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Suggested Titles for Action Research related to effective classroom management.

Suggested titles for action research related to effective classroom management. .

Here are a few possible action research titles related to effective classroom management. You may email us if you wish to know more about the presented topics - the introduction, abstract, background, rationale, and other parts of each title. Guide questions and sample questionnaires are also available.

Parts of the Action Research Proposal should be related to and supportive of each other and appropriate for the research question(s). 

The following are broad ideas from which potential Action Research topics can be derived for exploration concerning your practice. •attendance •inclusion •school climate •behavior/discipline •media influence •student achievement •collaboration •mentoring •technology •counseling programs •motivation •teacher attrition •dropout prevention •parental involvement • team teaching • extracurricular participation •needs of at-risk students •professionaldevelopment

These topics were provided by DepEd Tambayan Experts. We guarantee that these titles are not yet utilized, and we can provide you original and plagiarism-free manuscripts as your guides or basis. (These are not for sale. Do not sell. For educational purposes only.)

• Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes - DOWNLOAD Action Research Proposal
• "Exploring the Impact of Teacher Language on Classroom Management and Student Behavior" -  DOWNLOAD Action Research Proposal
• "Using Self-Regulation Techniques to Enhance Student Self-Control and Classroom Management" -  DOWNLOAD Action Research Proposal
• "Investigating the Effectiveness of Restorative Justice Practices in Addressing Classroom Misbehavior" - Download Link is being updated (please refresh or come back later)
• "Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes"-  Download Link is being updated (please refresh or come back later)
• "The Role of Classroom Environment in Facilitating Effective Classroom Management" -  Download Link is being updated (please refresh or come back later)
• "Examining the Impact of Teacher Emotional Intelligence on Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Implementing Mindfulness Practices to Enhance Classroom Management and Student Well-being"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Impact of Student Ownership of Learning on Classroom Management and Student Motivation"-  Download Link is being updated (please refresh or come back later)
• "The Relationship between Teacher-Student Relationships and Effective Classroom Management".-  Download Link is being updated (please refresh or come back later)
• "Exploring the Effectiveness of Technology-Based Classroom Management Strategies on Student Behavior and Engagement"-  Download Link is being updated (please refresh or come back later)
• "Examining the Impact of Culturally Responsive Classroom Management Practices on Student Achievement and Well-being"-  Download Link is being updated (please refresh or come back later)
• "Implementing Peer-Mediated Interventions to Improve Classroom Management and Social Skills in Students with Disabilities"-  Download Link is being updated (please refresh or come back later)
• "The Role of Teacher Self-Efficacy in Facilitating Effective Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Use of Positive Framing and Positive Reinforcement in Promoting Pro-Social Behavior and Effective Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "Using Differentiated Instruction to Improve Classroom Management and Student Learning Outcomes"-  Download Link is being updated (please refresh or come back later)
• "The Impact of Classroom Seating Arrangements on Student Behavior and Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "Examining the Role of Parental Involvement in Effective Classroom Management and Student Achievement"-  Download Link is being updated (please refresh or come back later)
• "Implementing Universal Design for Learning (UDL) Principles to Enhance Classroom Management and Student Engagement"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Effectiveness of Classroom Management Professional Development on Teacher Practices and Student Behavior".-  Download Link is being updated (please refresh or come back later)
• "The Impact of Classroom Rules and Procedures on Classroom Management and Student Behavior"-  Download Link is being updated (please refresh or come back later)
• "Investigating the Use of Social and Emotional Learning (SEL) Strategies in Classroom Management"-  Download Link is being updated (please refresh or come back later)
• "The Role of Teacher Feedback in Enhancing Classroom Management and Student Motivation"
• "Implementing Collaborative Learning Strategies to Improve Classroom Management and Student Achievement"
• "Examining the Effectiveness of Multi-Tiered Systems of Support (MTSS) in Addressing Classroom Behavior and Academic Needs".
• "Exploring the Effectiveness of Mindful Discipline in Classroom Management and Student Well-being"
• "Investigating the Relationship between Classroom Management and Teacher Burnout"
• "The Impact of Teacher Expectations on Classroom Management and Student Performance"
• "Examining the Effectiveness of Nonverbal Communication in Classroom Management"
• "Implementing Time Management Strategies to Improve Classroom Management and Student Learning"
• "The Role of Classroom Management in Facilitating Intrinsic Motivation in Students"
• "Investigating the Effectiveness of Restorative Practices in Addressing Bullying and Other Forms of Misbehavior"
• "The Impact of Classroom Management on Student Attendance and Punctuality"
• "Using Gamification Techniques to Enhance Classroom Management and Student Engagement"
• "Examining the Relationship between Classroom Management and Student Perceptions of Teacher Credibility".
• "The Role of Teacher Autonomy in Effective Classroom Management and Student Learning Outcomes"
• "Investigating the Effectiveness of Peer Feedback in Classroom Management and Student Behavior"
• "Using Positive Peer Pressure to Promote Classroom Management and Pro-Social Behavior"
• "Examining the Impact of Teacher Mindset on Classroom Management and Student Behavior"
• "Implementing Cognitive-Behavioral Therapy (CBT) Techniques to Improve Classroom Management and Student Well-being"
• "The Relationship between Classroom Management and Academic Achievement in At-Risk Students"
• "Investigating the Effectiveness of Trauma-Informed Classroom Management Practices in Supporting Students with Trauma Histories"
• "The Impact of Teacher Gender on Classroom Management and Student Behavior"
• "Using Mind Maps to Enhance Classroom Management and Student Learning"
• "Examining the Role of Student Choice in Effective Classroom Management and Student Motivation".
• "The Relationship between Classroom Management and Student Creativity"
• "Investigating the Impact of Classroom Management on Student Self-Regulation and Executive Functioning"
• "The Effectiveness of Positive Peer Relationships in Classroom Management and Student Engagement"
• "Examining the Use of Humor in Classroom Management and Student Behavior"
• "Implementing Differentiated Instruction to Enhance Classroom Management and Student Learning"
• "The Role of Teacher Reflection in Effective Classroom Management and Professional Development"
• "Investigating the Effectiveness of Collaborative Problem-Solving in Classroom Management and Student Behavior"
• "Using Mindfulness-Based Stress Reduction (MBSR) Techniques to Improve Classroom Management and Teacher Well-being"
• "The Impact of Classroom Management on Student Resilience and Coping Skills"
• "Examining the Effectiveness of Video Modeling in Classroom Management and Student Behavior".
• Investigating the Relationship between Classroom Management and Student Emotional Intelligence"
• "The Impact of Classroom Management on Student Academic Self-Efficacy and Achievement"
• "Using Collaborative Learning Strategies to Enhance Classroom Management and Social Skills in Students with Autism Spectrum Disorder"
• "The Role of Teacher Empathy in Effective Classroom Management and Student Behavior"
• "Examining the Effectiveness of Cooperative Learning in Classroom Management and Student Engagement"
• "Implementing Universal Design for Learning (UDL) Principles to Address Classroom Management Challenges in Inclusive Settings"
• "The Impact of Classroom Management on Student Perceptions of School Climate"
• "Investigating the Effectiveness of Mindfulness-Based Classroom Management Techniques on Teacher Stress and Burnout"
• "Using Social Network Analysis to Understand the Relationship between Classroom Management and Student Achievement"
• "Examining the Effectiveness of Technology-Based Classroom Management Interventions on Student Behavior and Academic Performance".
• The Impact of Classroom Management on Teacher Job Satisfaction and Retention"
• "Investigating the Effectiveness of Positive Behavior Interventions and Supports (PBIS) in Classroom Management and Student Behavior"
• "Using Peer Mentoring to Improve Classroom Management and Social Skills in Students with Emotional and Behavioral Disorders"
• "The Role of Teacher Mindfulness in Effective Classroom Management and Student Well-being"
• "Examining the Relationship between Classroom Management and Student Cultural Responsiveness"
• "Implementing Trauma-Sensitive Classroom Management Strategies to Support Students with Adverse Childhood Experiences (ACEs)"
• "The Impact of Classroom Management on Student Perceptions of Teacher Caring"
• "Investigating the Effectiveness of Social-Emotional Learning (SEL) Interventions in Classroom Management and Student Behavior"
• "Using Positive Reinforcement to Enhance Classroom Management and Student Motivation"
• "Examining the Relationship between Classroom Management and Student Executive Functioning Skills".
• "The Impact of Classroom Management on Student Academic Mindsets and Persistence"
• "Investigating the Relationship between Classroom Management and Student Self-Determination"
• "Using Growth Mindset Interventions to Improve Classroom Management and Student Engagement"
• "The Role of Teacher Feedback in Effective Classroom Management and Student Learning Outcomes"
• "Examining the Effectiveness of School-wide Positive Behavior Interventions and Supports (SW-PBIS) in Classroom Management and Student Behavior"
• "Implementing Culturally Responsive Classroom Management Strategies to Support Multilingual Learners"
• "The Impact of Classroom Management on Student Motivation and Academic Achievement in High-Poverty Schools"
• "Investigating the Effectiveness of Classroom Management Interventions on Students with Attention Deficit Hyperactivity Disorder (ADHD)"
• "Using Restorative Justice Practices to Address Classroom Management Challenges and Build Positive Relationships with Students"
• "Examining the Relationship between Classroom Management and Student Social-Emotional Learning Outcomes".
• "The Impact of Classroom Management on Student Academic Confidence and Risk-Taking Behaviors"
• "Investigating the Relationship between Classroom Management and Student Resilience"
• "Using Peer Tutoring to Enhance Classroom Management and Academic Achievement in High School Students"
• "The Role of Teacher-Student Relationships in Effective Classroom Management and Student Well-being"
• "Examining the Effectiveness of Mindfulness-Based Classroom Management Strategies on Teacher-Student Interactions"
• "Implementing Cooperative Discipline Strategies to Promote Effective Classroom Management and Student Responsibility"
• "The Impact of Classroom Management on Student Perceptions of Teacher Fairness"
• "Investigating the Effectiveness of Universal Design for Learning (UDL) in Addressing Classroom Management Challenges for Students with Disabilities"
• "Using Differentiated Instruction to Improve Classroom Management and Student Engagement in Heterogeneous Classrooms"
• "Examining the Relationship between Classroom Management and Student Emotional Regulation"
• "The Impact of Classroom Management on Student Attendance and Academic Performance"
• "Investigating the Effectiveness of Conflict Resolution Strategies in Classroom Management and Student Collaboration"
• "Using Brain-Based Learning Strategies to Enhance Classroom Management and Student Attention Span"

