-Based Learning in Science
• Exploring the Effects of Music on Studying and Retention
• Investigating the Use of Learning Contracts for Individualized Learning
• The Influence of Classroom Colors on Mood and Learning
• Strategies for Promoting Collaborative Problem-Solving
• Analyzing the Impact of Flexible Scheduling on Student Productivity
• The Effectiveness of Mindful Breathing Exercises on Stress Reduction
• Investigating the Benefits of Service Learning Projects
• The Role of Peer Assessment in Improving Writing Skills
• Exploring the Impact of Field Trips on Cultural Competency
• Assessing the Benefits of Personalized Learning Plans
• Strategies for Differentiating Instruction in Large Classrooms
• Investigating the Influence of Teacher-Student Relationships on Learning
• The Effectiveness of Vocabulary Games in Foreign Language Classes
• Analyzing the Impact of Classroom Discussions on Civic Engagement
• Implementing Goal-Setting Strategies for Test Preparation
• The Role of Classroom Celebrations in Building a Positive Environment
• Strategies for Enhancing Student Reflection and Metacognition
• Investigating the Effects of Positive Behavior Supports (PBS)
• The Influence of Classroom Humor on Student Engagement
• Assessing the Benefits of Student-Led Research Projects
• Exploring the Impact of Timed vs. Untimed Tests on Anxiety
• Investigating the Use of Educational Podcasts for Learning
• The Effectiveness of Debate Activities in Developing Persuasive Skills
• Analyzing the Impact of Mindful Walking Breaks on Concentration
• Strategies for Promoting Digital Citizenship in the Classroom
• The Role of Visualization Techniques in Mathematics Learning
• Assessing the Benefits of Classroom Agreements for Behavior
• Exploring the Effects of Goal-Setting in Physical Education
• Investigating the Influence of Classroom Seating Charts on Behavior
• The Effectiveness of Peer Editing in Improving Writing Skills
• Strategies for Integrating Cultural Competency in History Lessons
• Analyzing the Impact of Classroom Pets on Student Well-Being
• The Role of Morning Meetings in Building Classroom Community
• Investigating the Benefits of Using Learning Centers in Elementary Schools
• Exploring the Effects of Virtual Reality in Geography Education
• Assessing the Impact of Homework Choice on Student Motivation
• Strategies for Promoting Growth Mindset in Mathematics
• The Influence of Classroom Layout on Group Collaboration
• Investigating the Benefits of Mindful Listening Practices
• The Effectiveness of Using Real-World Examples in Science Lessons
• Analyzing the Impact of Student-Led Assessments on Accountability
• Exploring the Use of Learning Contracts for Student Responsibility
• Investigating the Benefits of Teaching Digital Literacy Skills
• Strategies for Implementing Peer Mentoring Programs
• The Role of Graphic Novels in Promoting Literacy
• Assessing the Impact of Flexible Grouping in Mathematics Classes
• The Effectiveness of Using Storytelling for Conceptual Understanding
• Investigating the Influence of Classroom Rituals on Attendance
• Exploring the Benefits of Mindfulness Practices in Physical Education
• Strategies for Integrating Social Justice Education in the Curriculum
• Analyzing the Impact of Goal-Setting on Homework Completion
• The Role of Classroom Mindfulness Activities in Stress Reduction
• Investigating the Benefits of Using Educational Apps for Vocabulary
• The Effectiveness of Using Drama in History Lessons
• Assessing the Impact of Classroom Routines on Time Management
• Exploring the Influence of Teacher-Student Rapport on Academic Achievement
• Strategies for Promoting Active Listening Skills in the Classroom
• Investigating the Benefits of Using Concept Mapping in Science
• The Role of Classroom Socratic Seminars in Developing Critical Thinking
• Assessing the Impact of Mindful Eating Practices on Student Focus
• Exploring the Effects of Flipped Learning in Physical Education
• Investigating the Benefits of Using Educational Games for Math Fluency
• The Effectiveness of Peer Assessment in Art Classes
• Strategies for Fostering Creativity in Science Education
• Analyzing the Impact of Morning Stretches on Student Alertness
• The Role of Classroom Discussions in Enhancing Social Studies Learning
• Investigating the Benefits of Using Augmented Reality in History Lessons
• Assessing the Impact of Growth Mindset Interventions on Test Anxiety
• Strategies for Incorporating Environmental Education in the Curriculum
• The Effectiveness of Using Conceptual Maps in Literature Analysis
• Exploring the Influence of Classroom Lighting on Reading Comprehension
• Investigating the Benefits of Using Learning Apps for Language Acquisition
• The Role of Classroom Experiments in Science Education
• Analyzing the Impact of Mindful Breathing Exercises on Test Performance
• Strategies for Promoting Collaborative Problem-Solving in Mathematics
• Assessing the Benefits of Mindfulness Practices in Physical Education
• Exploring the Effects of Flexible Seating on Student Collaboration
• Investigating the Influence of Homework Choice on Student Motivation
• The Effectiveness of Using Educational Podcasts for History Learning
• Strategies for Integrating Sustainability Education Across Subjects
• Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
