ideas for action research project

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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21 Action Research Examples (In Education)

action research examples and definition, explained below

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/ 25 Positive Punishment Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

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 25 Positive Punishment Examples
Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

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.

225+ Action Research Topics In Education (Updated 2023)

Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education encompass a wide range of issues that educators can investigate to address specific challenges and enhance their instructional strategies.

From examining the impact of technology integration to exploring innovative assessment methods, action research empowers teachers to develop evidence-based solutions tailored to their unique educational contexts. By conducting small-scale studies, educators can gather data, analyze it, and implement targeted interventions to make tangible improvements in student learning.

In this blog, we will delve into a variety of action research topics in education, exploring how they can empower educators to drive meaningful change and foster a dynamic and effective learning environment for their students.

Table of Contents

Format of action research paper in education

Please note that this table provides a general outline and can be customized based on the specific requirements and guidelines of your research paper.

What to consider while selecting action research topics in education

When selecting action research topics in education, it is important to consider several factors to ensure that your research is meaningful, relevant, and feasible. Here are some key considerations to keep in mind:

Personal Interest

Choose action research topics in education that genuinely interests you. When you are passionate about the subject matter, you will be more motivated and engaged throughout the research process.

Educational Context

Consider the specific educational context in which you work or are interested in. Reflect on the challenges, needs, or areas of improvement within that context. Your research should address a problem or issue that is relevant and impactful within the educational setting.

Research Gap

Review existing literature and research in your chosen area to identify any gaps or unanswered questions. Select action research topics in education that contributes to the existing knowledge base and fills a research gap.

Feasibility

Evaluate the feasibility of conducting the research within the available resources, time frame, and constraints. Consider factors such as access to participants, data collection methods, ethical considerations, and potential support from colleagues or institutions.

Relevance and Impact

Choose action research topics in education that have practical implications and can lead to positive changes in teaching practices, student learning, or educational policies. Aim for research that can make a difference in the educational field.

Collaboration Opportunities

Consider if there are opportunities for collaboration with colleagues, researchers, or educational organizations. Collaborative research can provide additional support, expertise, and diverse perspectives.

Ethical Considerations

Ensure that your research topic aligns with ethical guidelines and regulations. Consider the potential impact on participants and ensure their rights, privacy, and confidentiality are protected.

Remember, selecting an action research topic is an important decision, so take the time to thoroughly evaluate and choose a topic that aligns with your goals and the needs of the educational community you serve.

200+ Action research topics in education

The impact of technology integration on student engagement in the classroom.
Strategies to improve reading comprehension in elementary school students.
Enhancing parental involvement in student learning and academic success.
Investigating the effectiveness of cooperative learning strategies in promoting peer interaction and collaboration.
Addressing the achievement gap in mathematics between different student groups.
Examining the impact of inclusive education on the academic and social development of students with disabilities.
Enhancing critical thinking skills through project-based learning.
Implementing differentiated instruction to meet the diverse needs of students in the classroom.
Investigating the effects of homework on student learning and academic performance.
Promoting positive classroom behavior and reducing disruptive behaviors.
Assessing the effectiveness of teacher feedback in improving student writing skills.
Strategies to promote a growth mindset and enhance student motivation.
Examining the impact of physical activity on student concentration and academic performance.
Enhancing teacher-student relationships and its impact on student engagement and achievement.
Investigating the effects of arts integration on student creativity and academic achievement.
Strategies to support English language learners in mainstream classrooms.
Examining the impact of peer tutoring on student learning and academic achievement.
Enhancing teacher collaboration and its impact on instructional practices and student outcomes.
Investigating the effectiveness of inquiry-based science instruction in promoting student understanding.
Promoting gender equity in STEM education.
Examining the impact of mindfulness practices on student well-being and academic success.
Strategies for reducing test anxiety and promoting test-taking skills.
Investigating the effects of the classroom environment on student learning and engagement.
Enhancing student self-regulation skills through metacognitive strategies.
Promoting multicultural education and inclusivity in the classroom.
Examining the impact of flipped classroom models on student learning outcomes.
Strategies for integrating technology effectively in early childhood education.
Investigating the effects of outdoor education on student engagement and academic achievement.
Enhancing teacher professional development programs to improve instructional practices.
Promoting environmental education and sustainable practices in schools.
Examining the impact of social-emotional learning programs on student behavior and well-being.
Strategies for supporting students with ADHD in the classroom.
Investigating the effects of classroom management strategies on student behavior and academic performance.
Enhancing parental involvement in early childhood education settings.
Promoting digital literacy skills among students.
Examining the impact of peer assessment on student learning and achievement.
Strategies for fostering creativity and innovation in the classroom.
Investigating the effects of inclusive literature on promoting empathy and cultural understanding.
Enhancing the use of formative assessment in the classroom.
Promoting critical media literacy skills among students.
Examining the impact of outdoor learning on student engagement and academic achievement.
Strategies for promoting positive social skills and reducing bullying in schools.
Investigating the effects of flexible seating arrangements on student behavior and learning outcomes.
Enhancing the use of educational technology in special education settings.
Promoting student self-efficacy and academic motivation.
Examining the impact of project-based learning on student problem-solving skills.
Strategies for promoting positive school climate and student well-being.
Investigating the effects of parental involvement on student homework completion and academic performance.
Enhancing teacher feedback practices to improve student learning and achievement.
Promoting inclusive practices for students with diverse cultural backgrounds.
Examining the impact of arts education on student creativity and academic success.
Strategies for supporting students with learning disabilities
Investigating the effects of gamification on student motivation and engagement.
Enhancing collaborative learning in online education settings.
Promoting effective study habits and time management skills among students.
Examining the impact of parental involvement on early literacy skills development.
Strategies for promoting positive teacher-student relationships in high school settings.
Investigating the effects of mindfulness practices on reducing stress and anxiety in students.
Enhancing student self-esteem and self-confidence through targeted interventions.
Promoting gender equality in science education.
Examining the impact of teacher-led professional learning communities on instructional practices and student outcomes.
Strategies for supporting students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of project-based learning on student problem-solving skills in mathematics.
Enhancing cultural competency among educators to meet the needs of diverse student populations.
Promoting digital citizenship and online safety education.
Examining the impact of restorative justice practices on reducing disciplinary incidents and promoting a positive school climate.
Strategies for integrating social justice education across the curriculum.
Investigating the effects of parental involvement on student transitions from elementary to middle school.
Enhancing teacher collaboration for effective interdisciplinary instruction.
Promoting global citizenship and cross-cultural understanding in the classroom.
Examining the impact of music education on student cognitive development and academic performance.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms.
Investigating the effects of cooperative learning strategies on improving students’ social skills.
Enhancing the use of educational technology for students with visual impairments.
Promoting inclusive practices for students with diverse learning needs.
Examining the impact of teacher-led professional development on instructional practices and student outcomes.
Strategies for promoting positive classroom behavior in early childhood settings.
Investigating the effects of growth mindset interventions on student resilience and academic achievement.
Enhancing parent-teacher communication for improved student support and academic success.
Promoting environmental sustainability education in primary schools.
Examining the impact of outdoor play on children’s physical and cognitive development.
Strategies for supporting students with English language learning difficulties.
Investigating the effects of mindfulness practices on reducing test anxiety in students.
Enhancing the use of educational technology for students with learning disabilities.
Promoting critical thinking and problem-solving skills in mathematics education.
Examining the impact of peer mentoring programs on student academic and social-emotional development.
Strategies for creating inclusive classrooms for students with hearing impairments.
Investigating the effects of student-led conferences on student ownership of learning.
Enhancing the use of formative assessment for personalized instruction.
Promoting positive classroom discourse and student participation.
Examining the impact of outdoor experiential learning on student environmental awareness and action.
Strategies for supporting students with emotional and behavioral disorders in inclusive settings.
Investigating the effects of teacher self-reflection on instructional practices and student outcomes.
Enhancing the use of assistive technology for students with physical disabilities.
Promoting media literacy education to develop critical media consumers.
Examining the impact of service-learning on student civic engagement and social responsibility.
Strategies for creating inclusive classrooms for students with specific learning disabilities.
Investigating the effects of inquiry-based science instruction on student scientific inquiry skills.
Enhancing teacher-parent partnerships for collaborative support of student learning.
Promoting cultural diversity education in secondary schools.
Examining the impact of cooperative learning on student academic achievement in science education.
Strategies for promoting inclusive practices for students with speech and language disorders.
Investigating the effects of flipped classroom models on student engagement and learning outcomes in social studies.
Enhancing teacher feedback practices to improve student writing skills in English language arts.
Promoting social-emotional learning through mindfulness-based interventions in elementary schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in the arts.
Strategies for supporting students with executive functioning difficulties in the classroom.
Investigating the effects of differentiated instruction on student motivation and academic achievement in mathematics.
Enhancing parental involvement in supporting early literacy development at home.
Promoting inclusive practices for students with physical disabilities in physical education classes.
Examining the impact of teacher-student relationships on student attendance and classroom behavior.
Strategies for promoting positive peer relationships and reducing social isolation in middle school.
Investigating the effects of drama-based pedagogy on student engagement and understanding in literature studies.
Enhancing the use of educational technology for students with learning difficulties in computer science education.
Promoting character education and ethical decision-making in schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes.
Strategies for supporting students with English language learning difficulties in content area classes.
Investigating the effects of arts integration on student motivation and academic achievement in history education.
Enhancing family-school partnerships for students with special educational needs.
Promoting critical digital literacy skills for responsible online information consumption.
Examining the impact of inclusive physical education on student attitudes towards fitness and physical activity.
Strategies for supporting students with dyslexia in reading instruction.
Investigating the effects of outdoor education on student environmental attitudes and behaviors.
Enhancing the use of educational technology for students with autism spectrum disorder.
Promoting career readiness and employability skills in high school education.
Examining the impact of parent-led reading interventions on early literacy skills in kindergarten.
Strategies for promoting positive teacher-student relationships in online learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in science education.
Enhancing teacher collaboration for effective co-teaching in inclusive classrooms.
Promoting global perspectives and intercultural understanding in social studies education.
Examining the impact of cooperative learning on student social skills and peer relationships.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer science.
Enhancing cultural competence among educators for working with diverse student populations.
Promoting digital citizenship and online safety in digital media literacy education.
Examining the impact of restorative practices on reducing disciplinary incidents and fostering a positive school climate.
Strategies for supporting students with emotional and behavioral challenges in mainstream classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in mathematics education.
Enhancing parent-teacher communication for effective student support and academic success.
Promoting environmental sustainability education in secondary schools.
Examining the impact of outdoor experiential learning on student STEM (science, technology, engineering, and mathematics) interest and career aspirations.
Strategies for creating inclusive classrooms for students with visual impairments.
Investigating the effects of student-led conferences on student self-evaluation and goal setting.
Enhancing the use of formative assessment for personalized instruction in physical education.
Promoting positive classroom management strategies.
Examining the impact of cooperative learning on student academic achievement in foreign language education.
Strategies for promoting inclusive practices for students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in mathematics.
Enhancing teacher feedback practices to improve student oral communication skills in language arts.
Promoting social-emotional learning through mindfulness-based interventions in high schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in technology education.
Strategies for supporting students with learning difficulties in inclusive science classrooms.
Investigating the effects of differentiated instruction on student motivation and academic achievement in social studies.
Enhancing parental involvement in supporting numeracy development at home.
Promoting inclusive practices for students with sensory impairments in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in physical education.
Strategies for promoting positive peer relationships and reducing bullying in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in mathematics education.
Enhancing the use of educational technology for students with learning difficulties in science education.
Promoting character education and ethical decision-making in elementary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in music education.
Strategies for supporting students with English language learning difficulties in mathematics classes.
Investigating the effects of arts integration on student creativity and academic achievement in social-emotional learning.
Enhancing family-school partnerships for students with special educational needs in inclusive settings.
Promoting critical digital literacy skills for responsible online communication in language arts education.
Examining the impact of inclusive physical education on student attitudes towards physical fitness and well-being.
Strategies for supporting students with dyscalculia in mathematics instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainability practices.
Enhancing the use of educational technology for students with hearing impairments in inclusive classrooms.
Promoting career exploration and development in middle school education.
Examining the impact of parent-led science experiments on student interest and learning outcomes in science education.
Strategies for promoting positive teacher-student relationships in virtual learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in language arts.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive classrooms.
Promoting global citizenship and cultural competence in foreign language education.
Examining the impact of cooperative learning on student social-emotional development and well-being.
Strategies for supporting students with physical disabilities in adaptive physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in engineering education.
Enhancing cultural competence among educators for working with diverse student populations in social studies.
Promoting digital literacy skills for responsible online research and information evaluation.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in middle schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in language arts.
Enhancing parent-teacher communication for effective collaboration and student support in mathematics education.
Promoting environmental sustainability education in primary schools through cross-curricular integration.
Examining the impact of outdoor experiential learning on student ecological literacy and environmental stewardship.
Strategies for creating inclusive classrooms for students with cognitive impairments.
Investigating the effects of student-led conferences on student self-reflection and goal-setting in science education.
Enhancing the use of formative assessment for personalized instruction in social studies.
Promoting positive classroom management strategies for students with attention deficit hyperactivity disorder (ADHD).
Examining the impact of cooperative learning on student academic achievement in physical sciences.
Strategies for promoting inclusive practices for students with speech and language difficulties in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in language arts.
Enhancing teacher feedback practices to improve student presentation skills in communication studies.
Promoting social-emotional learning through mindfulness-based interventions in middle schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in fine arts.
Strategies for supporting students with learning difficulties in inclusive social-emotional learning programs.
Investigating the effects of differentiated instruction on student motivation and academic achievement in physical education.
Enhancing parental involvement in supporting STEM (science, technology, engineering, and mathematics) education at home.
Promoting inclusive practices for students with intellectual disabilities in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in music education.
Strategies for promoting positive peer relationships and fostering social-emotional development in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in physical sciences.
Enhancing the use of educational technology for students with learning difficulties in social studies education.
Promoting character education and ethical decision-making in secondary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in physical education.
Strategies for supporting students with English language learning difficulties in science classes.
Investigating the effects of arts integration on student creativity and academic achievement in physical education.
Enhancing family-school partnerships for students with special educational needs in inclusive physical education settings.
Promoting critical digital literacy skills for responsible online communication in social studies education.
Strategies for supporting students with dysgraphia in writing instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainable practices in science education.
Enhancing the use of educational technology for students with visual impairments in inclusive classrooms.
Promoting career exploration and development in high school education.
Examining the impact of parent-led math activities on student interest and learning outcomes in mathematics education.
Investigating the effects of arts integration on student creativity and academic achievement in social sciences.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive physical education settings.
Promoting global citizenship and cultural competence in history education.
Examining the impact of cooperative learning on student social-emotional development and well-being in language arts.
Strategies for supporting students with physical disabilities in inclusive arts education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer programming education.
Enhancing cultural competence among educators for working with diverse student populations in mathematics education.
Promoting digital literacy skills for responsible online communication and information sharing.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in high schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive language arts classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in social sciences.
Enhancing parent-teacher communication for effective collaboration and student support in science education.
Promoting environmental sustainability education in elementary schools through interdisciplinary integration.