What is the Problem of number 1,2,3 and possible solution and tool to be used in this titles?

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Parts of an Action Research and How to Conduct

What action research is and is not, the action research process.

INITIAL STEPS

IN CONDUCTING AN

ACTION RESEARCH

STEP 1: MAKING THE COMMITMENT TO INQUIRY

• A professional stance
• A way of learning about your classroom
• A way of learning about yourself as a teacher
• Using the 5whQ
• Possible questions:

Why do the boys in my class….?

What happens when I …..?

I wonder what happens when  I …..?

Starting points to identify an issue you would like to research (Caro-Bruce, 2000):

Sometimes it helps to use a variety of questions such as:

I would like to improve ____________________________________

I am perplexed by________________________________________

I am really curious about __________________________________

Something I think would really make a difference is ___________

Something I would like to change is _______________________

What happens to student learning in my classroom when I _____?

How can I implement ____________________________________?

How can I improve ______________________________________?

Step 2:   Read , Research, Reflect

• Framing a good question

Avoid yes or no questions

Avoid questions to which you already know the answer

• A good question is

free of educational jargons,

use simple everyday words ,

do not prejudge the result

Characteristics of Good Research Questions

A good classroom action research question should:

• Be meaningful, compelling, and important to you as a teacher-researcher.
• Be manageable and within your sphere of influence.
• Be important for learners.
• Benefits your students by informing your teaching and the curriculum, by providing new insights about students and their learning , by broadening and deepening your perspectives, or by improving practice.
• Lead to taking an action
• What happens to the quality of student writing when I implement peer editing in my English classes?
• How does the use of computers affect the student writing process in my class?
• What happens to student understanding of specific geometrical concepts when I incorporate exploratory exercises into the teaching of geometry in my classroom?
• What happens to students’ academic performance in the classrooms when the school observes the heterogeneous system during cooperative learning activities?

