I have learned quite a bit about action research this week through our readings and some Internet browsing. I have discovered that action research assists educators in posing questions, gathering data, evaluation and reflection, and then deciding on a course of action. Then he or she can assess needs, document the steps of inquiry, analyze data, and make informed decisions that can lead to the end result, hopefully an answer to the inquiry.
Action research specifically should answer an “I wonder…” question with the intent that the research will inform and change his or her teaching methods in the future.
What was really enlightening to me is what Action Research is NOT. It is not problem solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to better impact students and improve teaching methods.
So once I realized what Action Research is not, the big question is what is the first step? I believe this is the most crucial element of Action Research. “Teachers often have several questions they wish to investigate; however, it is important to limit the question to one that is meaningful and doable in the confines of their daily work” (Ferrance, 2000). Ferrance goes on to provide a list of some guidelines:
• be a higher-order question—not a yes/no
• be stated in common language, avoiding jargon
• be concise
• be meaningful
• not already have an answer
These guidelines were very helpful as I investigated a question for my Action Research topic.
Resources
Ferrance, E. (2000). Themes in Education- Action Research. Providence, RI: Northeast and Islands Regional Educational Laboratory At Brown University
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