Tips to write appealing action research paper in education

Here are some tips to write an appealing action research paper in education:

Select a Relevant and Engaging Topic: Choose action research topics in education that is relevant to the field of education and aligns with your interests and goals. Select a topic that has practical implications and can contribute to improving educational practices.
Clearly Define the Problem: Clearly define the problem or issue you want to address through your action research. Provide a concise and focused problem statement that highlights the specific area you aim to investigate.
Set Clear Objectives: State clear and measurable objectives for your research. Identify what you want to achieve through your study and how you plan to measure your outcomes.
Conduct a Literature Review: Conduct a thorough review of existing literature related to your research topic. Identify gaps in current knowledge and highlight how your research will contribute to filling those gaps.
Use a Rigorous Research Design: Choose an appropriate research design that aligns with your research objectives. Consider whether a quantitative, qualitative, or mixed-methods approach is most suitable for your study.
Collect and Analyze Data: Collect relevant data through appropriate methods, such as surveys, interviews, observations, or document analysis. Use rigorous data analysis techniques to derive meaningful findings from your data.
Reflect and Take Action: Reflect on your findings and consider their implications for educational practice. Based on your findings, develop actionable recommendations or interventions that can be implemented to address the identified problem.
Write Clearly and Concisely: Present your research in a clear and concise manner. Use appropriate academic language and structure your paper logically. Clearly explain your methodology, findings, and conclusions.
Support Findings with Evidence: Use evidence from your data analysis to support your findings and conclusions. Use graphs, charts, or quotes from participants to enhance the credibility of your research.
Discuss Limitations and Future Directions: Acknowledge the limitations of your study and discuss areas for future research. Address any potential biases or challenges that may have influenced your findings.
Consider the Audience: Keep in mind the intended audience for your research paper, which may include educators, researchers, or policymakers. Write in a way that engages and appeals to your target audience.
Revise and Edit: Proofread your paper for any grammatical or spelling errors. Revise your content to ensure clarity and coherence. Seek feedback from peers or mentors to improve the quality of your paper.

Remember, an appealing action research paper in education is one that not only presents valuable findings but also offers practical insights and recommendations for improving educational practices.

In conclusion, action research topics in education provide a powerful framework for addressing real-world issues and improving teaching and learning practices. This research approach empowers educators to take an active role in identifying challenges, implementing interventions, and evaluating their impact within their own classrooms or educational settings.

By engaging in systematic inquiry, educators can generate valuable insights, evidence-based strategies, and meaningful changes that positively influence student outcomes. Action research promotes a reflective and collaborative approach, encouraging teachers to continuously refine their instructional methods, adapt to diverse student needs, and create inclusive learning environments.

Ultimately, action research in education empowers educators to be agents of change, fostering innovation and improvement in education while enhancing student engagement, achievement, and well-being.

Action Research: What it is, Stages & Examples

Action research is a method often used to make the situation better. It combines activity and investigation to make change happen.

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 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 .

Making insightful classrooms observations

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.

Teachers developing professional judgements

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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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.

What is action research and how do we do it?

In this article, we explore the development of some different traditions of action research and provide an introductory guide to the literature.

Contents : what is action research · origins · the decline and rediscovery of action research · undertaking action research · conclusion · further reading · how to cite this article . see, also: research for practice ., what is action research.

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research-oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Kurt Lewin is generally credited as the person who coined the term ‘action research’:

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ ( ibid. : 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. ( ibid. : 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact-finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ ( ibid. : 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to a literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that the model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research

Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945), there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice-oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….

Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:

• It is democratic , enabling the participation of all people.

• It is equitable , acknowledging people’s equality of worth.

• It is liberating , providing freedom from oppressive, debilitating conditions.

• It is life enhancing , enabling the expression of people’s full human potential.

(Stringer 1999: 9-10)

Undertaking action research

As Thomas (2017: 154) put it, the central aim is change, ‘and the emphasis is on problem-solving in whatever way is appropriate’. It can be seen as a conversation rather more than a technique (McNiff et. al. ). It is about people ‘thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions’ (Thomas 2009: 113).

The action research process works through three basic phases:

Look -building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)

The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some, there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easy to slip into using it as the template for practice (McTaggart 1996: 249).

Explorations of action research

Atweh, B., Kemmis, S. and Weeks, P. (eds.) (1998) Action Research in Practice: Partnership for Social Justice in Education, London: Routledge. Presents a collection of stories from action research projects in schools and a university. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: school environment – how to make a school a healthier place to be; parents – how to involve them more in decision-making; students as action researchers; gender – how to promote gender equity in schools; writing up action research projects.

Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research , Lewes: Falmer. Influential book that provides a good account of ‘action research’ in education. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice – redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Carson, T. R. and Sumara, D. J. (ed.) (1997) Action Research as a Living Practice , New York: Peter Lang. 140 pages. Book draws on a wide range of sources to develop an understanding of action research. Explores action research as a lived practice, ‘that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Dadds, M. (1995) Passionate Enquiry and School Development. A story about action research , London: Falmer. 192 + ix pages. Examines three action research studies undertaken by a teacher and how they related to work in school – how she did the research, the problems she experienced, her feelings, the impact on her feelings and ideas, and some of the outcomes. In his introduction, John Elliot comments that the book is ‘the most readable, thoughtful, and detailed study of the potential of action-research in professional education that I have read’.

Ghaye, T. and Wakefield, P. (eds.) CARN Critical Conversations. Book one: the role of the self in action , Bournemouth: Hyde Publications. 146 + xiii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: dialectical forms; graduate medical education – research’s outer limits; democratic education; managing action research; writing up.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach , London: Routledge. Argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Sets out familiar action research model: identifying a problem, devising, implementing and evaluating a solution and modifying practice. Includes advice on how working in this way can aid the professional development of action researcher and practitioner.

Quigley, B. A. and Kuhne, G. W. (eds.) (1997) Creating Practical Knowledge Through Action Research, San Fransisco: Jossey Bass. Guide to action research that outlines the action research process, provides a project planner, and presents examples to show how action research can yield improvements in six different settings, including a hospital, a university and a literacy education program.

Plummer, G. and Edwards, G. (eds.) CARN Critical Conversations. Book two: dimensions of action research – people, practice and power , Bournemouth: Hyde Publications. 142 + xvii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: exchanging letters and collaborative research; diary writing; personal and professional learning – on teaching and self-knowledge; anti-racist approaches; psychodynamic group theory in action research.

Whyte, W. F. (ed.) (1991) Participatory Action Research , Newbury Park: Sage. 247 pages. Chapters explore the development of participatory action research and its relation with action science and examine its usages in various agricultural and industrial settings

Zuber-Skerritt, O. (ed.) (1996) New Directions in Action Research , London; Falmer Press. 266 + xii pages. A useful collection that explores principles and procedures for critical action research; problems and suggested solutions; and postmodernism and critical action research.

Action research guides

Coghlan, D. and Brannick, D. (2000) Doing Action Research in your own Organization, London: Sage. 128 pages. Popular introduction. Part one covers the basics of action research including the action research cycle, the role of the ‘insider’ action researcher and the complexities of undertaking action research within your own organisation. Part two looks at the implementation of the action research project (including managing internal politics and the ethics and politics of action research). New edition due late 2004.

Elliot, J. (1991) Action Research for Educational Change , Buckingham: Open University Press. 163 + x pages Collection of various articles written by Elliot in which he develops his own particular interpretation of action research as a form of teacher professional development. In some ways close to a form of ‘reflective practice’. Chapter 6, ‘A practical guide to action research’ – builds a staged model on Lewin’s work and on developments by writers such as Kemmis.

Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon. Popular step by step guide for master’s work.

Macintyre, C. (2002) The Art of the Action Research in the Classroom , London: David Fulton. 138 pages. Includes sections on action research, the role of literature, formulating a research question, gathering data, analysing data and writing a dissertation. Useful and readable guide for students.

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project , London: Routledge. Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies

Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e , Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and develops a model. Chapters on information gathering, interpretation, resolving issues; legitimacy etc. See, also Stringer’s (2003) Action Research in Education , Prentice-Hall.

Winter, R. (1989) Learning From Experience. Principles and practice in action research , Lewes: Falmer Press. 200 + 10 pages. Introduces the idea of action research; the basic process; theoretical issues; and provides six principles for the conduct of action research. Includes examples of action research. Further chapters on from principles to practice; the learner’s experience; and research topics and personal interests.

Action research in informal education

Usher, R., Bryant, I. and Johnston, R. (1997) Adult Education and the Postmodern Challenge. Learning beyond the limits , London: Routledge. 248 + xvi pages. Has some interesting chapters that relate to action research: on reflective practice; changing paradigms and traditions of research; new approaches to research; writing and learning about research.

Other references

Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education , Boston: Allyn and Bacon.

Goetschius, G. and Tash, J. (1967) Working with the Unattached , London: Routledge and Kegan Paul.

McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.) New Directions in Action Research , London: Falmer Press.

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project 2e. London: Routledge.

Thomas, G. (2017). How to do your Research Project. A guide for students in education and applied social sciences . 3e. London: Sage.

Acknowledgements : spiral by Michèle C. | flickr ccbyncnd2 licence

How to cite this article : Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [ https://infed.org/mobi/action-research/ . Retrieved: insert date] .

Last Updated on December 7, 2020 by infed.org

Running Action Research School-Based Projects

Author biography.

@TeacherToolkit

How can a teacher kickstart action research in their classroom?

These three methods are a simple and highly effective model for teachers to develop action research. You can learn more in Just Great Teaching and discover implementation ideas in a practical training day .

What about classroom research?

With the rise of research influencing education, we need to also raise the profile of action research in the classroom. The challenge for all teachers is how to do this in the busy nature of school life. Below I offer some models which can be used in two ways: a) for day to day classroom practice and b) developing as a school culture for teacher appraisal, where teachers set their own targets – a process alien to some schools, which I am pleased to report, is slowly evolving in schools.

1. Where to start?

You may want to consider using the 5 Minute Research Plan as a framework, but here are a set of simple questions to consider:

Who? Which student names crop up time and time again? Which students are rewarded the most? Which have few rewards and no behaviour incidents and are generally off the radar? Find a method for identifying a group of students.
What? Search for proven programmes to improve, for example, behaviour from nearby schools or organisations that can support particular groups of students.
When and where? On which day and at what time should this intervention occur, and in which space?
How? Which intervention and adult is best suited to the child?
What next? What impact has the intervention had and what progress has been made?

Download these two research templates from the resources section of this website…

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2. Accessing research better

Sign up to your subject association’s magazine or the Chartered College of Teaching. This subscription will give you access to research beyond paywalls.
Organisations such as BERA , BELMAS , the EEF , NESTA and various think tanks and other popular organisations offer useful newsletter subscription and do make a difference!
Use apps such as Pocket – brilliant for reducing workload and our inbox – to save any interesting articles you come across and would like to read when you find the time.
Try Audible to listen to books on the move and subscribe to an ever-increasing range of teacher podcasts.
If you are starting to consider a master’s or doctoral degree, consider using plugins on your internet browser such as Mendely, Zotero and Google Scholar to save, access and offer citation.

Research tips video for teachers

3. Conducting your own research

Once you’ve started reading up on research relating to teaching and learning and incorporating some ideas into your teaching practice, you might want to conduct your own action research project on a specific area that interests you. Here is an excellent framework Mark Quinn (UCL) and I provided to fourteen teachers who took part in our Verbal Feedback Research Project .

What do we know about current practice?
What types of evidence can we gather?
What evidence can we gather that will be valid?
What will be an efficient way of measuring change?
What should the final outcome be?

Investigate

What types of evidence are currently available?
How do we test them for validity and reliability?
What are the pitfalls of evidence collection?
How do we collect evidence without it adding to teachers’ workload?
What ethical risks should be considered when collecting the data?
What tentative claim could we make once you have your focus and evidence and you are starting to trial ideas?
What is your evidence currently saying?
What is expected, unexpected, overheard and contrary evidence?
How can you transfer this knowledge from research and development?
What do we know about effective professional development in this area?
How can your research and development align with this professional development?
How can you share and celebrate your findings?

Later this week and using the above, I will be publishing some research conducted with UCL to answer the Verbal Feedback research Project question: ‘To what extent does verbal feedback improve student engagement among disadvantaged pupils in Year 7 or 8?’ It may help shape the marking narrative…

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How to Do Action Research in Your Classroom

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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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.

Two teachers talking while looking at papers

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.”

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Frequently asked questions

Action Research

What is action research.

Action research is a methodology that emphasizes collaboration between researchers and participants to identify problems, develop solutions and implement changes. Designers plan, act, observe and reflect, and aim to drive positive change in a specific context. Action research prioritizes practical solutions and improvement of practice, unlike knowledge generation, which is the priority of traditional methods.

Why is Action Research Important in UX Design?

Action research stands out as a unique approach in user experience design (UX design), among other types of research methodologies and fields. It has a hands-on, practical focus, so UX designers and researchers who engage in it devise and execute research that not only gathers data but also leads to actionable insights and solid real-world solutions.

The concept of action research dates back to the 1940s, with its roots in the work of social psychologist Kurt Lewin. Lewin emphasized the importance of action in understanding and improving human systems. The approach rapidly gained popularity across various fields, including education, healthcare, social work and community development.

Kurt Lewin, the Founder of social psychology.

In UX design, the incorporation of action research appeared with the rise of human-centered design principles. As UX design started to focus more on users' needs and experiences, the participatory and problem-solving nature of action research became increasingly significant. Action research bridges the gap between theory and practice in UX design. It enables designers to move beyond hypothetical assumptions and base their design decisions on concrete, real-world data. This not only enhances the effectiveness of the design but also boosts its credibility and acceptance among users—vital bonuses for product designers and service designers.

At its core, action research is a systematic, participatory and collaborative approach to research . It emphasizes direct engagement with specific issues or problems and aims to bring about positive change within a particular context. Traditional research methodologies tend to focus solely on the generation of theoretical knowledge. Meanwhile, action research aims to solve real-world problems and generate knowledge simultaneously .

Action research helps designers and design teams gather first-hand insights so they can deeply understand their users' needs, preferences and behaviors. With it, they can devise solutions that genuinely address their users’ problems—and so design products or services that will resonate with their target audiences. As designers actively involve users in the research process, they can gather authentic insights and co-create solutions that are both effective and user-centric.

Moreover, the iterative nature of action research aligns perfectly with the UX design process. It allows designers to continuously learn from users' feedback, adapt their designs accordingly, and test their effectiveness in real-world contexts. This iterative loop of planning, acting, observing and reflecting ensures that the final design solution is user-centric. However, it also ensures that actual user behavior and feedback validates the solution that a design team produces, which helps to make action research studies particularly rewarding for some brands.

Designers can continuously learn from users’ feedback in action research and iterate accordingly.

What is The Action Research Process?

Action research in UX design involves several stages. Each stage contributes to the ultimate goal: to create effective and user-centric design solutions. Here is a step-by-step breakdown of the process:

1. Identify the Problem

This could be a particular pain point users are facing, a gap in the current UX design, or an opportunity for improvement.

2. Plan the Action

Designers might need to devise new design features, modify existing ones or implement new user interaction strategies.

3. Implement the Action

Designers put their planned actions into practice. They might prototype the new design, implement the new features or test the new user interaction strategies.

4. Observe and Collect Data

As designers implement the action they’ve decided upon, it's crucial to observe its effects and collect data. This could mean that designers track user behaviors, collect user feedback, conduct usability tests or use other data collection methods.

5. Reflect on the Results

From the collected data, designers reflect on the results, analyze the effectiveness of the action and draw insights. If the action has led to positive outcomes, they can further refine it and integrate it into the final design. If not, they can go back to plan new actions and repeat the process.

An action research example could be where designers do the following:

Identification : Designers observe a high abandonment rate during a checkout process for an e-commerce website.

Planning : They analyze the checkout flow to identify potential friction points.

Action : They isolate these points, streamline the checkout process, introduce guest checkout and optimize form fields.

Observation : They monitor changes in abandonment rates and collect user feedback.

Reflection : They assess the effectiveness of the changes as these reduce checkout abandonment.

Outcome : The design team notices a significant decrease in checkout abandonment, which leads to higher conversion rates as more users successfully purchase goods.

What Types of Action Research are there?

Action research splits into three main types: technical, collaborative and critical reflection.

1. Technical Action Research

Technical action research focuses on improving the efficiency and effectiveness of a system or process. Designers often use it in organizational contexts to address specific issues or enhance operations. This could be where designers improve the usability of a website, optimize the load time of an application or enhance the accessibility of a digital product.

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2. Collaborative Action Research

Collaborative action research emphasizes the active participation of stakeholders in the research process. It's about working together to identify issues, co-create solutions and implement changes. In the context of UX design, this could mean that designers collaborate with users to co-design a new feature, work with developers to optimize a process, or partner with business stakeholders to align the UX strategy with business goals.

3. Critical Reflection Action Research

Critical reflection action research aims to challenge dominant power structures and social injustices within a particular context. It emphasizes the importance of where designers and design teams reflect on the underlying assumptions and values that drive research and decision-making processes. In UX design, this could be where designers question the design biases, challenge the stereotypes, and promote inclusivity and diversity in design decisions.

What are the Benefits and Challenges of Action Research?

Like any UX research method or approach, action research comes with its own set of benefits and challenges.

Benefits of Action Research

Real-world solutions.

Action research focuses on solving real-world problems. This quality makes it highly relevant and practical. It allows UX designers to create solutions that are not just theoretically sound but also valid in real-world contexts.

User Involvement

Action research involves users in the research process, which lets designers gather first-hand insights into users' needs, preferences and behaviors. This not only enhances the accuracy and reliability of the research but also fosters user engagement and ownership long before user testing of high-fidelity prototypes.

Continuous Learning

The iterative nature of action research promotes continuous learning and improvement. It enables designers to adapt their designs based on users' feedback and learn from their successes and failures. They can fine-tune better tools and deliverables, such as more accurate user personas, from their findings.

Author and Human-Computer Interaction Expert, Professor Alan Dix explains personas and why they are important:

Challenges of Action Research

Time- and resource-intensive.

Action research involves multiple iterations of planning, acting, observing and reflecting, which can be time- and resource-intensive.

Complexity of Real-world Contexts

It can be difficult to implement changes and observe their effects in real-world contexts. This is due to the complexity and unpredictability of real-world situations.

Risk of Subjectivity

Since action research involves close collaboration with stakeholders, there's a risk of subjectivity and bias influencing the research outcomes. It's crucial for designers to maintain objectivity and integrity throughout the research process.

Ethical Considerations

It can be a challenge to ensure all participants understand the nature of the research and agree to participate willingly. Also, it’s vital to safeguard the privacy of participants and sensitive data.