Conducting a Literature Review (Holly, Arhar, and Kasten ,2005)

• Read broadly and generally, at first, then read more narrowly.
• When you are researching a novel topic that seems to have few resources, look for related topics and then synthesize them.
• Consult primary resources as possible.
• Ask for help.
• Read enough to get started, but not so much that you become too exhausted to conduct your study .
• Read with a critical eye.

Step 3: Make changes or try a new idea   

What are you going to do?

How will you measure the result?

Identifying Data Sources

• Why are we collecting the data?
• How are the data related to the research question?
• What kind of data will yield the best information? What counts as data?
• What data will we collect? How much data will we collect? Will data be easy or difficult to collect?
• Who will be using the data?
• What data sources will we use to collect information?
• How will the data be collected and analyzed? How systematic will data collection be?
• How will the data be organized? How will the data be displayed?
• What criteria will be used to analyze the data?
• How will the data be recorded and shared?

Step 4:  Evaluate and Reflect

How can you be sure that your conclusions are fair and accurate?

Step 5: Improve or amend your practice

How will I do things differently?

What have you learned from the project?

Have your questions been answered?

How will you share the results?

Could they be useful to others in your school/ community?

Context and Rationale of the Study

• Cite Literature review
• What is the general situation/circumstance that makes you develop your research proposal?
• Why is this situation/ circumstance important?
• What do you intend to do?
• This is the aim of your study. This should also be embedded in your main arguments.
• The significance of your research
• Why is your study important?
• Who or what industry will benefit? Why?
• What would be the potential contribution or insight of my research?

ACTION RESEARCH QUESTIONS

Reflect on your experiences and identify the most critical problem that affects your students’ learning

PROPOSED INTERVENTION, INNOVATION, STRATEGY

• Explain the intervention and cite literature that supports /validate the strategy to be used
• The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool : Contextualized and Localized Instructional Learning Material with seven (7) lessons where its objectives are based on the least mastered skills. The development of the IM anchors the simplified process of ADDIE Model which follows: Phase I – Preparation, Phase II – Development, Phase III – Validation, Phase IV – Try-Out.

Methodology

* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.

* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which will be utilized this study:

• Research constructed questionnaire
• Pretest/ post-test
• Summative test scores

* DATA GATHERING METHODS

• In developing the instructional learning material, the concept of ADDIE will utilize where:
• Phase I- The preparation stage involves administering the pretest using the teacher-made test validated by the Grade 8 teachers. It will use to determine the least mastered skills of the Grade 8 OHSP learners. The contents and components of the MAD Tool: Contextualized and Localized IM will base on the result of the pretest.
• Phase II – The development stage involves the following phases; deciding on the format of the module, the process of writing the module and the initial revisions needed to improve the first draft of the module.
• Phase III – In the validation stage, English teachers (peers and experts) will ask to assess the module in terms of its objectives

Plans for Dissemination and Utilization

• The results of the study will be presented and disseminated during learning action cells , teacher’s quality circle , conference after the study and will be presented through infographics which will be part of the initiatives of the school administrators and the subject area teachers.

  Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they can do well; ensure opportunities for student’s success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of the material; and help students feel that they are valued members of a learning community.

Sample of Reflection

As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the end of this long, winding tunnel is finally in sight. I found the process of conducting an action research project very complex and often overwhelming. However, at the same time, I found it to be extremely enlightening and rewarding.

It is self-perception about the study.

Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.

Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.

Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.

Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.

Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.

source: SDO Las Pinas

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ACTION RESEARCH

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1 What is Action Research for Classroom Teachers?

ESSENTIAL QUESTIONS

• What is the nature of action research?
• How does action research develop in the classroom?
• What models of action research work best for your classroom?
• What are the epistemological, ontological, theoretical underpinnings of action research?

Educational research provides a vast landscape of knowledge on topics related to teaching and learning, curriculum and assessment, students’ cognitive and affective needs, cultural and socio-economic factors of schools, and many other factors considered viable to improving schools. Educational stakeholders rely on research to make informed decisions that ultimately affect the quality of schooling for their students. Accordingly, the purpose of educational research is to engage in disciplined inquiry to generate knowledge on topics significant to the students, teachers, administrators, schools, and other educational stakeholders. Just as the topics of educational research vary, so do the approaches to conducting educational research in the classroom. Your approach to research will be shaped by your context, your professional identity, and paradigm (set of beliefs and assumptions that guide your inquiry). These will all be key factors in how you generate knowledge related to your work as an educator.

Action research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice. In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs on a daily basis in their classroom. When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator. Considering these demands, educators are often only able to engage in reflection that is fleeting, and for the purpose of accommodation, modification, or formative assessment. Action research offers one path to more deliberate, substantial, and critical reflection that can be documented and analyzed to improve an educator’s practice.

Purpose of Action Research

As one of many approaches to educational research, it is important to distinguish the potential purposes of action research in the classroom. This book focuses on action research as a method to enable and support educators in pursuing effective pedagogical practices by transforming the quality of teaching decisions and actions, to subsequently enhance student engagement and learning. Being mindful of this purpose, the following aspects of action research are important to consider as you contemplate and engage with action research methodology in your classroom:

• Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices.
• Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
• Action research is situation and context-based.
• Action research develops reflection practices based on the interpretations made by participants.
• Knowledge is created through action and application.
• Action research can be based in problem-solving, if the solution to the problem results in the improvement of practice.
• Action research is iterative; plans are created, implemented, revised, then implemented, lending itself to an ongoing process of reflection and revision.
• In action research, findings emerge as action develops and takes place; however, they are not conclusive or absolute, but ongoing (Koshy, 2010, pgs. 1-2).