• The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
• Investigating the Benefits of Using Digital Storytelling in Literature Classes
• The Effectiveness of Inquiry-Based Learning in Social Studies
• Assessing the Impact of Student-Led Book Clubs on Reading Engagement
• Strategies for Incorporating Financial Literacy in Mathematics Education
• Exploring the Influence of Classroom Decor on Science Interest
• Investigating the Benefits of Mindful Movement Breaks in the Classroom
• The Role of Reflection Journals in Developing Critical Thinking Skills
• Analyzing the Impact of Virtual Field Trips on Geography Learning
• Strategies for Promoting Inclusive Physical Education Practices
• Assessing the Benefits of Using Educational Board Games for Learning
• The Effectiveness of Mindfulness Practices in Foreign Language Classes
• Investigating the Influence of Classroom Rituals on Academic Rigor
• Exploring the Impact of Student-Led Conferences on Goal Setting
• The Role of Mindful Listening Practices in Improving Communication Skills
• Investigating the Benefits of Using Educational Apps for Science Exploration
• Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
• Strategies for Promoting Gender Equity in STEM Education
• Assessing the Impact of Classroom Celebrations on Student Well-Being
• The Effectiveness of Using Debate Activities in Language Arts
• Exploring the Influence of Positive Affirmations on Classroom Climate
• Investigating the Benefits of Using Concept Mapping in History Essays
• Strategies for Incorporating Media Literacy in Social Studies
• Analyzing the Impact of Mindful Reflection Practices on Homework Completion
• The Role of Peer Collaboration in Enhancing Artistic Skills
• Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
• The Effectiveness of Mindful Breathing Exercises in Test Preparation
• Assessing the Impact of Flipped Learning in Science Laboratories
• Strategies for Promoting Civic Engagement in Social Studies Classes
• Exploring the Influence of Outdoor Learning on Scientific Inquiry
• Investigating the Benefits of Using Learning Stations for Literature Analysis
• The Role of Mindful Movement in Improving Physical Education Experiences
• Analyzing the Effectiveness of Virtual Reality in Language Learning
• Strategies for Incorporating Global Perspectives in Geography Education
• Assessing the Impact of Mindful Coloring Activities on Stress Reduction
• The Effectiveness of Using Educational Games for History Review
• Investigating the Benefits of Mindful Breathing Exercises in Mathematics
• Exploring the Influence of Classroom Rituals on Study Habits
• The Role of Mindful Listening Practices in Enhancing Oral Communication
• Analyzing the Impact of Student-Led Workshops on Study Skills
• Strategies for Promoting Critical Media Literacy in Language Arts
• Assessing the Benefits of Mindfulness Practices in Physical Fitness
• The Effectiveness of Using Educational Apps for Music Appreciation
• Investigating the Influence of Classroom Decor on Artistic Expression
• Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
• The Role of Peer Assessment in Improving Science Fair Projects
• Analyzing the Benefits of Mindful Breathing Exercises in History Classes
• Strategies for Promoting Teamwork in Physical Education
• Assessing the Impact of Classroom Celebrations on Cultural Understanding
• The Effectiveness of Using Conceptual Maps in Geography Education
• Investigating the Benefits of Mindful Movement Breaks in Mathematics
• The Role of Mindful Listening Practices in Improving Musical Skills
• Analyzing the Impact of Student-Led Discussions in Philosophy Classes
• Strategies for Incorporating Environmental Stewardship in Science Education
• Assessing the Benefits of Using Educational Games for Physical Fitness
• Exploring the Influence of Classroom Decor on Mathematical Interest
• Investigating the Effectiveness of Virtual Reality in Art Appreciation
• The Role of Mindful Movement in Enhancing Physical Education Experiences
• Strategies for Promoting Cultural Competency in Language Arts
• Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
• The Effectiveness of Using Educational Apps for Science Exploration
• Investigating the Benefits of Peer Teaching in Mathematics Classes
• Exploring the Influence of Classroom Rituals on Language Arts Skills
• Assessing the Impact of Mindful Coloring Activities on Creative Expression
• The Role of Mindful Listening Practices in Improving Public Speaking
• Investigating the Benefits of Using Learning Stations for History Learning
• The Effectiveness of Peer Assessment in Improving Writing Skills
• Strategies for Promoting Digital Literacy in Geography Education
• Analyzing the Impact of Mindful Eating Practices on Healthy Habits
• Assessing the Benefits of Using Educational Games for Social Studies
• The Effectiveness of Mindful Movement Breaks in Science Education
• Exploring the Influence of Classroom Decor on Writing Motivation
• Investigating the Role of Mindfulness Practices in Mathematics Anxiety
• Strategies for Incorporating Financial Literacy in Social Studies
• Analyzing the Benefits of Using Concept Mapping in Science Labs
• The Role of Mindful Breathing Exercises in Improving Music Education
• Exploring the Impact of Virtual Reality on Foreign Language Acquisition
• Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

• Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
• Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
• Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
• Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers. 

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes. 

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact. 

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

• Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

• Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

• Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
• Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

• Math Computation Proficiency in Elementary Classrooms

Parental Involvement

• Increasing Parental Involvement Through Technology Use

Reading Fluency

• Reading Fluency in the First Grade Classroom

Reading/Language Arts

• Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
• Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

• Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

• Non-Words Used as Speech Production Targets

Student Goal Setting

• Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

• Impacts of “Internal” Mentoring Program on Chronic Absenteeism
• Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

• An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

• Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

• Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

• Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
• Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

• Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

• The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

• Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

• Action Research Increasing STEM AP Enrollment

Student Self-Regulation

• Self-Regulation Strategies and Student Engagement
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Action Research: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Action research project.

A key feature of the EDTC program is the manner in which students carry out an actual project in a school or workplace setting appropriate to the student’s career goals. This project normally consists of the implementation of one or more curriculum modules from the student’s curriculum design project. Students report the results of the project in the form of a paper that is written in APA style using case study methodology such as the protocols defined in Yin, Robert K. Case Study Research: Design and Methods . Third edition. Thousand Oaks: Sage Publications, 2003. ISBN 0-7619-2553-8.

The action research project will be evaluated by a committee consisting of the candidate’s advisor, a faculty member in the candidate’s area of specialization, and one other member of the Master of Education core faculty. It is the candidate’s responsibility to form this committee, in consultation with the advisor, during the semester preceding the academic term in which the paper will be written. Upon completion of the paper, the student will forward an electronic copy to each member of this committee, which has the responsibility to determine whether the paper satisfies the action research requirement. If the paper does not meet expectations, the advisor will provide the candidate with comments, and the candidate will have two weeks to revise the paper. This revision may be done only once. Candidates will be notified of the results approximately three weeks after completing the paper.

When evaluating the action research project, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement. For all other candidates, faculty use the AECT rubric. The tables below present the Action Research Project rubrics.

Note: If the action research project is not already covered by an approved Application for Educational Technology Internship or Practicum form , the student must complete this form in order to gain EDTC approval for carrying out this activity.

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Continue nursing education: an action research study on the implementation of a nursing training program using the Holton Learning Transfer System Inventory

• MingYan Shen 1 , 2 &
• ZhiXian Feng 1 , 2  

BMC Medical Education volume  24 , Article number:  610 ( 2024 ) Cite this article

25 Accesses

Metrics details

To address the gap in effective nursing training for quality management, this study aims to implement and assess a nursing training program based on the Holton Learning Transfer System Inventory, utilizing action research to enhance the practicality and effectiveness of training outcomes.

The study involved the formation of a dedicated training team, with program development informed by an extensive situation analysis and literature review. Key focus areas included motivation to transfer, learning environment, and transfer design. The program was implemented in a structured four-step process: plan, action, observation, reflection.

Over a 11-month period, 22 nurses completed 14 h of theoretical training and 18 h of practical training with a 100% attendance rate and 97.75% satisfaction rate. The nursing team successfully led and completed 22 quality improvement projects, attaining a practical level of application. Quality management implementation difficulties, literature review, current situation analysis, cause analysis, formulation of plans, implementation plans, and report writing showed significant improvement and statistical significance after training.

The study confirms the efficacy of action research guided by Holton’s model in significantly enhancing the capabilities of nursing staff in executing quality improvement projects, thereby improving the overall quality of nursing training. Future research should focus on refining the training program through long-term observation, developing a multidimensional evaluation index system, exploring training experiences qualitatively, and investigating the personality characteristics of nurses to enhance training transfer effects.

Peer Review reports

Introduction

The “Medical Quality Management Measures“ [ 1 ] and “Accreditation Standards for Tertiary Hospitals (2020 Edition)” [ 2 ] both emphasize the importance of using quality management tools in medical institutions to carry out effective quality management [ 3 ]. However, there is a notable gap in translating theoretical training into effective, practical application in clinical settings [ 4 ]. This gap is further highlighted in the context of healthcare quality management, as evidenced in studies [ 5 ] which demonstrate the universality of these challenges across healthcare systems worldwide.

Addressing this issue, contemporary literature calls for innovative and effective training methods that transition from passive knowledge acquisition to active skill application [ 6 ]. The Holton Learning Transfer System Inventory [ 7 ] provides a framework focusing on key factors such as motivation, learning environment, and transfer design [ 7 , 8 , 9 ]. This study aims to implement a nursing training program based on the Holton model, using an action research methodology to bridge the theoretical-practical gap in nursing education.