Scope Creep

The iterative nature of action research might lead to expanding goals, and make the project unwieldy.

Generalizability

The contextual focus of action research may limit the extent to which designers can generalize findings from field studies to other settings.

Best Practices and Tips for Successful Action Research

1. define clear objectives.

To begin, designers should define clear objectives. They should ask the following:

What is the problem to try to solve?

What change is desirable as an outcome?

To have clear objectives will guide their research process and help them stay focused.

2. Involve Users

It’s vital to involve users in the research process. Designers should collaborate with them to identify issues, co-create solutions and implement changes in real time. This will not only enhance the relevance of the research but also foster user engagement and ownership.

3. Use a Variety of Data Collection Methods

To conduct action research means to observe the effects of changes in real-world contexts. This requires a variety of data collection methods. Designers should use methods like surveys, user interviews, observations and usability tests to gather diverse and comprehensive data.

UX Strategist and Consultant, William Hudson explains the value of usability testing in this video:

4. Reflect and Learn

Action research is all about learning from action. Designers should reflect on the outcomes of their actions, analyze the effectiveness of their solutions and draw insights. They can use these insights to inform their future actions and continuously improve the design.

5. Communicate and Share Findings

Lastly, designers should communicate and share their findings with all stakeholders. This not only fosters transparency and trust but also facilitates collective learning and improvement.

What are Other Considerations to Bear in Mind with Action Research?

Quantitative data.

Action research involves both qualitative and quantitative data, but it's important to remember to place emphasis on qualitative data. While quantitative data can provide useful insights, designers who rely too heavily on it may find a less holistic view of the user experience.

Professor Alan Dix explains the difference between quantitative and qualitative data in this video:

User Needs and Preferences

Designers should focus action research on understanding user needs and preferences. If they ignore these in favor of more technical considerations, the resulting design solutions may not meet users' expectations or provide them with a satisfactory experience.

User Feedback

It's important to seek user feedback at each stage of the action research process. Without this feedback, designers may not optimize design solutions for user needs. For example, they may find the information architecture confusing. Additionally, without user feedback, it can be difficult to identify any unexpected problems that may arise during the research process.

Time Allocation

Action research requires time and effort to ensure successful outcomes. If designers or design teams don’t permit enough time for the research process, it can lead to rushed decisions and sloppy results. It's crucial to plan ahead and set aside enough time for each stage of the action research process—and ensure that stakeholders understand the time-consuming nature of research and digesting research findings, and don’t push for premature results.

Contextual Factors

Contextual factors such as culture, environment and demographics play an important role in UX design. If designers ignore these factors, it can lead to ineffective design solutions that don't properly address users' needs and preferences or consider their context.

Professor Alan Dix explains the need to consider users’ culture in design, in this video:

Copyright holder: Tommi Vainikainen _ Appearance time: 2:56 - 3:03 Copyright license and terms: Public domain, via Wikimedia Commons

Copyright holder: Maik Meid _ Appearance time: 2:56 - 3:03 Copyright license and terms: CC BY 2.0, via Wikimedia Commons _ Link: https://commons.wikimedia.org/wiki/File:Norge_93.jpg

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Copyright holder: Tiia Monto _ Appearance time: 2:56 - 3:03 Copyright license and terms: CC BY-SA 3.0, via Wikimedia Commons _ Link: https://commons.wikimedia.org/wiki/File:Turku_-_harbour_sign.jpg

Overall, in the ever-evolving field of UX design, this is one methodology that can serve as a powerful research tool for driving positive change and promoting continuous learning. Since to do action research means to actively involve users in the research process and research projects, and focus on real-world problem-solving, it allows designers to create more user-centered designs. These digital solutions and services will be more likely to resonate with the target users and deliver exceptional user experiences.

Despite its challenges, the benefits of action research far outweigh the risks. Action research is therefore a valuable approach for UX designers who are keen on creating a wide range of impactful and sustainable design solutions. The biggest lesson with action research is to ensure that user needs and preferences are at the center of the research process.

Learn More about Action Research

Take our User Research: Methods and Best Practices course.

Take our Master Class Radical Participatory Design: Insights From NASA’s Service Design Lead with Victor Udoewa, Service Design Lead, NASA SBIR/STTR Program.

Read more in-depth information in 3 things design thinking can learn from action research by Amin Mojtahedi, PhD .

Find additional insights in What Technical Communicators and UX Designers Can Learn From Participatory Action Research by Guiseppe .

Discover more insights and tips in Action Research: Steps, Benefits, and Tips by Lauren Stewart .

Questions related to Action Research

Action research and design thinking are both methodologies to solve problems and implement changes, but they have different approaches and emphases. Here's how they differ:

Objectives

Action research aims to solve specific problems within a community or organization through a cycle of planning, action, observation and reflection. It focuses on iterative learning and solving real-world problems through direct intervention.

Design thinking focuses on addressing complex problems by understanding the user's needs, re-framing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach in prototyping and testing. It emphasizes innovation and the creation of solutions that are desirable, feasible and viable.

Process

Action research involves a cyclic process that includes:

- Identify a problem.

- Plan an action.

- Implement the action.

- Observe and evaluate the outcomes.

- Reflect on the findings and plan the next cycle.

Design thinking follows a non-linear, iterative process that typically includes five phases:

- Empathize: Understand the needs of those you're designing for.

- Define: Clearly articulate the problem you want to solve.

- Ideate: Brainstorm a range of creative solutions.

- Prototype: Build a representation of one or more of your ideas.

- Test: Return to your original user group and test your idea for feedback.

User Involvement

Action research actively involves participants in the research process. The participants are co-researchers and have a direct stake in the problem at hand.

Design thinking prioritizes empathy with users and stakeholders to ensure that the solutions are truly user-centered. While users are involved, especially in the empathy and testing phases, they may not be as deeply engaged in the entire process as they are in action research.

Outcome

Action research typically aims for practical outcomes that directly improve practices or address issues within the specific context studied. Its success is measurable by the extent of problem resolution or improvement.

Design thinking seeks to generate innovative solutions that may not only solve the identified problem but also provide a basis for new products, services or ways of thinking. The success is often measurable in terms of innovation, user satisfaction and feasibility of implementation.

In summary, while both action research and design thinking are valuable in addressing problems, action research is more about participatory problem-solving within specific contexts, and design thinking is about innovative solution-finding with a strong emphasis on user needs.

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To define the research question in an action research project, start by identifying a specific problem or area of interest in your practice or work setting. Reflect on this issue deeply to understand its nuances and implications. Then, narrow your focus to a question that is both actionable and researchable. This question should aim to explore ways to improve, change or understand the problem better. Ensure the question is clear, concise and aligned with the goals of your project. It must invite inquiry and suggest a path towards finding practical solutions or gaining deeper insights.

For instance, if you notice a decline in user engagement with a product, your research question could be, "How can we modify the user interface of our product to enhance user engagement?" This question clearly targets an improvement, focuses on a specific aspect (the user interface) and implies actionable outcomes (modifications to enhance engagement).

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Designers use several tools and methods in action research to explore problems and implement solutions. Surveys allow them to gather feedback from a broad audience quickly. Interviews offer deep insights through personal conversations, focusing on users' experiences and needs. Observations help designers understand how people interact with products or services in real environments. Prototyping enables the testing of ideas and concepts through tangible models, and allows for immediate feedback and iteration. Finally, case studies provide detailed analysis of specific instances and offer valuable lessons and insights.

These tools and methods empower designers to collect data, analyze findings and make informed decisions. When designers employ a combination of these approaches, they ensure a comprehensive understanding of the issues at hand and develop effective solutions.

CEO of Experience Dynamics, Frank Spillers explains the need to be clear about the problem that designers should address:

To engage stakeholders in an action research project, first identify all individuals or groups with an interest in the project's outcome. These might include users, team members, clients or community representatives. Clearly communicate the goals, benefits and expected outcomes of the project to them. Use presentations, reports, or informal meetings to share your vision and how their involvement adds value.

Involve stakeholders early and often by soliciting their feedback through surveys, interviews or workshops. This inclusion not only provides valuable insights but also fosters a sense of ownership and commitment to the project. Establish regular update meetings or newsletters to keep stakeholders informed about progress, challenges and successes. Finally, ensure there are clear channels for stakeholders to share their input and concerns throughout the project.

This approach creates a collaborative environment where stakeholders feel valued and engaged, leading to more meaningful and impactful outcomes.

To measure the impact of an action research project, start by defining clear, measurable objectives at the beginning. These objectives should align with the goals of your project and provide a baseline against which you can measure progress. Use quantitative metrics such as increased user engagement, sales growth or improved performance scores for a tangible assessment of impact. Incorporate qualitative data as well, such as user feedback and case studies, to understand the subjective experiences and insights gained through the project.

Conduct surveys or interviews before and after the project to compare results and identify changes. Analyze this data to assess how well the project met its objectives and what effect it had on the target issue or audience. Document lessons learned and unexpected outcomes to provide a comprehensive view of the project's impact. This approach ensures a holistic evaluation, combining numerical data and personal insights to gauge the success and influence of your action research project effectively.

Take our Master Class Design KPIs: From Insights to Impact with Vitaly Friedman, Senior UX consultant, European Parliament, and Creative Lead, Smashing Magazine.

When unexpected results or obstacles emerge during action research, first, take a step back and assess the situation. Identify the nature of the unexpected outcome or obstacle and analyze its potential impact on your project. This step is crucial for understanding the issue at hand.

Next, communicate with your team and stakeholders about the situation. Open communication ensures everyone understands the issue and can contribute to finding a solution.

Then, consider adjusting your research plan or design strategy to accommodate the new findings or to overcome the obstacles. This might involve revisiting your research questions, methods or even the design problem you are addressing.

Always document these changes and the reasons behind them. This documentation will be valuable for understanding the project's evolution and for future reference.

Finally, view these challenges as learning opportunities. Unexpected results can lead to new insights and innovations that strengthen your project in the long run.

By remaining flexible, communicating effectively, and being willing to adjust your approach, you can navigate the uncertainties of action research and continue making progress towards your goals.

Professor Alan Dix explains externalization, a creative process that can help designers to adapt to unexpected roadblocks and find a good way forward:

Action research can significantly contribute to inclusive and accessible design by directly involving users with diverse needs in the research and design process. When designers engage individuals from various backgrounds, abilities and experiences, they can gain a deeper understanding of the wide range of user requirements and preferences. This approach ensures that the products or services they develop cater to a broader audience, including those with disabilities.

Furthermore, action research allows for iterative testing and feedback loops with users. This quality enables designers to identify and address accessibility challenges early in the design process. The continuous engagement helps in refining designs to be more user-friendly and inclusive.

Additionally, action research fosters a culture of empathy and understanding within design teams, as it emphasizes the importance of seeing the world from the users' perspectives. This empathetic approach leads to more thoughtful and inclusive design decisions, ultimately resulting in products and services that are accessible to everyone.

By prioritizing inclusivity and accessibility through action research, designers can create more equitable and accessible solutions that enhance the user experience for all.

Take our Master Class How to Design for Neurodiversity: Inclusive Content and UX with Katrin Suetterlin, UX Content Strategist, Architect and Consultant.

To ensure the reliability and validity of data in action research, follow these steps:

Define clear research questions: Start with specific, clear research questions to guide your data collection. This clarity helps in gathering relevant and focused data.

Use multiple data sources: Collect data from various sources to cross-verify information. This triangulation strengthens the reliability of your findings.

