Action research is one of those terms that we hear quite often in today’s educational circles. But just what does it mean? If you ask three people to define action research, you may find yourself with three different responses. Typically, action research is undertaken in a school setting.
It is a reflective process that allows for inquiry and discussion as components of the “research.” Often, action research is a collaborative activity among colleagues searching for solutions to everyday, real problems experienced in schools, or looking for ways to improve instruction and increase student achievement. Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change. Practitioners are responsible for making more and more decisions in the operations of schools, and they are being held publicly accountable for student achievement results. The process of action research assists educators in assessing needs, documenting the steps of inquiry, analyzing data, and making informed decisions that can lead to desired outcomes.
Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions:
•Teachers and principals work best on problems they have identified for themselves
•Teachers and principals become more effective when encouraged to examine and assess their
own work and then consider ways of working differently
•Teachers and principals help each other by working collaboratively
•Working with colleagues helps teachers and principals in their professional development
(Watts, 1985, p. 118)
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
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