1. Action Research
Ali Yuce

2. History of Action Research
“Kurt Lewin is the pioneer of ‘action research’ who asserted that “human behavior could be changed towards democratic values and leadership.” (named in 1946)…
He also stated there’re two major purposes of action research:
1) Improves positive behavior
2) Allows to create a new theory”
Kurt Lewin is generally considered the ‘father’ of action research.  A German social and experimental psychologist, and one of the founders of the Gestalt school, he was concerned with social problems, and focused on participative group processes for addressing conflict, crises, and change, generally within organizations.  Initially, he was associated with the Center for Group Dynamics at MIT in Boston, but soon went on to establish his own National Training Laboratories.
Lewin first coined the term ‘action research’ in his 1946 paper “Action Research and Minority 

3. What is Action Research
Instrument that allows teachers to participate actively to ensure learners’ success and prepare them for the real world environment.
Helps teachers to improve their instructional methods with Step-in operation (Democratic, Dynamic and Flexible).
Practitioners’ accountability is important.

4. Definition of Action Research
“Action research is a process in which participants inspect their own educational practices systematically and carefully by using the techniques of research” (Ferrance, 2000).
Kemmis says that: Action research is the ‘study of praxis’ or ‘one’s own practice’. (Educational research: Current issues, Pg. 182).
Techniques of research
identifying the underlying educational issue, (Beneath the surface)
providing immediate remedy/intervention
observation if the solution is working or not.
the needs for emerging technologies’ usability, efficiency and suitability

5. Roles in Action Research
Teachers’ and principals’ roles are essential to manage the classrooms and delivering the desired learning objectives/goals.
Empowering teachers with authority to monitor, discover the problems, and then making necessary changes as if they are the investigators (Kayaoglu, 2015).
Working with colleagues also helps teachers and principals in their own professional development” Pg. 584 (Ferrance, 2000).

6. Where, When, Why and How? (3W1H)
In real situations with real people and with real problems
In Action Research:
“The research must be problem-oriented
The current situation must be included in the discussion
The research must produce direct and indirect observations
Propositions and findings must systematically fit into a useful theory.”

7. Characteristics of Action Research 1
Flexible and Pragmatic: that allows teachers to apply the changes when/where it is needed to implenment the solutions.
No special expertise, certain place and time necessary.
Educators can analyze and provide solution(s) to the problem as an individual or by gathering together. (Fraenkel & Wallen, 2011, Pg. 584).
In action research, the interventions can be implanted with the consensus of teachers, colleagues, and principals rather than the theory owners.

8. Characteristics of Action Research 2
Changes and modifications are implemented as a result of continuously ongoing evaluation and observation.
Action research is not as formal as the other methodologies.
Action research is not only, also, a problem–focused, but a future-oriented process.
Finally, to generalize the result of the research teachers create a focus and validation group to compare the data for a final analyzing.

9. Action Research Process
A problem is identified;
Possible solutions implemented;
Data is collected and analyzed;
Read the findings
The problem is re-assessed

10. Types of Action Research
Practical Action Research:
Allowing a quick decision to be made to improve the practice in the short term.
Participatory Action Research:
Known as ‘collaborative research’ in which all related individuals, groups and organizations are actively participated to carry out the solution for the issue both locally and in a broader area.

12. Inquiry in Action research
Inquiry is an important element in action research which allows learners to develop their metacognitive skills as a result of constant questioning or investigating the learning material, context and activity.
Inquiry is an investigating system that takes place for a certain period of time to determine whether the approach is impacting the students’ learning and ensuring the instruction delivered fairly and effectively.
Lastly, collecting data from students and teacher to analyze by using the inquiry method to ensure the best outcome of the drill.

13. Overview of Action Research
Teacher and local problem-oriented
Flexible and Pragmatic: It means that no special expertise, place and time necessary. Anyone, anyplace, anytime
Improves educational standards and teaching while it maximizes the learning by an educator rather than the one who lives out of the learning environment.
Enables teacher to discover new approaches to improve their instructional style, gain new skill in collecting, reading, analyzing and implementing resolutions when they face the issues.
Allows teachers to have a rich source of ideas about how to modify and perhaps enrich one’s own strategies and techniques’ (Pg. 596).

14. Thank you for listening
Any question, please ask.
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15. REFERANCES
Ferrance, E. (2000). Action Research. Brown University: Providence, RI.
Fraenkel, J. R., & Wallen, N. E. (2011). Student workbook to accompany how to design and evaluate research in education
Kayaoglu, M. N. (2015). Teacher researchers in action research in a heavily centralized education system. Educational Action Research, 23(2),
Hammersley, M., Gomm, R., & Woods, P. (1994). Educational Research: Current Issues.