Apply consistent methods: Use consistent data collection methods throughout your research. If conducting surveys or interviews, keep questions consistent across participants to ensure comparability.

Engage in peer review: Have peers or experts review your research design and data analysis. Feedback can help identify biases or errors, and enhance the validity of your findings.

Document the process: Keep detailed records of your research process, including how you collected and analyzed data. Documentation allows others to understand and validate your research methodology.

Test and refine instruments: If you’re using surveys or assessment tools, test them for reliability and validity before using them extensively. Pilot testing helps refine these instruments, and ensures they accurately measure what they intend to.

When you adhere to these principles, you can enhance the reliability and validity of your action research data, leading to more trustworthy and impactful outcomes.

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To analyze data collected during an action research project, follow these steps:

Organize the data: Begin by organizing your data, categorizing information based on types, sources or research questions. This organization makes the data manageable and prepares you for in-depth analysis.

Identify patterns and themes: Look for patterns, trends and themes within your data. This might mean to code qualitative data or use statistical tools for quantitative data to uncover recurring elements or significant findings.

Compare findings to objectives: Match your findings against the research objectives. Assess how the data answers your research questions or addresses the issues you set out to explore.

Use software tools: Consider using data analysis software, especially for complex or large data sets. Tools like NVivo for qualitative data or SPSS for quantitative data can simplify analysis and help in identifying insights.

Draw conclusions: Based on your analysis, draw conclusions about what the data reveals. Look for insights that answer your research questions or offer solutions to the problem you are investigating.

Reflect and act: Reflect on the implications of your findings. Consider how they impact your understanding of the research problem and what actions they suggest for improvement or further investigation.

This approach to data analysis ensures a thorough understanding of the collected data, allowing you to draw meaningful conclusions and make informed decisions based on your action research project.

Professor Ann Blandford, Professor of Human-Computer Interaction, UCL explains valuable aspects of data collection in this video:

Baskerville, R. L., & Wood-Harper, A. T. (1996). A critical perspective on action research as a method for information systems research. Journal of Information Technology, 11(3), 235-246. https://link.springer.com/article/10.1080/026839696345289

This influential paper examines the philosophical underpinnings of action research and its application in information systems research, which is closely related to UX design. It highlights the strengths of action research in addressing complex, real-world problems, as well as the challenges in maintaining rigor and achieving generalizability. The paper helped establish action research as a valuable methodology in the information systems and UX design fields.

Di Mascio, T., & Tarantino, L. (2015). New Design Techniques for New Users: An Action Research-Based Approach. In Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 83-96). ACM. https://link.springer.com/chapter/10.1007/978-3-319-40265-9_6

This paper describes an action research project that aimed to develop a novel data gathering technique for understanding the context of use of a technology-enhanced learning system for children. The authors argue that traditional laboratory experiments struggle to maintain relevance to the real world, and that action research, with its focus on solving practical problems, is better suited to addressing the needs of new ICT products and their users. The paper provides insights into the action research process and reflects on its value in defining new methods for solving complex, real-world problems. The work is influential in demonstrating the applicability of action research in the field of user experience design, particularly for designing for new and underserved user groups.

Villari, B. (2014). Action research approach in design research. In Proceedings of the 5th STS Italia Conference A Matter of Design: Making Society through Science and Technology (pp. 306-316). STS Italia Publishing. https://typeset.io/papers/action-research-approach-in-design-research-3bx3nvldj7

This paper explores the application of action research in the field of design research. The author argues that design is a complex practice that requires interdisciplinary skills and the ability to engage with diverse communities. Action research is presented as a research strategy that can effectively merge theory and practice, linking the reflective dimension to practical activities. The key features of action research highlighted in the paper are its context-dependent nature, the close relationship between researchers and the communities involved, and the iterative process of examining one's own practice and using research insights to inform future actions. The paper is influential in demonstrating the value of action research in addressing the challenges of design research, particularly in terms of bridging the gap between theory and practice and fostering collaborative, user-centered approaches to design.

Brandt, E. (2004). Action research in user-centred product development. AI & Society, 18(2), 113-133. https://typeset.io/papers/action-research-in-user-centred-product-development-21gaow8t1a

This paper reports on the use of action research to introduce new user-centered work practices in two commercial product development projects. The author argues that the growing complexity of products and the increasing importance of quality, usability, and customization demand new collaborative approaches that involve customers and users directly in the development process. The paper highlights the value of using action research to support these new ways of working, particularly in terms of creating and reifying design insights in representations that can foster collaboration and continuity throughout the project. The work is influential in demonstrating the applicability of action research in the context of user-centered product development, where the need to bridge theory and practice and engage diverse stakeholders is paramount. The paper provides valuable insights into the practical challenges and benefits of adopting action research in this domain.

1. Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. SAGE Publications. https://www.amazon.com/Handbook-Action-Research-Participative-Practice/dp/0761966455/ref=sr_1_1?crid=17KSK39DO2AAW&dib=eyJ2IjoiMSJ9.2w5oqJs8Z55aNBGtnT55azWAN1hqy5cA28HOGcqS1HCAzNU1gfiiai8yzrAbMHHRVREMzaW325e1vUfec0Uas9ZRLCUqnAzz4AZNwnfiB4gPmxAjS-r1YeRMuQ1qRaxDZa3GFI0Ewj-xTYbqJEYwcUuOwJLU-HkD9-by8aSi6ekImyrk1K6bCeLFsEHoD1Lus81AFF8JyAO1vep4ipkTJs2ytoENYUkyoBdoModvtW0.p456gNT-Ap4Aq6FmPqcqFQtQ5a3weIZ3Akxr9W7I_H4&dib_tag=se&keywords=Handbook+of+action+research%3A+Participative+inquiry+and+practice.&qid=1712616217&sprefix=handbook+of+action+research+participative+inquiry+and+practice.%2Caps%2C86&sr=8-1

This comprehensive handbook is considered a seminal work in the field of action research. It provides a thorough overview of the history, philosophical foundations, and diverse approaches to action research. The book features contributions from leading scholars and practitioners, covering topics such as participatory inquiry, critical action research, and the role of action research in organizational change and community development. It has been highly influential in establishing action research as a rigorous and impactful research methodology across various disciplines.

2. Stringer, E. T. (2013). Action research (4th ed.). SAGE Publications. https://www.amazon.com/Action-Research-Ernest-T-Stringer/dp/1452205086/ref=sr_1_1?crid=26UL32KJ2POQ4&dib=eyJ2IjoiMSJ9.mA6QFWrmQ9H_Utt2xJvoALhBH82Z1ZylvBGSANbVWx9rPG36R3BRVAJCQvfiCkMe16zrpNDFA7q_eOQEAzjJ4zkgg9w7nx0S3ho7VACBJFw.0jt7ikcuAVpf9YxbTgm9DoVzo8_23rxN-xLTH5eOXzw&dib_tag=se&keywords=Stringer%2C+E.+T.+%282013%29.+Action+research+%284th+ed.%29.&qid=1712616301&sprefix=stringer%2C+e.+t.+2013+.+action+research+4th+ed.+.%2Caps%2C102&sr=8-1

This book by Ernest T. Stringer is a widely recognized and accessible guide to conducting action research. It provides clear, step-by-step instructions on the action research process, including gathering information, interpreting and explaining findings, and taking action to address practical problems. The book is particularly valuable for novice researchers and practitioners in fields such as education, social work, and community development, where action research is commonly applied. Its practical approach and real-life examples have made it a go-to resource for those seeking to engage in collaborative, solution-oriented research.

3. McNiff, J. (2017). Action Research: All You Need to Know (1st ed.). SAGE Publications. https://www.amazon.com/Action-Research-All-Need-Know-ebook/dp/B01MSBV2JW/ref=sr_1_7?crid=15SOWMA1808VW&dib=eyJ2IjoiMSJ9.DiGyeBQZxkwaFQGdHazGN4UrFymqMnBo4GuJMuIEIktcVK_25Cw9G3RLG0nQTPYYwxRQg7ipHCk5wyfmR7m8YcMCPBvAYZd6gjKUQk6wesugyLcgIb07esQtuzuG-ar3t0s_ympfAyxx06WJBgj3dj9tWYRm9xYvbnOpQBZHdPmIV9NGPb3KIKHJMkNSP43IQmUbirfhwafuOEO3u6_dc0IqhTzCU-4F6TaX32GXWes.cXnfk79GMyaBaWHoRgbQltIUkPmDccaHaKdN1PvNXFk&dib_tag=se&keywords=action+research&qid=1712673755&sprefix=action+research%2Caps%2C154&sr=8-7

This book by Jean McNiff provides a comprehensive guide to conducting action research projects. It covers the key steps of the action research process, including identifying a problem, developing an action plan, implementing changes, and reflecting on the outcomes. The book is influential in the field of action research as it offers practical advice and strategies for practitioners across various disciplines, such as education, healthcare, and organizational development. It emphasizes the importance of critical reflection, collaboration, and the integration of theory and practice, making it a valuable resource for those seeking to engage in rigorous, transformative research.

Literature on Action Research

Here’s the entire UX literature on Action Research by the Interaction Design Foundation, collated in one place:

Learn more about Action Research

Take a deep dive into Action Research with our course User Research – Methods and Best Practices .

How do you plan to design a product or service that your users will love , if you don't know what they want in the first place? As a user experience designer, you shouldn't leave it to chance to design something outstanding; you should make the effort to understand your users and build on that knowledge from the outset. User research is the way to do this, and it can therefore be thought of as the largest part of user experience design .

In fact, user research is often the first step of a UX design process—after all, you cannot begin to design a product or service without first understanding what your users want! As you gain the skills required, and learn about the best practices in user research, you’ll get first-hand knowledge of your users and be able to design the optimal product—one that’s truly relevant for your users and, subsequently, outperforms your competitors’ .

This course will give you insights into the most essential qualitative research methods around and will teach you how to put them into practice in your design work. You’ll also have the opportunity to embark on three practical projects where you can apply what you’ve learned to carry out user research in the real world . You’ll learn details about how to plan user research projects and fit them into your own work processes in a way that maximizes the impact your research can have on your designs. On top of that, you’ll gain practice with different methods that will help you analyze the results of your research and communicate your findings to your clients and stakeholders—workshops, user journeys and personas, just to name a few!

By the end of the course, you’ll have not only a Course Certificate but also three case studies to add to your portfolio. And remember, a portfolio with engaging case studies is invaluable if you are looking to break into a career in UX design or user research!

We believe you should learn from the best, so we’ve gathered a team of experts to help teach this course alongside our own course instructors. That means you’ll meet a new instructor in each of the lessons on research methods who is an expert in their field—we hope you enjoy what they have in store for you!

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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

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Action Research Increasing STEM AP Enrollment

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Self-Regulation Strategies and Student Engagement
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Personalizing Instruction
Parental Involvement
Electronic Devices in the Classroom and School

1 Personalizing Instruction

One topic for action research that can be initiated is how to personalize instruction to match the diverse needs of students. Each student has unique skills and needs in education. Howard Gardener's theory of multiple intelligences considers the idea that every child learns differently. Some are visually oriented; others are auditorily adept; and some do better with hands-on projects. A research project might be a fine way to instruct one student, but building a model or putting together a poster might be a better way of reaching another student. By discussing the distinctive needs of individual students at team meetings or after school within grade levels between teachers of various disciplines, a consensus on how to help individual students can be achieved.

