1. Chapter 15 Action Research
Introduction to Educational Research (7th ed.) Craig A. Mertler & C.M. Charles
Chapter 15
Action Research
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Mertler & Charles Intro. to Ed'l. Research -- Chapter 1

2. Action Research
A “catchall” label for research done by teachers, administrators, and other on-site educators
Less formal research (i.e., it is very applied in nature)
Purposes are to solve local problems & to develop reflective practice
Can be conducted at any (local) level
Focus is on development, implementation of new product, plan, or procedure (not on generalizability)
Major benefit—provides an immediate solution to a problem
Major drawback—less precise; subject to errors (bias, validity, reliability); results in limited findings

3. Importance of Action Research
Is persuasive and authoritative.
Is relevant.
Allows teachers access to research findings.
Is not a fad.
Can become an integral part of the daily process of teaching.

4. Characteristics of Action Research
Represents a process.
Is educators working together to improve their practice.
Is about developing reflection.
Is open-minded.
Is a critical analysis of our particular work.
Is cyclical.
Is more systematic than typical teaching or simple problem solving.

5. Characteristics of Action Research (cont’d.)
Action research…two important questions:
“Why should I become involved in an action research project, especially with all the demands and responsibilities placed on me as an educator?”
“Why doesn’t everyone do action research?”

6. Characteristics of Action Research (cont’d.)
Rigor in action research…
Different set of criteria for “validity” and “reliability”
Not inherently “of lesser quality”
Typically based on the notion of ensuring that the entire research process and results are not biased or reflect only a single perspective
Rigor often dependent on level for dissemination of results
Scholarly versus local-level dissemination

7. Characteristics of Action Research (cont’d.)
Rigor in action research (cont’d.)…
Can be established through:
Repetition of action research cycle
Prolonged engagement and persistent observation
Experience with action research process
Triangulation of data
Member checking
Participant debriefing

8. The Action Research Process
(1) Identify a problem or need
(2) Collect information and resources
(3) Prepare objectives, activities, procedures
(4) Implement the project
(5) Monitor the procedures, participant reactions, etc.
(6) Identify strengths & weaknesses of the project
(7) Revise project by focusing on the identified weaknesses
(8) Assess on-going & long-term results of the project

9. The Action Research Process (cont’d.)
…or a more simplified version:
Planning
Acting
Observing
Reflecting
Start here

10. Published Example of Action Research
“Lesson Study: A Professional Development Model for Mathematics Reform”

11. Applying Technology… Web sites related to action research
“You Want to do an Action Research Thesis?" (
“Research to Practice: Guidelines for Planning Action Research Projects" (literacy.kent.edu/Oasis/Pubs/ htm)
“Classroom Action Research” (