1. George Mason University
Action Research
How Is It Defined?
Leo Rigsby, IET
George Mason University
March 2005

2. HOW IS ACTION RESEARCH DEFINED?
Action Research is a three‑step spiral process of (1) planning which involves
reconnaissance; (2) taking actions; and (3) fact‑finding about the results of the action.
Kurt Lewin (1947)
Action Research is the process by which practitioners attempt to study their problems
scientifically in order to guide, correct, and evaluate their decisions and actions.
Stephen Corey (1953)
Action Research in education is study conducted by colleagues in a school setting of
the results of their activities to improve instruction.
Carl Glickman (1992)
Action Research is a fancy way of saying let’s study what’s happening at our school
and decide how to make it a better place.
Emily Calhoun (1994)

3. ASSESS need for a change or action
IMPLEMENT the change or action R A I S
STUDY the results R A
RETHINK the need, the change, and the results I A
CONTINUOUS IMPROVEMENT THROUGH TEACHER ACTION RESEARCH

4. ASSESS Need for a Change or Action
Reflect on the situation or context
Discuss with colleagues
Read in the professional literature
Challenge your own assumptions
Formulate some guesses or hunches about the phenomenon
Decide on a first step—make a plan

5. IMPLEMENT the Change or Action
What evidence would convince you that you have met your goal?
Decide what steps you need to take to produce the desired change—trial and error with warrants
Implement the plan
Collect evidence on the effects of the intervention

6. Reflect on the evidence you are collecting
STUDY the Results
Reflect on the evidence you are collecting
Share the evidence with colleagues
Try to fit the data to different explanations
Revisit your assumptions about the children and the learning situation
Formulate a trial explanation
Develop an argument with evidence, claims, and warrants

7. RETHINK the Need, the Change, and the Results
Does the evidence support your claims?
Do you have strong warrants?
Do your colleagues find your argument credible?
How does the argument fit into ongoing debates and conversations?
What is unique about your setting or context?
Will others find your argument useful and appealing?

8. On What Do You Focus Action Research?
A problem from your classroom
A puzzle or dilemma about the learning of a particular student or group of students
A question you have about your teaching
A situation that has arisen in your classroom
How to develop and support particular learning qualities

9. Defining Action Research Problems
TFQ= Teacher’s first question or puzzle
AVR=Action Research version of this question
H/SV=Version of the question when you
have an hypothesis or strategy

10. A Problem From Your Classroom
TFQ: How am I going to cope with the wide discrepancy in reading levels in my classroom?
ARV: What can I do to help Johnnie learn to read?
H/SV: (Or if you have an hypothesis or strategy to try: What happens when I give Johnnie reading materials appropriate to his reading level and interests?)

11. A Problem From Your Classroom
TFQ: Why are these kids so noisy and frenzied?
ARV: What can I do about the chaos in my classroom (noise, movement, off-task behavior, lack of attention )?
H/SV: What happens when I use children’s energy and need to be social as an element of my classroom pedagogy using cooperative learning, literature circles, ?

12. A Puzzle or Dilemma About the Behavior of a Student
TFQ: What is wrong with those parents that they didn’t teach Susie to talk and be social with her peers?
ARV: How can I get Susie to participate in class meeting and other conversations?
H/SV: What happens when I empower Susie (and other quiet children) with the task of sharing an aspect of her (their) expertise with a small group of peers?

13. A Puzzle or Dilemma About the Learning of a Student or Students
TFQ: Why don’t these children learn English like the rest of us?
ARV: How can I get my ESOL children to use their spoken English so they can develop their skills and knowledge of English?
H/SV: What happens when I scaffold the experience and courage of my non-English-speaking students by having them work in small groups for literacy acquisition?

14. A Question You Have About Your Teaching
TFQ: Why do I feel so uncomfortable teaching the mathematics concepts for third grade SOLs?
ARV: How can I make the learning of mathematics more hands-on and interactive so children work together to learn?
H/SV: What happens when I adopt a workshop approach to teaching mathematics and set up learning centers to give children the chance to work together and use hands-on learning strategies?

15. A Situation That Has Arisen in Your Classroom
TFQ: Why are these children so mean and nasty to each other?
ARV: How can I help my children develop a respectful classroom community?
H/SV: What happens when we use the strategy of weekly classroom meetings to build respect and trust within our classroom community?

16. How to Develop and Support Particular Learning Qualities
TFQ: Why are these children so dependent and needy?
ARV: How can I help my children become independent learners?
H/SV: What happens when I use multiple intelligences strategies to help my students learn about themselves as learners and to develop strategies for independent learning?