2 Parental Involvement

Another action research project can be what can be done in the classroom or on the school level for parents to be more involved with their children's education. You can ask if you as the teacher are able to communicate with parents easily, and are the parents comfortable communicating with you. Do you have access to phone numbers and addresses of all parents, and, if not, how can that situation be rectified?

Another topic for action research is homework. Are students completing their homework, and if a significant percentage are not, what can the teacher or grade level team do to help parents better oversee and help with their children's homework routine? What can be done to increase the quality of their homework? Communicate with the parents to see if they are involved with the children's homework, and if they know whether or not their children are doing their homework regularly.

4 Electronic Devices in the Classroom and School

Some classrooms and schools have strict policies on the use of electronic devices during the school day, in the classroom, in the hallways and on school property in general. Other schools and classrooms are more liberal and adopt the attitude that as long as the student doesn't "get into trouble" and finishes his work, it isn't of importance. One grade-school principal stated that the school had declared a figurative "war on electronic devices" for texting and listening to music in the school, because these proved to be distracting to students, infringing on their ability to concentrate and do meaningful schoolwork. Examination of school and classroom policies on electronic devices, music media units and hand-held video games, then, is a potent topic for an action research activity for individual teachers, schools and even school districts.

1 Indiana University: Human Intelligence - Howard Gardener

About the Author

Scott Wolfenden began writing in 2006 on the subject of mental health. He has written a book on ADHD, children's mental health, education and parenting partially based on experience teaching in public schools. He blogs for Learning Things, an educational products website. He graduated from Thomas Edison State College with a Bachelor of Arts in social science and additional coursework in psychology.

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92 Action Research Essay Topic Ideas & Examples

🏆 best action research topic ideas & essay examples, 💡 interesting topics to write about action research, 🎓 most action research topics to write about, ⭐ simple & easy action research essay titles.

School Tardiness: Action Research and Data Analysis The study will be determined through action research design due to its nature to contribute to the body of knowledge and to offer solution to the problem of tardiness in schools.
The Importance of Action Research It is a significant tool in ensuring that the teacher understands his/her practice, ways of improving the same, enable him/her understands the ways in which the person is able to understand changes from outside and […] We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
Benefits of Action Research in Education Giving teachers the power to design and implement their research work improves the overall performance of the students. The author will highlight some of the benefits of action research, in addition to the barriers encountered […]
Action Research Project: Causes of the Problem and Solution Strategy The questionnaire aims to obtain the percentage of ESL students who would complete the questionnaire, parents of the ESL students who would complete the questionnaire and the percentage number of students who would get an […]
Practical and Participatory Action Research Whilst the researcher takes charge of the processes of problem identification, data collection and analysis, and the identification of actions needed, clients are required to participate in the actualization of the identified courses action.
Student’s Motivational Strategy: Action Research It is also important to review the context of the research, the literature related to the topic and problem, the area of focus and research questions, the intervention details, and the strategies of the data […]
Action Research Paradigm Protocol This approach enabled the management of the HCZ to better understand the functioning of this organization as a system and not as a set of separate programs.
Personal Action Research Plan Rationale for choosing the Wondering Question The choice of the wondering question originates from the researcher’s passion to improve or experiment the teaching strategies and teaching techniques which motivates students.
Action Research and Organizational Development This would be appropriate in the case of my past organization as the issues affected documents and communication the most. Lurey and Griffin describe the feedback phase as a cooperative one, where the organizational development […]
Action Research: Interpreting and Implementing It can be effective to use the time-series research similar to the one implemented to evaluate the effectiveness of the behavioral intervention.
Hospice Nursing: Evaluating the Use of Participatory Action Research I agree that the hospice nurses help the dying and patients in pain through strategic practices that are evident based under tight regulations.
Participatory Action Research on Canada’s Environment This discussion shows that a nationwide recycling PAR is required to combat worries about people’s lack of interest in environmental stewardship to preserve the environment.
Christian Church: The Action Research The penultimate stage is to implement the action plan and eliminate the identified problems. In conclusion, Action Research is a positive tool that allows you to work with the effectiveness of churches.
Business Engineering: Action Research The parties involved in the action research are committed to finding the solution to the problem of organized crime in Amsterdam.
System Dynamics and Soft Systems and Action Research Thus, the application of the soft systems method is crucial in terms of the critical evaluation of a system in terms of the possible perceptions and outcomes.
Action Research Method in Peer-Reviewed Articles The methodology of the study was action design, the use of which aimed at investigating the potential of the flipped classroom model to enhance learners’ academic results and to lead to the more rational use […]
Technology and Innovation: Entrepreneurial Action Research Project It is important to have prior information of the technological demands of the market, and ways to beat the existing ones.
An Action Research Project: Effective Leadership It is an effective tool for professional growth and effective leadership aimed to create a practical environment for future leaders. Coordination of team partners; Learning how to be an effective speaker; Learning practical/theoretical leadership nuances; […]
Action Research Methods For instance, Lanaux et al.say that by acting as a part of the classroom in terms of action research, students were able to improve their understanding of the problem and acquire better teaching skills.
Action Research Impact on the Organization’s Activities The article by Brydon-Miller, Greenwood, and Maguire introduces readers to the journal “Action Research” and its editorial board, the members of which were the question “Why AR?” With the help of their answers, the authors […]
Improvement of Participatory Action Research Validity In qualitative research, the researcher’s attitude, opinions, and background information play a significant role in defining the outcomes of the research.
“Action Research” Process Analysis The author is trying to use action research to critically analyze the conditions for developing sustainable as well as scalable health information systems in third world countries alongside the scalability as well as sustainability of […]
“All You Need to Know About Action Research” by Mcniff & Whitehead The ‘in here and ‘out here’ world planning requires an action researcher to address his/her concern for the research, the action to take, data type to be gathered, judge how his education influence the research, […]
Participatory Action Research, Like a Technique of Carrying Out a Research Through Action The participatory action research is therefore a technique used to solve common problems. First, participatory action research, unlike common problem-solving activities, is a scientific study and therefore follows the scientific systematic process.
Action Research on Gang Prevention The activities in this approach allow the community to assist the population that is already involved in gang activities and the population that is likely to be involved in the gang activities.
The Process of Action Research for Teacher The critical question of the research project is considered to be “What are the principles causes of student success in the distance learning process?” the plan of the action research is concentrated around the aspect […]
Crown Plaza Hotel’s Action Research Project In this paper, the researcher seeks to address the problem of diversity management that the company faces. The problem with this strategy is that the management is finding it difficult to manage the diversity of […]
Quality of Action Research: Issues and Improvement For this reason, the emergence of a participatory perspective on research and the acquisition of new pieces of knowledge becomes fundamental for the sphere.
Action Research and Educational Program Evaluation It should be noted that action research is particularly applicable to specific questions that can be related to the quality of programs, instruction methods, or textbooks.
Action Research for Professional Development The idea is to enable the practitioners to follow certain actions and reflection procedures to enable them to improve upon the unsatisfactory situation. The prevalent methods or approaches to action research include the use of […]
Action Research Plan in Education The epistemological, theoretical, and disciplinary perspectives of qualitative research in the context of STEM activities and how the learners respond to the activities provides the rationale to use the qualitative paradigm to address the data […]
Stage Four in Action Research Paradigm Protocol Moreover, the representation of the collected information reflects the transparency of the research process and the researcher in representing the information collected from the field.
Action Research in Public Organization Development These are the importance of context understanding, the quality of collaboration between researchers and employees, the quality of the process itself, and the development of collaboration from learning by practice.
School Improvement Team: Action Research There is a group of five individuals whose seats are never occupied by others, and they tend to be the leaders of the class.
Students’ Motivation Strategy: Action Research With this in mind, I begin to wonder if a tutor does not cope with his work or that is the problem of motivation.
Ethics in School-Based Action Research On the basis of this, the current section examines the various ethical deliberations that were applied in the study to examine the impacts of the program.
Components of a Research Proposal & Recursive Nature of Action Research The components of the literature include theories and models related to the research, significant data that has been published and related to the problem, an overview of the history of the problem and the recent […]
Action Research in Science Education He is motivated to improve the perception of students when learning science and raising the school performance in the region. Other factors regulating the performance of the students will be determined in accordance to the […]
Education, Research, and Action: Theory and Methods of Participatory Action Research Beginning with definition of the concepts of Participatory Action Research which includes the little known concept of “participatory research”, this book goes on to describe a number of theories and principles of building viable projects […]
Empowering and Assessing Social Change of Local Communities Through Participatory Action Research The intention of the research is to facilitate the participation of the local community in identifying the problem and seeking a lasting solution to it.
Formulating a Research Question in Action Research The steps involved in defining a research problem include the identification of a broad topic, followed by the identification of a narrow topic.
Action Research Outline: Does Culturally Responsive Pedagogy Lead to Student Achievement The teachers will proceed and analyze the use of the method and its effectiveness in the lesson. Further analysis of the Cultural Responsive Pedagogy approach towards learning will be initiated.
Why Should Mainstream Social Researchers Be Interested in Action Research?
An Action Research Plan for Developing and Implementing The Students’ Listening Comprehension Skills
Strategic Information Planning: Insights From an Action Research Project in the Financial Services Industry
Killer Action Research: What Makes People Kill?
Action Research and Collaborative Management Research: More Than Meets the Eye
Political Agency and Capabilities Formation Through Participatory Action Research
Social Policy Paper: Affirmative Action Research
Action Research in Mathematics Education
Social Action Research Paper: Illegal Immigration
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Virtual Action Research for Virtual Organisations
Reviewing and Improving Performance Measurement Systems: An Action Research
Participatory Methodology and Action Research in the Area of Health
Action Research and Its Key Working Principles
The Action Research Cycle Reloaded: Conducting Action Research Across Buyer-Supplier Relationships
Qualitative Research and Action Research: The Difference Between the Concepts
The Importance of Action Research in Teacher Education Programs
How to Develop an Impactful Action Research Program?
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Responsibility Diagram Using Action Research to Improve Processes
Using Participatory Action Research to Build a Priority-Setting Process in a Canadian Regional Health Authority
Theory Into Practice, Practice to Theory: Action Research in Method Development
Action Research and New Media: Concepts, Methods and Cases
Critical Realist Action Research and Humanistic Management Education
Implementing Leadership Action Research
The Value of Action Research: Broadening Evidence Base for Teachers
The Action Research Process and Matrix Marketing
Participatory Design and Technologies for Sustainable Development: An Approach From Action Research
Action Research of Plastic on the Environment in the Modern World
Skills and Challenges in Action Research Making
Action Research and Curriculum Development With New Education Reforms
Innovatory Qualifications and Democratic Participation: Experiences and Reflexions Stimulated by an Action Research Project
Institutionalizing Insider Action Research Initiatives in Organizations: The Role of Learning Mechanisms
Financing Small and Medium Towns: An Action Research Study From Bemetara Town in India
Education and Action Research Benefits
Community Organizing Participatory Action Research
Customer Satisfaction Action Research
Organizational Development and Action Research: Management Models
Funding Sources for Action Research Project on At-Risk Children for Literacy in First Grade
Knowledge Management Systems and Disaster Management in Malaysia: An Action Research Approach
Action Research: Literature Exploration
Needs for Action Research in Agricultural Extension
Forecast Quality Improvement With Action Research: A Success Story at Pharmaco
Learning Along With Participatory Action Research: A Finnish Perspective
Myths About Affirmative Action Research
Improving Water Distribution for Poverty Reduction in Transition Economies: Results of an Action Research on Central Asian Tertiary Canals
Introduction and Action Research: Sri Reddy Koranda
Emerging Action Research Traditions: Rigor in Practice
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Doing your own action research project

December 14, 2021

Are children at your setting moving enough? Do they enjoy plenty of physically active outdoor play? The Newham Outdoors and Active practitioners spent eight months working through an action research project in order to identify the best ways to get their children moving and in touch with their own bodies. Here’s how you could do the same thing in your setting.