Quality management training for clinical nurses has predominantly been characterized by short-term theoretical lectures, a format that often fails to foster deep engagement and lasting awareness among nursing personnel [ 10 ]. The Quality Indicator Project in Taiwan’s nursing sector, operational for over a decade, demonstrates the effective use of collective intelligence and scientific methodologies to address these challenges [ 11 ]. The proposed study responds to the need for training programs that not only impart knowledge but also ensure the practical application of skills in real-world nursing settings, thereby contributing to transformative changes within the healthcare system [ 12 ].

In April 2021, the Nursing Education Department of our hospital launched a quality improvement project training program for nurses. The initiation of this study is underpinned by the evident disconnect between theoretical training and the practical challenges nurses face in implementing quality management initiatives, a gap also identified in the work [ 13 ]. By exploring the efficacy of the Holton Learning Transfer System Inventory, this study seeks to enhance the practical application of training and significantly contribute to the field of nursing education and quality management in healthcare.

Developing a nursing training program with the Holton Learning Transfer System Inventory

Establishing a research team and assigning roles.

There are 10 members in the group who serve as both researchers and participants, aiming to investigate training process issues and solutions. The roles within the group are as follows: the deputy dean in charge of nursing is responsible for program review and organizational support, integrating learning transfer principles in different settings [ 14 ]; the deputy director of the Nursing Education Department handles the design and implementation of the training program, utilizing double-loop learning for training transfer [ 15 ]; the deputy director of the Nursing Department oversees quality control and project evaluation, ensuring integration of evidence-based practices and technology [ 16 ] and the deputy director of the Quality Management Office provides methodological guidance. The remaining members consist of 4 faculty members possessing significant university teaching experience and practical expertise in quality control projects, and 2 additional members who are jointly responsible for educational affairs, data collection, and analysis. Additionally, to ensure comprehensive pedagogical guidance in this training, professors specializing in nursing pedagogy have been specifically invited to provide expertise on educational methodology.

Current situation survey

Based on the Holton Learning Transfer System Inventory (refer to Fig.  1 ), the appropriate levels of Motivation to Improve Work Through Learning (MTIWL), learning environment, and transfer design are crucial in facilitating changes in individual performance, thereby influencing organizational outcomes [ 17 , 18 ]. Motivation to Improve Work Through Learning (MTIWL) is closely linked to expectation theory, fairness theory, and goal-setting theory, significantly impacting the positive transfer of training [ 19 ]. Learning environment encompasses environmental factors that either hinder or promote the application of learned knowledge in actual work settings [ 20 ]. Transfer design, as a pivotal component, includes training program design and organizational planning.

To conduct the survey, the research team retrieved 26 quality improvement reports from the nursing quality information management system, which were generated by nursing units in 2020. A checklist was formulated, and a retrospective evaluation was conducted across eight aspects, namely, team participation, topic selection feasibility, method accuracy, indicator scientificity, program implementation rate, effect maintenance, and promotion and application. Methods employed in the evaluation process included report analysis, on-site tracking, personnel interviews, and data review within the quality information management system [ 21 ]. From the perspective of motivation [ 22 ], learning environment [ 23 ], and transfer design, a total of 14 influencing factors were identified. These factors serve as a reference for designing the training plan and encompass the following aspects: lack of awareness regarding importance, low willingness to participate in training, unclear understanding of individual career development, absence of incentive mechanisms, absence of a scientific training organization model, lack of a training quality management model, inadequate literature retrieval skills and support, insufficient availability of practical training materials and resources, incomplete mastery of post-training methods, lack of cultural construction plans, suboptimal communication methods and venues, weak internal organizational atmosphere, inadequate leadership support, and absence of platforms and mechanisms for promoting and applying learned knowledge.

Learning Transfer System Inventory

Development of the training program using the 4W1H approach

Drawing upon Holton’s Learning Transfer System Inventory and the hospital training transfer model diagram, a comprehensive training outline was formulated for the training program [ 24 , 25 ]. The following components were considered:

(1) Training Participants (Who): The training is open for voluntary registration to individuals with an undergraduate degree or above, specifically targeting head nurses, responsible team leaders, and core members of the hospital-level nursing quality control team. Former members who have participated in quality improvement projects such as Plan-Do-Check-Act Circle (PDCA) or Quality control circle (QCC) are also eligible.

(2) Training Objectives (Why): At the individual level, the objectives include enhancing the understanding of quality management concepts, improving the cognitive level and application abilities of project improvement methods, and acquiring the necessary skills for nursing quality improvement project. At the team level, the aim is to enhance effective communication among team members and elevate the overall quality of communication. Moreover, the training seeks to facilitate collaborative efforts in improving the existing nursing quality management system and processes. At the operational level, participants are expected to gain the competence to design, implement, and manage nursing quality improvement project initiatives. Following the training, participants will lead and successfully complete a nursing quality improvement project, which will undergo a rigorous audit.

(3) Training Duration (When): The training program spans a duration of 11 months.

(4) Training Content (What): The program consists of 14 h of theoretical courses and 18 h of practical training sessions, as detailed in Table  1 .