In thinking about the purpose of action research, it is helpful to situate action research as a distinct paradigm of educational research. I like to think about action research as part of the larger concept of living knowledge. Living knowledge has been characterized as “a quest for life, to understand life and to create… knowledge which is valid for the people with whom I work and for myself” (Swantz, in Reason & Bradbury, 2001, pg. 1). Why should educators care about living knowledge as part of educational research? As mentioned above, action research is meant “to produce practical knowledge that is useful to people in the everyday conduct of their lives and to see that action research is about working towards practical outcomes” (Koshy, 2010, pg. 2). However, it is also about:

creating new forms of understanding, since action without reflection and understanding is blind, just as theory without action is meaningless. The participatory nature of action research makes it only possible with, for and by persons and communities, ideally involving all stakeholders both in the questioning and sense making that informs the research, and in the action, which is its focus. (Reason & Bradbury, 2001, pg. 2)

In an effort to further situate action research as living knowledge, Jean McNiff reminds us that “there is no such ‘thing’ as ‘action research’” (2013, pg. 24). In other words, action research is not static or finished, it defines itself as it proceeds. McNiff’s reminder characterizes action research as action-oriented, and a process that individuals go through to make their learning public to explain how it informs their practice. Action research does not derive its meaning from an abstract idea, or a self-contained discovery – action research’s meaning stems from the way educators negotiate the problems and successes of living and working in the classroom, school, and community.

While we can debate the idea of action research, there are people who are action researchers, and they use the idea of action research to develop principles and theories to guide their practice. Action research, then, refers to an organization of principles that guide action researchers as they act on shared beliefs, commitments, and expectations in their inquiry.

Reflection and the Process of Action Research

When an individual engages in reflection on their actions or experiences, it is typically for the purpose of better understanding those experiences, or the consequences of those actions to improve related action and experiences in the future. Reflection in this way develops knowledge around these actions and experiences to help us better regulate those actions in the future. The reflective process generates new knowledge regularly for classroom teachers and informs their classroom actions.

Unfortunately, the knowledge generated by educators through the reflective process is not always prioritized among the other sources of knowledge educators are expected to utilize in the classroom. Educators are expected to draw upon formal types of knowledge, such as textbooks, content standards, teaching standards, district curriculum and behavioral programs, etc., to gain new knowledge and make decisions in the classroom. While these forms of knowledge are important, the reflective knowledge that educators generate through their pedagogy is the amalgamation of these types of knowledge enacted in the classroom. Therefore, reflective knowledge is uniquely developed based on the action and implementation of an educator’s pedagogy in the classroom. Action research offers a way to formalize the knowledge generated by educators so that it can be utilized and disseminated throughout the teaching profession.

Research is concerned with the generation of knowledge, and typically creating knowledge related to a concept, idea, phenomenon, or topic. Action research generates knowledge around inquiry in practical educational contexts. Action research allows educators to learn through their actions with the purpose of developing personally or professionally. Due to its participatory nature, the process of action research is also distinct in educational research. There are many models for how the action research process takes shape. I will share a few of those here. Each model utilizes the following processes to some extent:

• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

Figure 1.1 Basic action research cycle

There are many other models that supplement the basic process of action research with other aspects of the research process to consider. For example, figure 1.2 illustrates a spiral model of action research proposed by Kemmis and McTaggart (2004). The spiral model emphasizes the cyclical process that moves beyond the initial plan for change. The spiral model also emphasizes revisiting the initial plan and revising based on the initial cycle of research:

Figure 1.2 Interpretation of action research spiral, Kemmis and McTaggart (2004, p. 595)

Other models of action research reorganize the process to emphasize the distinct ways knowledge takes shape in the reflection process. O’Leary’s (2004, p. 141) model, for example, recognizes that the research may take shape in the classroom as knowledge emerges from the teacher’s observations. O’Leary highlights the need for action research to be focused on situational understanding and implementation of action, initiated organically from real-time issues:

Figure 1.3 Interpretation of O’Leary’s cycles of research, O’Leary (2000, p. 141)

Lastly, Macintyre’s (2000, p. 1) model, offers a different characterization of the action research process. Macintyre emphasizes a messier process of research with the initial reflections and conclusions as the benchmarks for guiding the research process. Macintyre emphasizes the flexibility in planning, acting, and observing stages to allow the process to be naturalistic. Our interpretation of Macintyre process is below:

Figure 1.4 Interpretation of the action research cycle, Macintyre (2000, p. 1)

We believe it is important to prioritize the flexibility of the process, and encourage you to only use these models as basic guides for your process. Your process may look similar, or you may diverge from these models as you better understand your students, context, and data.

Definitions of Action Research and Examples

At this point, it may be helpful for readers to have a working definition of action research and some examples to illustrate the methodology in the classroom. Bassey (1998, p. 93) offers a very practical definition and describes “action research as an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve educational practice.” Cohen and Manion (1994, p. 192) situate action research differently, and describe action research as emergent, writing:

essentially an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing process itself rather than to some future occasion.

Lastly, Koshy (2010, p. 9) describes action research as:

a constructive inquiry, during which the researcher constructs his or her knowledge of specific issues through planning, acting, evaluating, refining and learning from the experience. It is a continuous learning process in which the researcher learns and also shares the newly generated knowledge with those who may benefit from it.

These definitions highlight the distinct features of action research and emphasize the purposeful intent of action researchers to improve, refine, reform, and problem-solve issues in their educational context. To better understand the distinctness of action research, these are some examples of action research topics:

Examples of Action Research Topics

• Flexible seating in 4th grade classroom to increase effective collaborative learning.
• Structured homework protocols for increasing student achievement.
• Developing a system of formative feedback for 8th grade writing.
• Using music to stimulate creative writing.
• Weekly brown bag lunch sessions to improve responses to PD from staff.
• Using exercise balls as chairs for better classroom management.

Action Research in Theory

Action research-based inquiry in educational contexts and classrooms involves distinct participants – students, teachers, and other educational stakeholders within the system. All of these participants are engaged in activities to benefit the students, and subsequently society as a whole. Action research contributes to these activities and potentially enhances the participants’ roles in the education system. Participants’ roles are enhanced based on two underlying principles:

• communities, schools, and classrooms are sites of socially mediated actions, and action research provides a greater understanding of self and new knowledge of how to negotiate these socially mediated environments;
• communities, schools, and classrooms are part of social systems in which humans interact with many cultural tools, and action research provides a basis to construct and analyze these interactions.

In our quest for knowledge and understanding, we have consistently analyzed human experience over time and have distinguished between types of reality. Humans have constantly sought “facts” and “truth” about reality that can be empirically demonstrated or observed.