Action research is research that is undertaken as a response to a recognised area of need. It usually takes place in the workplace (eg your setting, or your home if you’re a childminder) and involves reflection, open ended questions and challenging your own existing practices.

Step 1: Where are we now?

The Outdoors and Active programme began with explorations into what was meant by the term physical development, and how it differs from physicality. These important documents and books and will help you form ideas about what high quality outdoor physicality should look like in your setting:

Every Child A Mover by Jan White (Early Education, 2015) was a key text for us and is highly recommended as a guide to planning and making changes
The Well Balanced Child by Sally Goddard Blythe (Hawthorn Press 2014).
The British Heart Foundation guidance on physical activity for walkers and for non-walkers is essential reading.
Exercising Muscles and Minds by Marjorie Ouvry (NCB 2003) provides an excellent overview of the connection between movement and cognition

The next action is to establish what is currently happening outdoors, so that you can identify gaps in provision. We did this using several audit tools :

Jasmine Pasch’s BoingWhooshRolyPoly outdoor activity observation
Play Learning Life’s Outdoor Play observation
Learning through Landscapes’ EYFS Moving and Handling audit.

Each of these audits should be repeated at least three or four times, at different times of the day and in different weathers, in order to gain a complete picture of physical development opportunities as they currently stand.

Taking time with colleagues to analyse the outcomes of these surveys is important, not least to avoid travelling a pre-determined route in your action research. Challenging your own and others’ established practices, views and conventions is a key element of action research.

Step 2: Where do we want to be?

Drawing up a vision for physical development and physicality is the logical step, once a clear picture of current practice has been established. Take time to gather colleagues together; working towards a vision is almost impossible without the support and back up of everyone who’ll be affected by it. Share the outcomes of the initial auditing stage, considering any gaps in provision that have become apparent.

What do you aspire to for children’s physical health and wellbeing?
What should outdoor play look like at your setting?
What do you want children to be able to do outdoors? Note – not what do you want them to have!
How will you manage provision of physical risk and challenge?
What might the barriers be to achieving your vision?

Create a short statement that encapsulates your shared aspirations for physicality and physical development outdoors. The statement should be clear and concise, but practical and achievable.

Step 3: How can we get there?

Once a vision statement has been agreed, it’s time to create an action research query that will guide your investigations outdoors.

Your query shouldn’t be too broad (“How can we improve physicality outdoors?”) or too narrow.
Whilst the beauty of action research is that you’re never going to be absolutely certain about the outcome, you should couch the question in terms that suggest confidence in a positive outcome – “How will increasing access to outdoor play in all weathers improve the frequency of physical activity?”.
Take care not to generate a query that could have a simple “yes” or “no” answer. So ask “In what ways can we help parents understand the importance of physically active play?” rather than “Can we support parents…?”.
Choose an action research query that can be supported by evidence and data, so that once it’s complete, you can make a strong case for long-term change. Quantitative and qualitative data are both valid and important to capture.

An action plan will help you plot a route through the action research. It should set out:

Your vision statement
Your action research query
Measuring success – how you’ll compare outcomes with your initial audit data
Key collaborators

Short-term actions – what do you want to test/achieve in the next 6 weeks?

List the steps you plan to take, building in regular time for reflection and tweaking of the project.
What resources might you need? Where will you source them? What budget is there?
Who will help? Who needs to know?
What kind of enabling environment do you want to create? What sort of atmosphere will it have?

Medium term actions – after reflection, what can you do over the following 3 – 4 months?

As above, plus:

How will you communicate progress with your key collaborators and other stakeholders? How will you seek feedback, and how will you incorporate it (where appropriate)?
What are the management issues? What are the budgeting issues?
Essential resources to push the research forward
Resources you should plan to acquire in the next 6 months in order to sustain change
Resources wish list – fundraising challenges, perhaps?

Step 4: Making the changes

At the end of your action research period, review progress. This is a crucial stage; be honest about what worked and what didn’t, and if possible, ask a colleague to work with you to pick out the interventions that need to be implemented permanently. Gather and present your evidence so that you can make the case for change, along with any requests for a budget allocation or changes in the way outdoors is organised or managed. Long term, sustainable change is only possible with whole setting buy-in, so keep colleagues fully informed during this important phase.

Step 5: Celebrate

Audit the provision of physically active play, using the same audit tools as step one. Celebrate the changes – share details with parents and colleagues; talk to children about how they have progressed throughout the action research project period, asking them what they can now do, what they enjoyed trying, what they’d like to do next and sharing photographs and video footage of their journey.

If you’ve made significant changes to the layout, features or resources of outdoors, consider celebrating with a grand relaunch, inviting everyone that helped, parents and local community members, and of course your local authority early years team!

Outdoor learning in the early years

by Kathryn Solly The benefits of outdoor learning in the early years have now been firmly recognised for both educators and young children’s learning and

Families’ access to nature project

The Families’ Access to Nature Project was undertaken by the Froebel Trust and Early Education between October 2021 and January 2022. Children, their parents, and

Risk: A Forest School Perspective

Guest blog by Sara Knight Why are opportunities for risk and adventure essential for normal development in the early years? Tim Gill (2007) identifies four

Going out to play and learn

Why go outside? Big movers Have you ever been in an open space with young children? The first thing they want to do is to

Outdoor play and learning – ideas, info and lots of links

When writing our January Early Years Teaching News, I tweeted a survey to ask if practitioners and leaders would like information about ICT or outside

Outdoors and Active

Outdoors and Active – an action research project commissioned by the London Borough of Newham – took practitioners from nurseries, schools, PVI settings and children’s

Busy modern lives are having a dramatic impact on the health and wellbeing of our youngest children. They play outdoors less, spend more time being

Top tips for physicality in the park

Little or no equipment is needed to get children active in the park – not even the play equipment that’s probably already there! If there is play

Top tips for everyday physicality

Even everyday journeys and mundane chores can be used to encourage children to be more physically active. Here are some ideas, suggested by the Outdoors

Boing! Whoosh! RolyPoly!

Toddlers need plenty of balance practice once they are up and walking. Each of the three semi-circular canals in the inner ear respond to movement in different

Overcoming barriers

An early task for the Outdoors and Active action researchers was to identify the barriers to taking children out and about beyond the setting. Only

Taking risks in play

Human beings are “hardwired” to take risks, from birth. Babies take their first independent breaths; they decide to try crawling and walking and then running;

Loose parts for physicality

Traditional fixed play equipment is not necessary for physicality; if it’s there, then great – use it. Most of the Outdoors and Active project settings

Landscapes for physicality

Children can have fun and be active in any kind of landscape, but there’s no doubt that the more diverse and intriguing the space, the

Audit your environment

To audit the current provision for physical development outdoors in your school or setting, you can download our three sample audit sheets below. You should

Grab and Go Kits

Some of the childminders involved in the Outdoors and Active project thought that a kit of easy to carry, low cost resources could encourage children

Babies and toddlers outdoors

This content by Jan White comes from our out of print leaflet “The Sky is the Limit: Babies and Toddlers Outdoors: developing thinking, provision and practice”

Outside in all weathers, by Kathryn Solly

Healthy settling for high wellbeing How can we best help children feel at ease so that they are secure and settled in their new provision?

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Pioneering Research Redefining The Future Of Work | ASU+GSV Summit 2024

This panel discussion at the 2024 ASU+GSV Summit features Nathalie Gazzaneo and Kerry McKittrick (Co-Directors, Harvard Project on Workforce), Eleonora Brandimarti (Research Fellow, Harvard Business School), and David Shacklette (Product Manager, Harvard Skills Lab) discussing actionable ideas backed by pioneering and multidisciplinary research. This section aimed to catalyze action across leaders in business, education, and policy seeking to build a future of work that creates more and better pathways to economic mobility.

Discussion covered various workforce topics, including:

Economic mobility and advancement

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Harvard Skills Lab measuring durable/soft skills, and reskilling

Training opportunities

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The Workforce Almanac data tool and report

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Q&A: Claire Walsh on how J-PAL’s King Climate Action Initiative tackles the twin climate and poverty crises

Q&A: Claire Walsh on how J-PAL’s King Climate Action Initiative tackles the twin climate and poverty crises

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The King Climate Action Initiative ( K-CAI ) is the flagship climate change program of the Abdul Latif Jameel Poverty Action Lab (J-PAL), which innovates, tests, and scales solutions at the nexus of climate change and poverty alleviation, together with policy partners worldwide.

Claire Walsh is the associate director of policy at J-PAL Global at MIT. She is also the project director of K-CAI. Here, Walsh talks about the work of K-CAI since its launch in 2020, and describes the ways its projects are making a difference. This is part of an ongoing series exploring how the MIT School of Humanities, Arts, and Social Sciences is addressing the climate crisis.

Q: According to the King Climate Action Initiative (K-CAI), any attempt to address poverty effectively must also simultaneously address climate change. Why is that?

A: Climate change will disproportionately harm people in poverty, particularly in low- and middle-income countries, because they tend to live in places that are more exposed to climate risk. These are nations in sub-Saharan Africa and South and Southeast Asia where low-income communities rely heavily on agriculture for their livelihoods, so extreme weather — heat, droughts, and flooding — can be devastating for people’s jobs and food security. In fact, the World Bank estimates that up to 130 million more people may be pushed into poverty by climate change by 2030.

This is unjust because these countries have historically emitted the least; their people didn’t cause the climate crisis. At the same time, they are trying to improve their economies and improve people’s welfare, so their energy demands are increasing, and they are emitting more. But they don’t have the same resources as wealthy nations for mitigation or adaptation, and many developing countries understandably don’t feel eager to put solving a problem they didn’t create at the top of their priority list. This makes finding paths forward to cutting emissions on a global scale politically challenging.

For these reasons, the problems of enhancing the well-being of people experiencing poverty, addressing inequality, and reducing pollution and greenhouse gases are inextricably linked.

Q: So how does K-CAI tackle this hybrid challenge?

A: Our initiative is pretty unique. We are a competitive, policy-based research and development fund that focuses on innovating, testing, and scaling solutions. We support researchers from MIT and other universities, and their collaborators, who are actually implementing programs, whether NGOs [nongovernmental organizations], government, or the private sector. We fund pilots of small-scale ideas in a real-world setting to determine if they hold promise, followed by larger randomized, controlled trials of promising solutions in climate change mitigation, adaptation, pollution reduction, and energy access. Our goal is to determine, through rigorous research, if these solutions are actually working — for example, in cutting emissions or protecting forests or helping vulnerable communities adapt to climate change. And finally, we offer path-to-scale grants which enable governments and NGOs to expand access to programs that have been tested and have strong evidence of impact.

We think this model is really powerful. Since we launched in 2020, we have built a portfolio of over 30 randomized evaluations and 13 scaling projects in more than 35 countries. And to date, these projects have informed the scale ups of evidence-based climate policies that have reached over 15 million people.