(5) Quality Management Approach (How): To ensure quality throughout the training process, two team members are assigned to monitor the entire training journey. This encompasses evaluating whether quality awareness education, quality management knowledge, and professional skills training are adequately covered. Additionally, attention is given to participants’ learning motivation, the emphasis placed on active participation in training methods, support from hospital management and relevant departments, as well as participants’ satisfaction and assessment results. Please refer to Fig.  2 for a visual representation.

In-house training model from Holton Learning Transfer

Implementation of the nursing project training program using the action research method

The first cycle (april 2021).

In the initial cycle, a total of 22 nurses were included as training participants after a self-registration process and qualification review. The criteria used to select these participants, elaborated in Section Development of the training program using the 4W1H approach, ‘Development of the Training Program,’ were meticulously crafted to capture a broad spectrum of experience, expertise, and functional roles within our hospital’s nursing staff. The primary focus was to investigate their learning motivation. The cycle comprised the following key activities:

(1) Training Objectives: The focus was on understanding the learning motivation of the participating nurses.

(2) Theoretical Training Sessions: A total of 7 theoretical training sessions, spanning 14 class hours, were completed. The contents covered various aspects, including an overview of nursing quality improvement projects, methods for selecting project topics, common tools used in nursing quality improvement projects, effective leadership strategies to promote project practices, literature retrieval and evaluation methods, formulation and promotion of project plans, and writing project reports. Detailed course information, including the title, content, and class hours, is listed in Table  1 . At the end of each training session, a course satisfaction survey was conducted.

(3) Assessment and Reporting: Following the completion of the 7 training sessions, a theoretical assessment on quality management knowledge was conducted. Additionally, nurses were organized to present their plans for special projects to be carried out during the training. Several issues were identified during this cycle:

Incomplete Literature Review Skills: Compared to other quality control tools, nursing quality improvement project places more emphasis on the scientific construction of project plans. The theoretical evaluation and interviews with nurses highlighted the incomplete and challenging nature of their literature review skills.

Insufficient Leadership: Among the participants, 6 individuals were not head nurses, which resulted in a lack of adequate leadership for their respective projects.

Learning environment and Support: The learning environment, as well as the support from hospital management and relevant departments, needed to be strengthened.

Second cycle (may-october 2021)

In response to the issues identified during the first cycle, our approach in the second cycle was both corrective and adaptive, focusing on immediate issues while also setting the stage for addressing any emerging challenges. The team members actively implemented improvements during the second cycle. The key actions taken were as follows:

(1) Establishing an Enabling Organizational Environment: The quality management department took the lead, and multiple departments collaborated in conducting the “Hospital Safety and Quality Red May” activity. This initiative aimed to enhance the overall quality improvement atmosphere within the hospital. Themed articles were also shared through the hospital’s WeChat public account.

(2) Salon-style Training Format: The training sessions were conducted in the form of salons, held in a meeting room specifically prepared for this purpose. The room was arranged with a round table, warm yellow lighting, green plants, and a coffee bar, creating a conducive environment for free, democratic, and equal communication among the participants. The salon topics included revising project topic selection, conducting current situation investigations, facilitating communication and guidance for literature reviews, formulating improvement plans, implementing those plans, and writing project reports. After the projects were presented, quality management experts provided comments and analysis, promoting the transformation of training outcomes from mere memory and understanding to higher-level abilities such as application, analysis, and creativity.

(3) Continuous Support Services: Various support services were provided to ensure ongoing assistance. This included assigning nursing postgraduates to aid in literature retrieval and evaluation. Project team members also provided on-site guidance and support, actively engaging in the project improvement process to facilitate training transfer.

(4) Emphasis on Spiritual Encouragement: The Vice President of Nursing Department actively participated in the salons and provided feedback on each occasion. Moreover, the President of the hospital consistently commended the training efforts during the weekly hospital meetings.

Issues identified in this cycle

(1) Inconsistent Ability to Write Project Documents: The proficiency in writing project documents for project improvement varied among participants, and there was a lack of standardized evaluation criteria. This issue had the potential to impact the quality of project dissemination.

(2) Lack of Clarity Regarding the Platform and Mechanism for Training Result Transfer: The platform and mechanisms for transferring training results were not clearly defined, posing a challenge in effectively sharing and disseminating the outcomes of the training.

The third cycle (November 2021-march 2022)

During the third cycle, the following initiatives were undertaken.

(1) Utilizing the “Reporting Standards for Quality Improvement Research (SQUIRE)”, as issued by the US Health Care Promotion Research, to provide guidance for students in writing nursing project improvement reports.

(2) Organizing a hospital-level nursing quality improvement project report meeting to acknowledge and commend outstanding projects.

(3) Compiling the “Compilation of Nursing Quality Improvement Projects” for dissemination and exchange among nurses both within and outside the hospital.

(4) Addressing the issue of inadequate management of indicator monitoring data, a hospital-level quality index management platform was developed. The main evaluation data from the 22 projects were entered into this platform, allowing for continuous monitoring and timely intervention.