Social systems are based on beliefs, and generally, beliefs about what will benefit the greatest amount of people in that society. Beliefs, and more specifically the rationale or support for beliefs, are not always easy to demonstrate or observe as part of our reality. Take the example of an English Language Arts teacher who prioritizes argumentative writing in her class. She believes that argumentative writing demonstrates the mechanics of writing best among types of writing, while also providing students a skill they will need as citizens and professionals. While we can observe the students writing, and we can assess their ability to develop a written argument, it is difficult to observe the students’ understanding of argumentative writing and its purpose in their future. This relates to the teacher’s beliefs about argumentative writing; we cannot observe the real value of the teaching of argumentative writing. The teacher’s rationale and beliefs about teaching argumentative writing are bound to the social system and the skills their students will need to be active parts of that system. Therefore, our goal through action research is to demonstrate the best ways to teach argumentative writing to help all participants understand its value as part of a social system.

The knowledge that is conveyed in a classroom is bound to, and justified by, a social system. A postmodernist approach to understanding our world seeks knowledge within a social system, which is directly opposed to the empirical or positivist approach which demands evidence based on logic or science as rationale for beliefs. Action research does not rely on a positivist viewpoint to develop evidence and conclusions as part of the research process. Action research offers a postmodernist stance to epistemology (theory of knowledge) and supports developing questions and new inquiries during the research process. In this way action research is an emergent process that allows beliefs and decisions to be negotiated as reality and meaning are being constructed in the socially mediated space of the classroom.

Theorizing Action Research for the Classroom

All research, at its core, is for the purpose of generating new knowledge and contributing to the knowledge base of educational research. Action researchers in the classroom want to explore methods of improving their pedagogy and practice. The starting place of their inquiry stems from their pedagogy and practice, so by nature the knowledge created from their inquiry is often contextually specific to their classroom, school, or community. Therefore, we should examine the theoretical underpinnings of action research for the classroom. It is important to connect action research conceptually to experience; for example, Levin and Greenwood (2001, p. 105) make these connections:

• Action research is context bound and addresses real life problems.
• Action research is inquiry where participants and researchers cogenerate knowledge through collaborative communicative processes in which all participants’ contributions are taken seriously.
• The meanings constructed in the inquiry process lead to social action or these reflections and action lead to the construction of new meanings.
• The credibility/validity of action research knowledge is measured according to whether the actions that arise from it solve problems (workability) and increase participants’ control over their own situation.

Educators who engage in action research will generate new knowledge and beliefs based on their experiences in the classroom. Let us emphasize that these are all important to you and your work, as both an educator and researcher. It is these experiences, beliefs, and theories that are often discounted when more official forms of knowledge (e.g., textbooks, curriculum standards, districts standards) are prioritized. These beliefs and theories based on experiences should be valued and explored further, and this is one of the primary purposes of action research in the classroom. These beliefs and theories should be valued because they were meaningful aspects of knowledge constructed from teachers’ experiences. Developing meaning and knowledge in this way forms the basis of constructivist ideology, just as teachers often try to get their students to construct their own meanings and understandings when experiencing new ideas.  

Classroom Teachers Constructing their Own Knowledge

Most of you are probably at least minimally familiar with constructivism, or the process of constructing knowledge. However, what is constructivism precisely, for the purposes of action research? Many scholars have theorized constructivism and have identified two key attributes (Koshy, 2010; von Glasersfeld, 1987):

• Knowledge is not passively received, but actively developed through an individual’s cognition;
• Human cognition is adaptive and finds purpose in organizing the new experiences of the world, instead of settling for absolute or objective truth.

Considering these two attributes, constructivism is distinct from conventional knowledge formation because people can develop a theory of knowledge that orders and organizes the world based on their experiences, instead of an objective or neutral reality. When individuals construct knowledge, there are interactions between an individual and their environment where communication, negotiation and meaning-making are collectively developing knowledge. For most educators, constructivism may be a natural inclination of their pedagogy. Action researchers have a similar relationship to constructivism because they are actively engaged in a process of constructing knowledge. However, their constructions may be more formal and based on the data they collect in the research process. Action researchers also are engaged in the meaning making process, making interpretations from their data. These aspects of the action research process situate them in the constructivist ideology. Just like constructivist educators, action researchers’ constructions of knowledge will be affected by their individual and professional ideas and values, as well as the ecological context in which they work (Biesta & Tedder, 2006). The relations between constructivist inquiry and action research is important, as Lincoln (2001, p. 130) states:

much of the epistemological, ontological, and axiological belief systems are the same or similar, and methodologically, constructivists and action researchers work in similar ways, relying on qualitative methods in face-to-face work, while buttressing information, data and background with quantitative method work when necessary or useful.

While there are many links between action research and educators in the classroom, constructivism offers the most familiar and practical threads to bind the beliefs of educators and action researchers.  

Epistemology, Ontology, and Action Research

It is also important for educators to consider the philosophical stances related to action research to better situate it with their beliefs and reality. When researchers make decisions about the methodology they intend to use, they will consider their ontological and epistemological stances. It is vital that researchers clearly distinguish their philosophical stances and understand the implications of their stance in the research process, especially when collecting and analyzing their data. In what follows, we will discuss ontological and epistemological stances in relation to action research methodology.

Ontology, or the theory of being, is concerned with the claims or assumptions we make about ourselves within our social reality – what do we think exists, what does it look like, what entities are involved and how do these entities interact with each other (Blaikie, 2007). In relation to the discussion of constructivism, generally action researchers would consider their educational reality as socially constructed. Social construction of reality happens when individuals interact in a social system. Meaningful construction of concepts and representations of reality develop through an individual’s interpretations of others’ actions. These interpretations become agreed upon by members of a social system and become part of social fabric, reproduced as knowledge and beliefs to develop assumptions about reality. Researchers develop meaningful constructions based on their experiences and through communication. Educators as action researchers will be examining the socially constructed reality of schools. In the United States, many of our concepts, knowledge, and beliefs about schooling have been socially constructed over the last hundred years. For example, a group of teachers may look at why fewer female students enroll in upper-level science courses at their school. This question deals directly with the social construction of gender and specifically what careers females have been conditioned to pursue. We know this is a social construction in some school social systems because in other parts of the world, or even the United States, there are schools that have more females enrolled in upper level science courses than male students. Therefore, the educators conducting the research have to recognize the socially constructed reality of their school and consider this reality throughout the research process. Action researchers will use methods of data collection that support their ontological stance and clarify their theoretical stance throughout the research process.