Q: It seems like K-CAI is advancing a kind of policy science, demanding proof of a program’s capacity to deliver results at each stage.

A: This is one of the factors that drew me to J-PAL back in 2012. I majored in anthropology and studied abroad in Uganda. From those experiences I became very passionate about pursuing a career focused on poverty reduction. To me, it is unfair that in a world full of so much wealth and so much opportunity there exists so much extreme poverty. I wanted to dedicate my career to that, but I'm also a very detail-oriented nerd who really cares about whether a program that claims to be doing something for people is accomplishing what it claims.

It's been really rewarding to see demand from governments and NGOs for evidence-informed policymaking grow over my 12 years at J-PAL. This policy science approach holds exciting promise to help transform public policy and climate policy in the coming decades.

Q: Can you point to K-CAI-funded projects that meet this high bar and are now making a significant impact?

A: Several examples jump to mind. In the state of Gujarat, India, pollution regulators are trying to cut particulate matter air pollution, which is devastating to human health. The region is home to many major industries whose emissions negatively affect most of the state’s 70 million residents.

We partnered with state pollution regulators — kind of a regional EPA [Environmental Protection Agency] — to test an emissions trading scheme that is used widely in the U.S. and Europe but not in low- and middle-income countries. The government monitors pollution levels using technology installed at factories that sends data in real time, so the regulator knows exactly what their emissions look like. The regulator sets a cap on the overall level of pollution, allocates permits to pollute, and industries can trade emissions permits.

In 2019, researchers in the J-PAL network conducted the world’s first randomized, controlled trial of this emissions trading scheme and found that it cut pollution by 20 to 30 percent — a surprising reduction. It also reduced firms’ costs, on average, because the costs of compliance went down. The state government was eager to scale up the pilot, and in the past two years, two other cities, including Ahmedabad, the biggest city in the state, have adopted the concept.

We are also supporting a project in Niger, whose economy is hugely dependent on rain-fed agriculture but with climate change is experiencing rapid desertification. Researchers in the J-PAL network have been testing training farmers in a simple, inexpensive rainwater harvesting technique, where farmers dig a half-moon-shaped hole called a demi-lune right before the rainy season. This demi-lune feeds crops that are grown directly on top of it, and helps return land that resembled flat desert to arable production.

Researchers found that training farmers in this simple technology increased adoption from 4 percent to 94 percent and that demi-lunes increased agricultural output and revenue for farmers from the first year. K-CAI is funding a path-to-scale grant so local implementers can teach this technique to over 8,000 farmers and build a more cost-effective program model. If this takes hold, the team will work with local partners to scale the training to other relevant regions of the country and potentially other countries in the Sahel.

One final example that we are really proud of, because we first funded it as a pilot and now it’s in the path to scale phase: We supported a team of researchers working with partners in Bangladesh trying to reduce carbon emissions and other pollution from brick manufacturing, an industry that generates 17 percent of the country’s carbon emissions. The scale of manufacturing is so great that at some times of year, Dhaka (the capital of Bangladesh) looks like Mordor.

Workers form these bricks and stack hundreds of thousands of them, which they then fire by burning coal. A team of local researchers and collaborators from our J-PAL network found that you can reduce the amount of coal needed for the kilns by making some low-cost changes to the manufacturing process, including stacking the bricks in a way that increases airflow in the kiln and feeding the coal fires more frequently in smaller rather than larger batches.

In the randomized, controlled trial K-CAI supported, researchers found that this cut carbon and pollution emissions significantly, and now the government has invited the team to train 1,000 brick manufacturers in Dhaka in these techniques.

Q: These are all fascinating and powerful instances of implementing ideas that address a range of problems in different parts of the world. But can K-CAI go big enough and fast enough to take a real bite out of the twin poverty and climate crisis?

A: We're not trying to find silver bullets. We are trying to build a large playbook of real solutions that work to solve specific problems in specific contexts. As you build those up in the hundreds, you have a deep bench of effective approaches to solve problems that can add up in a meaningful way. And because J-PAL works with governments and NGOs that have the capacity to take the research into action, since 2003, over 600 million people around the world have been reached by policies and programs that are informed by evidence that J-PAL-affiliated researchers produced. While global challenges seem daunting, J-PAL has shown that in 20 years we can achieve a great deal, and there is huge potential for future impact.

But unfortunately, globally, there is an underinvestment in policy innovation to combat climate change that may generate quicker, lower-cost returns at a large scale — especially in policies that determine which technologies get adopted or commercialized. For example, a lot of the huge fall in prices of renewable energy was enabled by early European government investments in solar and wind, and then continuing support for innovation in renewable energy.

That’s why I think social sciences have so much to offer in the fight against climate change and poverty; we are working where technology meets policy and where technology meets real people, which often determines their success or failure. The world should be investing in policy, economic, and social innovation just as much as it is investing in technological innovation.

Q: Do you need to be an optimist in your job?

A: I am half-optimist, half-pragmatist. I have no control over the climate change outcome for the world. And regardless of whether we can successfully avoid most of the potential damages of climate change, when I look back, I'm going to ask myself, “Did I fight or not?” The only choice I have is whether or not I fought, and I want to be a fighter.

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Reflecting on COP28 — and humanity’s progress toward meeting global climate goals

In Bangladesh, a group of eight women sit in a circle in a small room. A man, also sitting on the floor with them, is explaining a BRAC humanitarian program. An iPad and cell phone are on the floor.

Empowering people to adapt on the frontlines of climate change

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King Climate Action Initiative announces new research to test and scale climate solutions

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200+ List of Topics for Action Research in the Classroom
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.
21 Action Research Examples (In Education)
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.
225+ Action Research Topics In Education (Updated 2023)
225+ Action Research Topics In Education (Updated 2023) Leave a Comment / Project Ideas / By Gurpreet Kumar. Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective ...
PDF A Practical Guide to Action Research for Literacy Educators
processes of Action Research by providing step-by-step guidelines for implementing Action Research projects for the purpose of examining and refining literacy practices to improve student performance. The goal of Action Research is a positive change in everyday practice in one's own classroom, school, or district.
What Is Action Research?
Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time. It was first coined as a term in 1944 by MIT professor Kurt Lewin.A highly interactive method, action research is often used in the social ...
Action Research: What it is, Stages & Examples
The researcher must explore alternative ideas when the action research project's solutions fail to solve the problem. The steps to conducting action research. 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 ...
Action research in the classroom: A teacher's guide
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 ...
1 What is Action Research for Classroom Teachers?
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
Action Research. 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 ...
PDF DOING ACTION RESEARCH
what action research involves: Jim is a Painting & Decorating teacher. His Level 1 learners worked well in practical workshop sessions but often performed poorly in their written work. Jim joined a college action research project looking at ways to support learners to take more responsibility for their progress.
What is action research and how do we do it?
Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies. Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e, Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and ...
Running Action Research School-Based Projects
With the rise of research influencing education, we need to also raise the profile of action research in the classroom. The challenge for all teachers is how to do this in the busy nature of school life. Below I offer some models which can be used in two ways: a) for day to day classroom practice and b) developing as a school culture for ...
How to Do Action Research in Your Classroom
Action research can introduce you to the power of systematic reflection on your practice. ... Find research-based resources, tips and ideas for families—from child development to reading, writing, music, math, and more! ... Critical Ethnographic Action Research (CEAR) Project Approach for Social Justice and Advocacy in Early Childhood Education.
Preparing for Action Research in the Classroom: Practical Issues
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 ...
PDF Action Research in Literacy: Teacher Inquiry Projects That Answer ...
Hubbard and Power (2003) describe additional sources of data, including teaching journals and notes, classroom artifacts, audiotape and videotape transcription, and photography. Their book features generic forms for use in data collection, interviewing, and self-questioning. Once data are collected, analysis and reflection are crucial to the ...
How Teachers Can Use Action Research for Professional Learning
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 ...
PDF Understanding Action Research Methodology As A Strategy To Reflect
Selecting a Focus in Action Research Project The focus of action research should explain accountability, theories of practice, and reflection of practice in academic setting (McNiff, 2013). The basic steps to conduct action research is to define a problem, a plan, and share to develop a story to evaluate research projects (Johnson, 2008).
What is Action Research?
Action research is a methodology that emphasizes collaboration between researchers and participants to identify problems, develop solutions and implement changes. Designers plan, act, observe and reflect, and aim to drive positive change in a specific context. Action research prioritizes practical solutions and improvement of practice, unlike ...
Action Research Projects
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.
Suggested Topics for an Action Research Project
Action research isn't about searching for information or digging into library research books, but it involves teachers systematically searching for ways to improve their skills, techniques and strategies, how things can be done better and more effectively in the classroom or school.
92 Action Research Essay Topic Ideas & Examples
It is important to have prior information of the technological demands of the market, and ways to beat the existing ones. An Action Research Project: Effective Leadership. It is an effective tool for professional growth and effective leadership aimed to create a practical environment for future leaders.
Doing your own action research project
Step 4: Making the changes. At the end of your action research period, review progress. This is a crucial stage; be honest about what worked and what didn't, and if possible, ask a colleague to work with you to pick out the interventions that need to be implemented permanently. Gather and present your evidence so that you can make the case ...
Pioneering Research Redefining The Future Of Work
This panel discussion at the 2024 ASU+GSV Summit features Nathalie Gazzaneo and Kerry McKittrick (Co-Directors, Harvard Project on Workforce), Eleonora Brandimarti (Research Fellow, Harvard Business School), and David Shacklette (Product Manager, Harvard Skills Lab) discussing actionable ideas backed by pioneering and multidisciplinary research. This section aimed to catalyze action across ...
Q&A: Claire Walsh on how J-PAL's King Climate Action ...
The King Climate Action Initiative (K-CAI) is MIT J-PAL's flagship climate change program that innovates, tests, and scales solutions at the nexus of climate change and poverty alleviation, together with policy partners worldwide. Claire Walsh, project director of J-PAL's King Climate Action Initiative, talks about the work of K-CAI since its launch in 2020, and describes the ways its ...

200+ List of Topics for Action Research in the Classroom

Understanding: What is Action Research

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

List of Topics for Action Research in the Classroom

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21 Action Research Examples (In Education)

Action Research Examples

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2. Professional Development Needs

3. Playground Accidents

4. Differentiated Learning

5. Healthy Habits Program

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225+ Action Research Topics In Education (Updated 2023)

Format of action research paper in education

What to consider while selecting action research topics in education

Personal Interest

Educational Context

Research Gap

Feasibility

Relevance and Impact

Collaboration Opportunities

Ethical Considerations

200+ Action research topics in education

Tips to write appealing action research paper in education

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Action Research: What it is, Stages & Examples

What is action research?

Stage 1: Plan

Stage 2: Act

Stage 3: Observe

Stage 4: Reflect

Identify the action research question or problem

Review existing knowledge

Plan the research

Collect data

Analyze the data

Reflect on the findings

Develop an action plan

Implement the action plan

Evaluate and monitor progress

Reflect and iterate

Disadvantages

Frequently Asked Questions(FAQ’s)

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Action research in the classroom: A teacher's guide

What is action research?

Creating an action research project

What is an action research cycle?

1. Identifying the problem

2. Developing an Action Plan

3. Data Collection

4. Data Analysis and Conclusions

5. Modifying the Educational Theory and Repeat

6. Report the Findings

Final thoughts on action-research for teachers

Key Papers on Action Research

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