Effect evaluation

To assess the efficacy of the training, a diverse set of evaluation metrics, encompassing both outcome and process measures [ 26 ]. These measures can be structured around the four-level training evaluation framework proposed by Donald Kirkpatrick [ 27 ].

Process evaluation

Evaluation method.

To assess the commitment and support within the organization, the process evaluation involved recording the proportion of nurses’ classroom participation time and the presence of leaders during each training session. Additionally, a satisfaction survey was conducted after the training to assess various aspects such as venue layout, time arrangement, training methods, lecturer professionalism, content practicality, and interaction. On-site recycling statistics were also collected for project evaluation purposes.

Evaluation results the results of the process evaluation are as follows

Nurse training participation rate: 100%.

Training satisfaction rate (average): 97.75%.

Proportion of nurses’ participation time in theoretical training sessions (average): 36.88%.

Proportion of nurses’ participation time in salon training sessions (average): 74.23%.

Attendance rate of school-level leaders: 100%.

Results evaluation

Assessment of theoretical knowledge of quality management.

To evaluate the effectiveness in enhancing the trainees’ theoretical knowledge of quality management, the research team conducted assessments before the training, after the first round of implementation, and after the third round of implementation. Assessments to evaluate the effectiveness of the training program were conducted immediately following the first round of implementation, and after the third round of implementation. This dual-timing approach was designed to evaluate both the immediate impact of the training and its sustained effects over time, addressing potential influences of memory decay on the study results. The assessment consisted of a 60-minute examination with different question types, including 30 multiple-choice questions (2 points each), 2 short-answer questions (10 points each), and 1 comprehensive analysis question (20 points). The maximum score achievable was 100 points.

The assessment results are as follows:

Before training (average): 75.05 points.

After the first round of implementation (average): 82.18 points.

After the third round of implementation (average): 90.82 points.

Assessment of difficulty in quality management project implementation

To assess the difficulty of implementing quality management projects, the trainees completed the “Quality Management Project Implementation Difficulty Assessment Form” before and after the training. They self-evaluated 10 aspects using a 5-point scale, with 5 indicating the most difficult and 1 indicating no difficulty. The evaluation results before and after implementation are presented in Table  2 .

Statistically significant differences were found in the following items: literature review, current situation analysis, cause analysis, plan formulation, implementation plan, and report writing. This indicates that the training significantly enhanced the nurses’ confidence and ability to tackle practical challenges.

Evaluation of transfer effect

To assess how effectively the training translated into practical applications. The implementation of the 22 quality improvement projects was evaluated using the application hierarchy analysis table. The specific results are presented in Table  3 .

In addition, the “Nursing Project Guidance Manual” and “Compilation of Nursing Project Improvement Projects” were compiled and distributed to the hospital’s management staff, nurses, and four collaborating hospitals, receiving positive feedback. The lecture titled “Improving Nurses’ Project Improvement Ability Based on the Training Transfer Theory Model” shared experiences with colleagues both within and outside the province in national and provincial teaching sessions in 2022. Furthermore, four papers were published on the subject.

The effectiveness of the training program based on the Holton Learning transfer System Inventory

The level of refined management in hospitals is closely tied to the quality management awareness and skills of frontline medical staff. Quality management training plays a crucial role in improving patient safety management and fostering a culture of quality and safety. Continuous quality improvement is an integral part of nursing management, ensuring that patients receive high-quality and safe nursing care. Compared to the focus of existing literature on the individual performance improvements following nursing training programs [ 28 , 29 , 30 ], our study expands the evaluation framework to include organizational performance metrics. Our research underscores a significantly higher level of organizational engagement as evidenced by the 100% attendance rate of school-level leaders. The publication of four papers related to this study highlights not only individual performance achievements but also significantly broadens the hospital organization’s impact on quality management, leading to meaningful organizational outcomes.

Moreover, our initiative to incorporate indicators of quality projects into a hospital-level evaluation index system post-training signifies a pivotal move towards integrating quality improvement practices into the very fabric of organizational operations. In training programs, it is essential not only to achieve near-transfer, but also to ensure that nurses continuously apply the acquired management skills to their clinical work, thereby enhancing quality, developing their professional value, and improving organizational performance. The Holton learning Transfer System Inventory provides valuable guidance on how to implement training programs and evaluate their training effect.

This study adopts the training transfer model as a framework to explore the mechanisms of “how training works” rather than simply assessing “whether training works [ 31 ].” By examining factors such as Motivation to Improve Work Through Learning (MTIWL), learning environment, and transfer design, the current situation is analyzed, underlying reasons are identified, and relevant literature is reviewed to develop and implement training programs based on the results of a needs survey. While individual transfer motivation originates from within the individual, it is influenced by the transfer atmosphere and design. By revising the nurse promotion system and performance management system and aligning them with career development, nurses’ motivation to participate and engage in active learning has significantly increased [ 32 ]. At the learning environment level, enhancing the training effect involves improving factors such as stimulation and response that correspond to the actual work environment [ 33 ]. This project has garnered attention and support from hospital-level leaders, particularly the nursing dean who regularly visits the training site to provide guidance, which serves as invaluable recognition. Timely publicity and recognition of exemplary project improvement initiatives have also increased awareness and understanding of project knowledge among doctors and nurses, fostering a stronger quality improvement atmosphere within the team.

