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  • What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Action research Cycle

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

  • Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
  • Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

  • Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
  • Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
  • Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

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provide a graphical presentation of the action research model

Action research comes with advantages and disadvantages.

  • Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
  • Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
  • Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

  • Due to their flexibility, action research studies are plagued by very limited generalizability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
  • Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
  • Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

  • Normal distribution
  • Degrees of freedom
  • Null hypothesis
  • Discourse analysis
  • Control groups
  • Mixed methods research
  • Non-probability sampling
  • Quantitative research
  • Inclusion and exclusion criteria

Research bias

  • Rosenthal effect
  • Implicit bias
  • Cognitive bias
  • Selection bias
  • Negativity bias
  • Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/methodology/action-research/
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.
Naughton, G. M. (2001).  Action research (1st edition). Routledge.

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Action Research model (Lewin)

Action research - Toolshero

Action Research model: this article explains the concept of Action Research (AR) , developed by Kurt Lewin in a practical way. It covers what AR is, what steps should be taken, based on the model and example and what conditions should be met. After reading you will understand the basics of this research method. Enjoy reading!

Background of Action Research theory

The German-American professor Kurt Lewin was mainly concerned with child psychology.

He became known for his contributions to “ Gestalt psychology ” and in 1951 he carried out ground breaking research into the way in which human behaviour could be changed towards democratic values and leadership. This is why he is considered to be the founder of Action Research .

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What is the Action Research model? The theory

Kurt Lewin ’s approach of Action Research is a research method in which the researcher intervenes in and during the research. This serves two purposes: firstly, according to Kurt Lewin , it will bring about positive change and secondly, knowledge and theory will be generated.

It is important that the researcher acts as a social change expert who helps and encourages employees to change their behaviour towards democratic values and leadership. A cooperation between fundamental and applied research is essential in this.

According to Lewin scientific research is best achieved through cooperation between the researcher (academic) and the people in the work field (practitioners).

The definition of Action Research

The term was first suggested by Kurt Lewin . He described the practice as ‘a comparative research on the conditions and effects of various forms of social action and research leading to social action’ that uses ‘a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action’ .

Participatory action research in education

AR is also called Participatory Action Research (PAR). This concerns an individual method of this research method. Other working methods are community-based participatory research and school-wide action research.

Other names for the methodology are action cycle or research cycle . In education, action research refers to various evaluative, investigative, and analytical research methods, which are especially designed to study organizational, academic or educational problems or deficiencies.

In addition, these methods help teachers to develop practical solutions to address the aforementioned problems.

Action Research model and steps, an example of education

It is referred to as a cycle because the method usually consists of a predefined process that is repeated over time. Below is an action research example of what the cycle might look like. The model is aimed at education.

Action research, the steps - Toolshero

Figure 1 – the steps of action research example in education

1. Selecting focus

The AR-process starts with a reflective action aimed at discerning one or more topics worthy of the teacher’s or researcher’s time. Since different actions and teachers in the classroom are in high demand, all activities should be worthwhile for the researcher.

Therefore, focus selection is considered the first step in the action research process. Focus selection begins with the researcher or team asking questions about which elements of the research benefit practice or learning.

2. Clarifying and establishing theory

The next stage in the AR process is to identify and discern the values, beliefs and theoretical perspectives the researchers have about the focus they have chosen in the first step.

When researchers or teachers are concerned about a particular development in the classroom, it is helpful to first clarify which approach or method would work best. For example, should the teacher set up a reward system? Or should the students experience the consequences of their behavior in a natural way?

3. Identifying research questions

Now that the selection of focus areas has been completed and the perspectives of the researchers or lecturers have been clarified, the next step is to generate research questions that are intended to shape the research.

4. Collecting data

Accurate data and information is important because everyone bases decisions on it. This is also the case for researchers or teachers. Action researchers ensure that the data used to base decisions on is reliable and valid at the same time. Valid in this context means that the information accurately represents and conveys the researchers’ message.

Typically, researchers ensure that they get their information from multiple data sources. Many of them use triangulation. This is a process to increase the reliability and validity of data.

Triangulation is explained as studying or observing an object or information by looking at it from multiple perspectives. This helps a researcher to compare things and look at a topic from multiple angles.

Data collection is one of the trickiest parts of the action research process.

5. Analyzing data

Data analysis usually refers to complex statistical calculations and relationships. However, this is not always the case for teachers and researchers. There are easy-to-use procedures and best practices that help the user identify patterns and trends in the data.

6. Reporting

Although it may sound contradictory, many teachers consider their profession to be lonely. Many teachers spend every day teaching others, designing lessons and doing this on their own. Reporting action research is therefore very important. This usually takes place in an informal setting, unlike the formal setting where scientific research is shared.