Koshy (2010, p. 23-24) offers another example of addressing the ontological challenges in the classroom:

A teacher who was concerned with increasing her pupils’ motivation and enthusiasm for learning decided to introduce learning diaries which the children could take home. They were invited to record their reactions to the day’s lessons and what they had learnt. The teacher reported in her field diary that the learning diaries stimulated the children’s interest in her lessons, increased their capacity to learn, and generally improved their level of participation in lessons. The challenge for the teacher here is in the analysis and interpretation of the multiplicity of factors accompanying the use of diaries. The diaries were taken home so the entries may have been influenced by discussions with parents. Another possibility is that children felt the need to please their teacher. Another possible influence was that their increased motivation was as a result of the difference in style of teaching which included more discussions in the classroom based on the entries in the dairies.

Here you can see the challenge for the action researcher is working in a social context with multiple factors, values, and experiences that were outside of the teacher’s control. The teacher was only responsible for introducing the diaries as a new style of learning. The students’ engagement and interactions with this new style of learning were all based upon their socially constructed notions of learning inside and outside of the classroom. A researcher with a positivist ontological stance would not consider these factors, and instead might simply conclude that the dairies increased motivation and interest in the topic, as a result of introducing the diaries as a learning strategy.

Epistemology, or the theory of knowledge, signifies a philosophical view of what counts as knowledge – it justifies what is possible to be known and what criteria distinguishes knowledge from beliefs (Blaikie, 1993). Positivist researchers, for example, consider knowledge to be certain and discovered through scientific processes. Action researchers collect data that is more subjective and examine personal experience, insights, and beliefs.

Action researchers utilize interpretation as a means for knowledge creation. Action researchers have many epistemologies to choose from as means of situating the types of knowledge they will generate by interpreting the data from their research. For example, Koro-Ljungberg et al., (2009) identified several common epistemologies in their article that examined epistemological awareness in qualitative educational research, such as: objectivism, subjectivism, constructionism, contextualism, social epistemology, feminist epistemology, idealism, naturalized epistemology, externalism, relativism, skepticism, and pluralism. All of these epistemological stances have implications for the research process, especially data collection and analysis. Please see the table on pages 689-90, linked below for a sketch of these potential implications:

Again, Koshy (2010, p. 24) provides an excellent example to illustrate the epistemological challenges within action research:

A teacher of 11-year-old children decided to carry out an action research project which involved a change in style in teaching mathematics. Instead of giving children mathematical tasks displaying the subject as abstract principles, she made links with other subjects which she believed would encourage children to see mathematics as a discipline that could improve their understanding of the environment and historic events. At the conclusion of the project, the teacher reported that applicable mathematics generated greater enthusiasm and understanding of the subject.

The educator/researcher engaged in action research-based inquiry to improve an aspect of her pedagogy. She generated knowledge that indicated she had improved her students’ understanding of mathematics by integrating it with other subjects – specifically in the social and ecological context of her classroom, school, and community. She valued constructivism and students generating their own understanding of mathematics based on related topics in other subjects. Action researchers working in a social context do not generate certain knowledge, but knowledge that emerges and can be observed and researched again, building upon their knowledge each time.

Researcher Positionality in Action Research

In this first chapter, we have discussed a lot about the role of experiences in sparking the research process in the classroom. Your experiences as an educator will shape how you approach action research in your classroom. Your experiences as a person in general will also shape how you create knowledge from your research process. In particular, your experiences will shape how you make meaning from your findings. It is important to be clear about your experiences when developing your methodology too. This is referred to as researcher positionality. Maher and Tetreault (1993, p. 118) define positionality as:

Gender, race, class, and other aspects of our identities are markers of relational positions rather than essential qualities. Knowledge is valid when it includes an acknowledgment of the knower’s specific position in any context, because changing contextual and relational factors are crucial for defining identities and our knowledge in any given situation.

By presenting your positionality in the research process, you are signifying the type of socially constructed, and other types of, knowledge you will be using to make sense of the data. As Maher and Tetreault explain, this increases the trustworthiness of your conclusions about the data. This would not be possible with a positivist ontology. We will discuss positionality more in chapter 6, but we wanted to connect it to the overall theoretical underpinnings of action research.

Advantages of Engaging in Action Research in the Classroom

In the following chapters, we will discuss how action research takes shape in your classroom, and we wanted to briefly summarize the key advantages to action research methodology over other types of research methodology. As Koshy (2010, p. 25) notes, action research provides useful methodology for school and classroom research because:

Advantages of Action Research for the Classroom

• research can be set within a specific context or situation;
• researchers can be participants – they don’t have to be distant and detached from the situation;
• it involves continuous evaluation and modifications can be made easily as the project progresses;
• there are opportunities for theory to emerge from the research rather than always follow a previously formulated theory;
• the study can lead to open-ended outcomes;
• through action research, a researcher can bring a story to life.

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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Striking findings from 2023

Pew Research Center has gathered data around some of this year’s defining news stories, from the rise of artificial intelligence to the debate over affirmative action in college admissions . Here’s a look back at 2023 through some of our most striking research findings.

These findings only scratch the surface of the Center’s research from this past year .

A record-high share of 40-year-olds in the U.S. have never been married, according to a Center analysis of the most recent U.S. Census Bureau data . As of 2021, a quarter of 40-year-olds had never been married – up from 6% in 1980.

In 2021, the demographic groups most likely not to have ever been married by age 40 include men, Black Americans and those without a four-year college degree.

A Center survey conducted in April found that relatively few Americans see marriage as essential for people to live a fulfilling life compared with factors like job satisfaction and friendship. While majorities say that having a job or career they enjoy (71%) and having close friends (61%) are extremely or very important for living a fulfilling life, far fewer say this about having children (26%) or being married (23%). Larger shares, in fact, say having children (42%) or being married (44%) are not too or not at all important.