Transfer design, the most critical component for systematic learning and mastery of quality management tools, is achieved through theoretical lectures, salon exchanges, and project-based training. These approaches allow nurses to gain hands-on experience in project improvement under the guidance of instructors. Throughout the project, nurses connect project management knowledge and skills with practical application, enabling personal growth and organizational development through problem-solving in real work scenarios. Finally, a comprehensive evaluation of the training program was conducted, including assessments of theoretical knowledge, perception of management challenges, and project quality. The results showed high satisfaction among nurses, with a satisfaction rate of 97.75%. The proportion of nurses’ participation time in theoretical and practical training classes was 36.88% and 74.23%, respectively. The average score for theoretical knowledge of quality management increased from 75.05 to 90.82. There was also a significant improvement in the evaluation of the implementation difficulties of quality management projects. Moreover, 22 nurses successfully led the completion of one project improvement project, with six projects focusing on preventing the COVID-19 pandemic, demonstrating valuable crisis response practices.

Action research helps to ensure the quality of organizational management of training

Well-organized training is the basis for ensuring the scientific and standardized development of nursing project improvement activities. According to the survey results of the current situation, there is a lot of room for improvement in the training quality; since it is the first time to apply the Holton training transfer model to the improvement training process of nurses in the hospital, in order to allow the nurses to have sufficient time to implement and evaluate the improvement project, the total training time Set at 11 months, a strong methodology is required to ensure training management during this period. Action research is a research method that closely combines research with solving practical problems in work. It is a research method aimed at solving practical problems through self-reflective exploration in realistic situations, emphasizing the participation of researchers and researchees. Practice, find problems in practice, and adjust the plan in a timely manner. According to the implementation of the first round, it was found that nurses had insufficient literature review skills, insufficient leadership, and lack of support from hospital management and related departments [ 32 ]. In the second round, the training courses were carried out in the form of salons. The project team members went deep into the project to improve on-site guidance, arranged graduate students to assist in document retrieval and evaluation, and promoted the transfer of training; the “Hospital Safety and Quality Red May” activity was carried out, and the vice president of nursing Regularly participate in the salon and make comments. The problems exposed after this round of implementation are the low quality of the project improvement project document, and the unclear platform and mechanism for the transfer of training results. In the third round, the “Reporting Standards for Quality Improvement Research (SQUIRE)” was used to standardize the writing of the report [ 33 ], and the “Compilation of Nursing Project Improvement Projects” was completed, and the main evaluation data of 22 projects were entered into the hospital-level quality index management platform for continuous monitoring and intervention. As of May 2022, the effect maintenance data of each project has reached the target value. It can not only produce useful improvement projects, but also help to promote the dissemination and penetration of quality awareness.

Future research directions

Drawing on the Holton training evaluation model, this study implemented nurse quality improvement project training using action research methodology, resulting in a successful exploration practice, and achieving positive transfer effects. To further advance this research area, the following future research directions are recommended:

Summarize the experiences gained from this action research training and continue to refine and enhance the training program. Through ongoing practice, reflection, and refinement in subsequent training sessions, long-term observation of the transfer effects can be conducted to establish an effective experiential model that can serve as a reference for future initiatives.

Develop a multidimensional evaluation index system for assessing transfer effects. A comprehensive framework that captures various dimensions of transfer, such as knowledge application, skill utilization, and behavior change, should be established. This will enable a more holistic and accurate assessment of the training program’s impact on the participants and the organization.

Conduct qualitative research to explore the training experiences of nurses. By gathering in-depth insights through interviews or focus group discussions, a deeper understanding of the nurses’ perceptions, challenges, and facilitators of training transfer can be obtained. This qualitative exploration will provide valuable information to further refine and tailor the training program to meet the specific needs and preferences of the nurses.

Investigate the personality characteristics of nurses who actively engage in training transfer and consider developing them as internal trainers. By identifying and cultivating nurses with a proactive attitude and a strong inclination towards knowledge application and skill development, the organization can enhance employee participation and initiative. These internal trainers can play a crucial role in motivating their colleagues and driving the transfer of training outcomes into daily practice.

By pursuing these future research directions, the field of healthcare and nursing care can continue to advance in optimizing training programs, enhancing transfer effects, and ultimately improving the quality of care and patient outcomes.