7. Action planning

Action planning is also referred to as informed action. This is the final step in the research method process. When a teacher or researcher writes a plan or develops a program, he or she is usually also involved in the planning process. Action planning is more of an approach than a method.

It is a statement of what someone wants to achieve in a certain period of time. Drawing up and executing an action plan is an effective way to achieve goals.

Examples of AR

Different tools are used to support AR, depending on the working method and the problem to be studied. Examples of these methods are:

  • Observation of groups or individuals;
  • By means of audio and video recordings;
  • Through interviews;
  • Monitoring and taking notes;
  • By means of photos or questionnaires.

Action Research and Intervention

Besides the research of social systems, Action Research is all about solving problems in order to bring about social change. During the research method, the researcher does not merely observe and interpret information but he is also an active participant in the process.

This allows him to intervene faster and better and bring about change. One major advantage is that he will have a better understanding of the problems. Close cooperation with the field will increase the perceptions of the researcher and the practitioners. During research method the focus can be centred on the activities or the research itself.

Conditions for Action Research

For this research method to be successful, Kurt Lewin established a number of conditions must meet:

  • the research must be problem-oriented
  • the employee (client) must be at the centre
  • the current situation (status quo) must be included in the discussion
  • the research must produce empirically demonstrable propositions (direct and indirect observations)
  • propositions and findings must systematically fit into a useful theory.

Cyclical approach

Changes in accordance with the Action Research approach have the nature of an exception, in which stability (Freeze) is the standard, change the deviation from that standard and behaviour modification (Unfreezing) a response.

This research method is a cyclical process of change and is connected in his change model . During the Unfreezing stage a period of problem awareness takes places (Planning), during the change stage new forms of behaviour are tested (Action) and during the refreezing stage this new behaviour is reinforced and will become a habit over time (Results).

Action Research in practice

Action Research is a form of collective self-reflective enquiry, undertaken by participants in social situations such as employees within an organization.

Because of the research they are able to analyze and improve their own social and/ or educational skills. Research that produces nothing but books will not suffice according to Kurt Lewin .

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It’s Your Turn

What do you think? Do you conduct Action research? If so, what are your experiences? If not, which new insights did you get by reading this post? What are in your opinion success factors for conducting Action research?

Share your experience and knowledge in the comments box below.

More information

  • Coghlan, D. &amo; Brannick, T. (2014). Doing Action Research in Your Own Organization . Sage Publications Ltd.
  • Dickens, L., & Watkins, K. (1999). Action research: rethinking Lewin. Management Learning , 30(2), 127-140.
  • Lewin, K. , & Gold, M. E. (1999). Group decision and social change .
  • Lewin, K. (1946). Action research and minority problems , in: G.W. Lewin (Ed) (1948) Resolving Social conflict. Harper & Row.

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2 Action Research as a Process for Professional Learning and Leadership

ESSENTIAL QUESTIONS

  • What is the role of action research in professional learning and leadership?
  • What are the educational contexts that action research takes place?
  • What are the critiques of action research as a methodology?
  • What are the basic stages of an action research project?

In the previous chapter, we were able to explore the idea of action research, the purpose of action research, and the theoretical underpinnings of action research. Hopefully, you now have a good understanding of the landscape of action research and the contours in which it can take shape in educational contexts. It is important to emphasize that the primary aim of conducting action research in an educational context is to study and improve upon an educator’s, or group of educators’, practice. This chapter will explore some of the practical aspects of action research, in particular, the forethought and planning required to engage in a successful action research experience.

As we begin to transition from the theoretical to the more practical aspects of action research, we want to provide a few questions to consider:

  • How does the epistemological, ontological, and theoretical basis of action research fit with your pedagogical philosophy in the classroom? Will using action research require any paradigmatic shifts in how you approach your pedagogy?
  • What are the pedagogical benefits of using action research in your educational context?
  • What are the most significant affordances and challenges of using action research in your educational context?

After considering the questions above, we think it is important from a practical standpoint to consider and situate action research as part of an educator’s responsibility to professional learning and leadership.

Action Research as Professional Learning and Leadership 

Thus far, we have made the case that action research is a useful methodology for educators because it formalizes a process you already use to improve your pedagogy; but how does it benefit you as a professional and your professional identity? In Becoming Critical Carr and Kemmis (2003) list characteristics of action research that make it integral to critical professional learning for educators. We have summarized their five characteristics of action research as a methodology for educators:

Five Characteristics of Action Research as a Methodology for Educators

  • action research rejects positivist notions of rationality, objectivity, and truth and instead has an openness to competing possibilities for effective pedagogical practice in educational contexts;
  • action research employs educators’ reflective and interpretive categories, and uses the language of educators as a basis for educators to explore and develop their own pedagogical theorizing;
  • action research allows educators’ unrealized self-understandings to be discerned by analyzing their own practices and understandings;
  • action research connects reflection to action, enabling educators to overcome barriers to pedagogical change through awareness of social and systemic factors influencing their educational context;
  • action research involves deep consideration of theory and practice and to demonstrate this critically self-reflective action, researchers develop and organize knowledge in which truth is evidenced through its relation to practice.