About half of Americans say the increased use of artificial intelligence in daily life makes them feel more concerned than excited – up 14 percentage points from last year, according to an August survey . Overall, 52% of Americans say they feel this way, an increase from 38% in December 2022.

Just 10% of adults say they are more excited than concerned about the increased use of AI, while 36% say they feel an equal mix of these emotions.

The rise in concern about AI has taken place alongside growing public awareness of the technology. Nine-in-ten adults say they have heard either a lot (33%) or a little (56%) about artificial intelligence. The share of those who have heard  a lot  is up 7 points since December 2022.

For the first time in over 30 years of public opinion polling, Americans’ views of the U.S. Supreme Court are more negative than positive, a July survey found . A narrow majority (54%) have an unfavorable view of the high court, while fewer than half (44%) express a favorable one.

The court’s favorable rating has declined 26 percentage points since 2020, following a series of high-profile rulings on issues including affirmative action in college admissions, LGBTQ+ rights and student loans. The drop in favorability is primarily due to a decline among Democrats and Democratic-leaning independents, just 24% of whom express a favorable opinion of the court.

A growing share of U.S. adults say the federal government should take steps to restrict false information online, even if it limits freedom of information, a June survey found . The share of U.S. adults with this view has risen from 39% in 2018 to 55% in 2023.

In the most recent survey, 42% of adults took the opposite view, saying the government should protect freedom of information, even if it means false information can be published.

Still, Americans remain more likely to say that tech companies – rather than the U.S. government – should be responsible for restricting false information online. About two-thirds (65%) said this in June.

The number of U.S. children and teens killed by gunfire rose 50% in just two years, according to a 2023 analysis of data from the Centers for Disease Control and Prevention (CDC). In 2019, there were 1,732 gun deaths among U.S. children and teens under 18. By 2021, that figure had increased to 2,590.

The gun death  rate  among children and teens – a measure that adjusts for changes in the nation’s population – rose 46% during that span.

Both the number and rate of children and teens killed by gunfire in 2021 were the highest since at least 1999, the earliest year for which this information is available in the CDC’s mortality database.

Most Asian Americans view their ancestral homelands favorably – but not Chinese Americans, according to a multilingual, nationally representative survey of Asian American adults .

Only about four-in-ten Chinese Americans (41%) have a favorable opinion of China, while 35% have an unfavorable one. Another 22% say they have a neither favorable nor unfavorable view. This stands in contrast to how other Asian Americans view their ancestral homelands. For instance, about nine-in-ten Taiwanese and Japanese Americans have a very or somewhat favorable opinion of their place of origin, as do large majorities of Korean, Indian and Filipino Americans.

While Chinese Americans’ views of China are more mixed, they still have a more favorable opinion of the country than other Asian adults do. Just 14% of other Asian Americans view China favorably.

Even before the Israel-Hamas war, Israelis had grown more skeptical of a two-state solution. In a survey conducted in March and April , prior to the war, just 35% of Israelis thought “a way can be found for Israel and an independent Palestinian state to coexist peacefully.” This share had declined by 9 percentage points since 2017 and 15 points since 2013.

Among both Arabs and Jews living in Israel, there have been declines over the past decade in the share of people who believe that a peaceful coexistence between Israel and an independent Palestinian state is possible.

A majority of Americans say they would tip 15% or less for an average restaurant dining experience, including 2% who wouldn’t leave a tip at all, an August survey shows . The survey presented respondents with a hypothetical scenario in which they went to a sit-down restaurant and had average – but not exceptional – food and service. About six-in-ten (57%) say they would leave a tip of 15% or less in this situation. Another 12% say they would leave a tip of 18%, and a quarter of people say they’d tip 20% or more.

Adults in lower-income households and those ages 65 and older are more likely than their counterparts to say they would tip 15% or less in a situation like this.

Partisan views of Twitter – the social media platform now called X – have shifted over the last two years, with Republican users’ views of the site growing more positive and those of Democratic users becoming more negative, according to a March survey . The share of Republican and GOP-leaning users who said the site is mostly bad for American democracy fell from 60% in 2021 to 21% earlier this year. At the same time, the share of Republican users who said the site is mostly good for democracy rose from 17% to 43% during the same span.

Democrats’ views moved in the opposite direction during that time frame. The percentage of Democratic and Democratic-leaning Twitter users who said the platform is good for American democracy decreased from 47% to 24%, while the share who said it is bad for democracy increased – though more modestly – from 28% to 35%.

These changes in views follow Elon Musk’s takeover of the platform in fall 2022.

Nearly half of U.S. workers who get paid time off don’t take all the time off their employer offers, according to a February survey of employed Americans . Among those who say their employer offers paid time off for vacation, doctors’ appointments or to deal with minor illnesses, 46% say they take less time off than they are allowed. A similar share (48%) say they typically take all the time off they are offered.

Among those who don’t take all their paid time off, the most common reasons cited are not feeling the need to take more time off (52% say this), worrying they might fall behind at work (49%), and feeling badly about their co-workers taking on additional work (43%).

Smaller shares cite other concerns, including the feeling that taking more time off might hurt their chances for job advancement (19%) or that they might risk losing their job (16%). Some 12% say their manager or supervisor discourages them from taking time off.

An overwhelming majority of Americans (79%) express a negative sentiment when asked to describe politics in the United States these days, a July survey found . Just 2% offer a positive word or phrase, while 10% say something neutral.

Among those who volunteered an answer, 8% use the word “ divisive” or variations of it, while 2% cite the related term “polarized.” “Corrupt” is the second-most frequent answer, given by 6% of respondents.

The top 15 most cited words also include “messy,” “chaos,” “broken” and “dysfunctional.” Many respondents are even more negative in their views: “terrible,” “disgusting,” “disgrace” and the phrase “dumpster fire” are each offered by at least 1% of respondents.

Around half of Americans (53%) say they have ever been visited by a dead family member in a dream or in another form, according to a spring survey . Overall, 46% of Americans report that they’ve been visited by a dead family member in a dream, while 31% report having been visited by dead relatives in some other form.

Women are more likely than men to report these experiences.

While the survey asked whether people have had interactions with dead relatives, it did not ask for explanations. So, we don’t know whether people view these experiences as mysterious or supernatural, whether they see them as having natural or scientific causes, or some of both.