Limitations

The research was conducted with a cohort of 22 nurses and a 10-member research team from Grade 3, Class A hospitals in China Southeast. This specific composition and the relatively small sample size may affect the generalizability of our findings. The experiences and outcomes observed in this study might not fully encapsulate the diverse challenges and environments encountered by nursing professionals in varying healthcare settings. The significant improvements noted in the capabilities of the participating nursing staff underscore the potential impact of the training program. However, the study’s focus on a specific demographic—nurses from high-grade hospitals in a developed urban center—may limit the external validity of the findings.

Conclusions

This study affirms the efficacy of the Holton Learning Transfer System Inventory-based training program, coupled with action research, in significantly advancing nursing quality management practices. The strategic incorporation of motivation to improve work through learning, an enriched learning environment, and thoughtful transfer design significantly boosted the nurses’ engagement, knowledge acquisition, and practical application of quality management tools in their clinical work.

It highlights the importance of continuous learning, organizational support, and methodological flexibility in achieving sustainable improvements in healthcare quality and safety. Future endeavors should aim to expand the scope of this training model to diverse nursing contexts and evaluate its long-term impact on organizational performance and patient care outcomes.

Data availability

The datasets generated and/or analyzed during the current study are not publicly available due to hospital policy but are available from the corresponding author on reasonable request.

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This study was funded by Department of Education of Zhejiang Province, Grant Number jg20220475.

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The following statements specify the individual contributions of each author to the manuscript titled “Continue Nursing Education: An Action Research Study on the Implementation of a Nursing Training Program Using the Holton Learning Transfer System Inventory”:ZhiXian Feng conceived and designed the analysis; led the research team and coordinated the project; critically reviewed and revised the manuscript for important intellectual content; oversaw the implementation of the training program; MingYan Shen conducted the research; collected and organized the data; analyzed and interpreted the data; contributed to the statistical analysis; wrote the initial draft of the manuscript; managed logistics and operational aspects of the study.

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Shen, M., Feng, Z. Continue nursing education: an action research study on the implementation of a nursing training program using the Holton Learning Transfer System Inventory. BMC Med Educ 24 , 610 (2024). https://doi.org/10.1186/s12909-024-05552-6

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DOI : https://doi.org/10.1186/s12909-024-05552-6

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Discover how the American Dental Political Action Committee (ADPAC) gives dentists a voice in Washington, D.C.

Helping elect leaders who care about oral health

Through the financial contributions of member dentists, ADPAC supports congressional candidates who understand the importance of dentistry and its contribution to overall health. Regardless of party affiliation, ADPAC supports candidates who will advocate for dentists and patients. We also work with dentists who seek public office at local, state and national levels.

Welcome from the ADPAC Chair

On behalf of the American Dental Political Action Committee (ADPAC), I am pleased to welcome you to the ADPAC homepage. 

ADPAC is a bipartisan PAC that truly believes in the old adage “We Help Those Who Help Us”; regardless of party affiliation.

Your PAC gives dentists a voice in the public policy arena on behalf of your practice, your patients and your profession. It is our most powerful resource in making a difference in Washington. Your ADPAC Board is committed to providing complete transparency to our members regarding PAC financial information, activities and accomplishments.

This website shows the many different aspects of ADPAC and why it is important for you to become a contributing member. The ADPAC Board needs your commitment in order for us to achieve our goal of becoming the largest healthcare PAC in the U.S.

ADPAC gives dentists “One Voice United” in Washington, D.C. Thank you for your continued support, allowing us to continue promoting growth and advancing the future of dentistry.

Sincerely, Dr. Hal Fair

ADPAC Chairman

ADPAC, the American Dental Political Action Committee, is the bipartisan voice of thousands of dentists who care deeply about their patients and their profession. We educate dentists about the importance of political action and help elect congressional candidates who support dentistry. By supporting ADPAC, you keep the profession of dentistry strong and its principles uncompromised.

Congress introduces more than 3,000 bills each year that can affect our patients, our practice, our profession and the public. ADPAC combines the resources of dentists across the country to make a substantial impact on public policy.

Members of the ADA and its affiliates who are U.S. citizens or permanent Green Card holders residing in the U.S. can participate in ADPAC. U.S. dental students are also eligible to take part.

Our support is non-partisan. We base financial decisions on the positions and voting records of candidates, with an eye to issues that matter to dentists, patients and the public.

Contact [email protected]  to reach the ADPAC team.

ADPAC is a federally registered political committee and the contributions it receives are used to support federal candidates and committees. Contributions to ADPAC are voluntary and any person has the right to refuse to contribute without reprisal. The contribution guidelines are merely suggestions and a person may contribute more, less or not at all without concern of favor or disadvantage by the ADA. Corporate donations will not be used by ADPAC for contributions but will be used exclusively to pay for the administrative and operating expenses for ADPAC or related political activity. Both personal and corporate contributions can and may be used for ADPAC’s independent expenditure activity.  Contributions are not deductible as charitable contributions for federal tax purposes. Federal law requires ADPAC to request the name, address, occupation, and employer for each person whose contributions exceed two hundred dollars ($200.00) in a calendar year. If you need additional information, please contact us at 202.898.2424 or  [email protected]

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