Literature Review
Research
Denise Thrasher
Indiana Wesleyan University
August 10, 2003
Introduction
Research is conducted by those with questions and traditionally in all professions other than teaching the members of the profession conduct the research needed to answer those questions. Teachers are expected to be familiar with educational research and are often told to implement programs based on research findings, but they have not traditionally done the research. According to Richard Sagor, teachers have existed in a world divided between research and practice. Two worlds that have been considered separate and not equal (Sagor, 1992). These two worlds developed in part due to the purpose and traditional usefulness of educational research.
In 1979, Fred N. Kerlinger specified that the purpose of educational research was to advance educational theory (Daniel, L.1996). This form of research is often seen as having limited usefulness to the classroom teacher and carrying out such a project may mean that teaching will actually be interrupted (Parsons, (n.d.)). Today's teachers have begun redefining their profession and research through the inclusion of action research as part of their daily routine.
Action research is an inquiry or research in the context of focused efforts to improve the quality of an organization and/or its ability to perform. It typically is designed and conducted by practitioners either as individuals or teams. These professionals analyze the data collected to improve their own practice. The term collaborative inquiry is used to refer to action research done by teams or colleagues (Action Research, (n.d.)).
Teacher researchers focus their research on finding solutions to practical problems. These teacher researchers raise questions about what they observe in their teaching and in their students' learning. Additionally, they collect examples of student work in order to evaluate both the students' and their performances in the learning environment. Student work is viewed as data that needs to be analyzed in order to examine the teaching and learning processes that produced it (Teacher Research, (n.d.)).
Origins of Action Research
Though the origins of action research are somewhat unclear, the American psychologist Kurt Lewin is credited with the construction of a theory that described action research as a spiral of steps where each step included planning, action and the evaluation of the action. Further, Lewin felt that in order to change and understand certain social practices social scientists had to include practitioners from the social world being studied in all phases of the inquiry (Masters, J., 2000). Stephen Corey and others at Teachers College of Columbia University are said to have actually introduced the use of the term action research in 1949 (Johnson, B., 1993, March).
Who Conducts Action Research & Why
Current educational movements include site-based decision making. Site-based decision making offers teachers the freedom to try new methods, but at the same time places more responsibility and accountability on teachers. Also, teachers are facing the need to include a variety of teaching methods in their lesson plans in order to meet the needs of diverse learners. New standards and corporation policies often also require the inclusion of technology based projects throughout the year. Additionally, schools are being bombarded with criticism from the President, the legislators and the public about the quality of education students receive. These critics are telling educators to leave no child behind, but also to do it with fewer funds. In this type of environment, teachers must have proof that students are learning and what they are learning. Action research has become a valued tool in school improvement efforts and provides the proof that learning is taking place. Additionally, action research is considered a valid method to evaluate the effectiveness of new teaching methods or materials. But, above all teachers use action research to improve their teaching. Projects may be part of staff development or designed in a way that allows the teacher to establish expertise in subjects like curriculum development (Johnson, B., 1993, March).
Steps of Action Research
In order to get started on an action research project, one must first find a focus, determine that an action research project is the best way in which to solve the problem, develop a plan to gain insights, analyze the data collected and report what has been learned. In order to validate findings, it is vital that a variety of data be collected during the project. Further, the findings should be analyzed using triangulation (Parsons, S., (n.d.)).
Sagor describes teachers as working in a different world. Teachers work in the same building as others, but rarely turn to one another as professionals (Sagor, 1992). Sharing what is learned from action research allows teachers to develop collegial communities. Further, through the sharing process further action on a project may be taken by the teacher or other members of the educational community (Parsons, S. (n.d.)).
Tie to UAP
The action research project dealing with diverse cultures and problem-solving that was developed as part of the Indiana Wesleyan University program has resulted in increased student learning. The focus of the project was developed due to the need to improve higher level thinking skills and to address multi-cultural issues. The project provided proof of learning and through sharing the project colleagues are working together. Further, it has resulted in increased awareness of the importance of research to the individual teacher, the school improvement process and the educational community.
Conclusion
Action research offers educators the chance to develop standards for their profession. Sagor equates traditional teachers to blue collar workers who have others tell them what will work best on the job. Action research is a tool that offers teachers the opportunity to determine what happens in the classroom. Additionally, he points out that no system of accountability is more effective than self-regulation. If teachers want to considered professionals, than they must use research. If outsiders are allowed to control educational data, then they are also being allowed to set the educational agenda (Sagor, 1992).
Resource List
Action research (n.d.). North Central Regional Educational Laboratory. Retrieved on
August 13, 2003 from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm)
Daniel, L. G. (1996). Kerlinger's research myths. Practical Assessment,
Research & Evaluation, 5(4). Retrieved on August 12, 2003 from
Johnson, B. (1993, March). Teacher-as-researcher. ERIC Digest. ERIC Identifier
ED355205. Retrieved on August 8, 2003 from
http://www.ericfacility.net/ericdigests/ed355205.html
Kemmis, S. & McTaggart, R. (1982). Starting points and examples of action research.
The Action Research Planner. Victoria, Australia: Deakin University Press. Retrieved on August 12, 2003 from
http://www.vermontbook.org/action-research5.html
Masters, J. (2000). The history of action research. E-Reports, 3. Retrieved on
August 10, 2003 from
http://www2.fhs.usyd.edu.au/arow/arer/003.htm
Parsons, S. (n.d.), Teacher research. Classrooms of the 21st Century. Retrieved on August
10, 2003 from
Sagor, R. (1992). How to conduct collaborative action research. Alexandria, Virginia,
VA: Association for Supervision and Curriculum Development. Retrieved on August 10, 2003 from
Teacher Research (n.d.). Retrieved on August 9, 2003 from
http://gse.gmu.edu/research/tr/index.shtml