For example, the survey did not ask what respondents meant when they said they had been visited in a dream by a dead relative. Some might have meant that relatives were trying to send them messages or information from beyond the grave. Others might have had something more commonplace in mind, such as dreaming about a favorite memory of a family member.

More Americans disapprove than approve of selective colleges and universities taking race and ethnicity into account when making admissions decisions, according to another spring survey , fielded before the Supreme Court ruled on the practice in June. Half of U.S. adults disapprove of colleges considering race and ethnicity to increase diversity at the schools, while a third approve and 16% are not sure.

Views differ widely by party, as well as by race and ethnicity. Around three-quarters of Republicans and Republican leaners (74%) disapprove of the practice, while 54% of Democrats and Democratic leaners approve of it.

Nearly half of Black Americans (47%) say they approve of colleges and universities considering race and ethnicity in admissions, while smaller shares of Hispanic (39%), Asian (37%) and White (29%) Americans say the same.

The share of Americans who say science has had a mostly positive effect on society has declined since 2019, before the coronavirus outbreak, a fall survey shows : 57% say science has had a mostly positive effect on society, down from 73% in 2019.

About a third of adults (34%) now say the impact of science on society has been equally positive and negative. And 8% say science has had a mostly negative impact on society.

Democrats have become much more likely than Republicans to say science has had a mostly positive impact on society (69% vs. 47%). This gap is the result of steeper declines in positive ratings among Republicans than among Democrats since 2019 (down 23 points and 8 points, respectively).

Nearly three-in-ten Americans express an unfavorable opinion of both major political parties – the highest share in at least three decades, according to a July survey . Overall, 28% of Americans have an unfavorable opinion of both the Republican and Democratic parties. This is more than quadruple the share in 1994, when just 6% of Americans viewed both parties negatively.

A majority of Americans say TikTok is a threat to national security, according to a survey conducted in May . About six-in-ten adults (59%) see the social media platform as a major or minor threat to national security in the United States. Just 17% say it is  not  a threat to national security and another 23% aren’t sure.

Views vary by partisanship and age. Seven-in-ten Republicans and GOP leaners say TikTok is at least a minor threat to national security, compared with 53% of Democrats and Democratic leaners. Conservative Republicans are more likely than moderate or liberal Republicans – or Democrats of any ideology – to say the view the app as a major threat.

Nearly half of those ages 65 and older (46%) see TikTok as a major threat to national security, compared with a much smaller share (13%) of adults ages 18 to 29.

Read the other posts in our striking findings series:

• Striking findings from 2022
• Striking findings from 2021
• 20 striking findings from 2020
• 19 striking findings from 2019
• 18 striking findings from 2018
• 17 striking findings from 2017
• 16 striking findings from 2016
• 15 striking findings from 2015
• 14 striking findings from 2014
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• Artificial Intelligence
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• Death & Dying
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• Family & Relationships
• Misinformation Online
• Other Topics
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• Supreme Court
• Trust in Science
• Twitter (X)
• Unmarried Adults
• War & International Conflict

Private, selective colleges are most likely to use race, ethnicity as a factor in admissions decisions

Americans and affirmative action: how the public sees the consideration of race in college admissions, hiring, asian americans hold mixed views around affirmative action, more americans disapprove than approve of colleges considering race, ethnicity in admissions decisions, hispanic enrollment reaches new high at four-year colleges in the u.s., but affordability remains an obstacle, most popular.

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Giant galactic explosion exposes galaxy pollution in action

A team of international researchers studied galaxy NGC 4383, in the nearby Virgo cluster, revealing a gas outflow so large that it would take 20,000 years for light to travel from one side to the other.

The discovery was published today in the journal Monthly Notices of the Royal Astronomical Society .

Lead author Dr Adam Watts, from The University of Western Australia node at the International Centre for Radio Astronomy Research (ICRAR), said the outflow was the result of powerful stellar explosions in the central regions of the galaxy that could eject enormous amounts of hydrogen and heavier elements.

The mass of gas ejected is equivalent to more than 50 million Suns.

"Very little is known about the physics of outflows and their properties because outflows are very hard to detect," Dr Watts said.

"The ejected gas is quite rich in heavy elements giving us a unique view of the complex process of mixing between hydrogen and metals in the outflowing gas.

"In this particular case, we detected oxygen, nitrogen, sulphur and many other chemical elements."

Gas outflows are crucial to regulate how fast and for how long galaxies can keep forming stars. The gas ejected by these explosions pollutes the space between stars within a galaxy, and even between galaxies, and can float in the intergalactic medium forever.

The high-resolution map was produced with data from the MAUVE survey, co-led by ICRAR researchers Professors Barbara Catinella and Luca Cortese, who were also co-authors of the study.

The survey used the MUSE Integral Field Spectrograph on the European Southern Observatory's Very Large Telescope, located in northern Chile.

"We designed MAUVE to investigate how physical processes such as gas outflows help stop star formation in galaxies," Professor Catinella said.

"NGC 4383 was our first target, as we suspected something very interesting was happening, but the data exceeded all our expectations.

"We hope that in the future, MAUVE observations reveal the importance of gas outflows in the local Universe with exquisite detail."

• Astrophysics
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• Space Exploration
• Spitzer space telescope
• Globular cluster
• Planetary nebula
• Edwin Hubble
• Local Group
• Magellanic Clouds

Story Source:

Materials provided by International Centre for Radio Astronomy Research . Note: Content may be edited for style and length.

Related Multimedia :

• Gas being ejected from the nearby galaxy

Journal Reference :

• Adam B Watts, Luca Cortese, Barbara Catinella, Amelia Fraser-McKelvie, Eric Emsellem, Lodovico Coccato, Jesse van de Sande, Toby H Brown, Yago Ascasibar, Andrew Battisti, Alessandro Boselli, Timothy A Davis, Brent Groves, Sabine Thater. MAUVE: a 6 kpc bipolar outflow launched from NGC 4383, one of the most H i-rich galaxies in the Virgo cluster . Monthly Notices of the Royal Astronomical Society , 2024; 530 (2): 1968 DOI: 10.1093/mnras/stae898

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