To synthesize these five characteristics in terms of practical knowledge, we think it is important to now consider a “so what?” type of question. After learning these characteristics, why would an educator engage in action research for the purpose of professional learning or leadership? The following five principles correspond to the five characteristics above:

Why an Educator would Engage in Action Research

  • the development of an educator’s pedagogy is not about developing a set of “surefire” technical competencies; it is concerned with finding the most effective practices for the students in their educational context;
  • one way for educators to be consistently informed on pedagogy and increase their skills is through actively being involved in a culture of inquiry that dually relies on the latest educational research and their own classroom to spark new inquiry;
  • by doing action research, educators are engaged in the process of hypothesizing, theorizing, and developing self-knowledge related specifically to their practice;
  • when educators engage in action research, they develop agency and gain control of knowledge, and address questions for themselves, instead of being subservient to the knowledge enacted on their educational context;
  • when educators are engaged in research, educators are naturally engaged in educational theorizing because they are reflecting on practice systematically and critically, to close the distance between educational theory practice, which many educators feel (Hopkins, 2003).

Professional learning in education takes many forms. Action research is unique in the realm of professional learning because it is tailored to the educator’s real time pedagogical foci, issues, or needs. Professional learning opportunities often fail to meet the expectations of educators because they are meant for large groups of teachers, either based on a school, topic, subject, or course. Even at the course level of professional learning, while the content may be the same for each teacher, the students and educational context are different for each teacher – which creates unique challenges that educators want to address through their professional learning. One advantage of traditional professional learning sessions is the group aspect, or collaborative thinking that takes place. Action research is flexible enough that collaborative inquiry could be part of the process, and educators could include colleagues as part of their research. In many ways, action research not only contributes to professional learning, but also provides professional leadership to colleagues.

Professional leadership in education, or teacher leadership, also takes many forms. Danielson (2007) lists teacher leadership in her framework for teaching, as one of several professional responsibilities for educators. Educators who engage in action research and share their findings, are working to impact professional learning, and subsequently student learning, beyond their classrooms. Engaged educators who attain and continue to receive recognition in the teaching profession invest a lot of time and energy to stay informed and further develop their skills. Danielson (2007) notes that these educators are in a prime position to exercise leadership among their colleagues. Often times educators view conferences and professional learning sessions as the only opportunities to further develop their skills and become leaders among their colleagues. However, Danielson (2007) goes on to describe a distinguished educator as someone who engages in a combination of seeking “out opportunities for professional development and makes a systematic effort to conduct action research” (105). In this way, professional learning is a part of the action research process that engages educators in reflection and conversations outside of their educational context, while also potentially providing an alternative lens to analyze their data.

Data-driven decision making by administrators, teachers, and teams of educators, often facilitated by teacher leaders, is a prevalent practice in schools that impacts educator performance and student learning. This sort of professional learning through collaborative inquiry provides vital contextual data to improve pedagogy in classrooms and throughout the school. Sagor (2010) defines collaborative action research as ”the team inquiry process, when a group of individuals who are a part of a specific PLC, grade-level, or teacher learning team engage in inquiry and research.” These teams can become a means for collaboratively engaging in action research and developing data that is relative to the school. Data is most valuable to an educational context when it is deeply relatable and relevant to the specific educational context. Data specifically related to the educational context can increase a school’s capacity to focus on curricular and instructional strategies with the greatest potential to support student learning. In an effort to spark professional leadership, and as we discuss the process of action research in future chapters, please discuss with colleagues the potential action research projects in your own classroom and think about how to leverage those toward your school’s PLC, professional learning, or school-wide improvement plans. Thinking about your action research in this way adds another layer of purpose and makes action research a truly valuable process for improvement throughout your educational context.

What Will Action Look Like in My Classroom?

Now that we have discussed the relevance of action research for professional learning and leadership, it may be a little easier to conceptualize an action research project, or perhaps you already have an idea ready to start. O’Leary (2004) provides a useful list of processes related to action research that could help you think about your initial plans. Here are some questions to think about related to the processes of an action research project:

  • Does it address a practical problems(s)? Educators typically identify a practical problem in their educational context that has multiple possible ways to be addressed. The impetus to improve professional practice prioritizes change.
  • Does it generate knowledge? Generating knowledge promotes change. By addressing this practical problem, you will generate knowledge.
  • Does it enact changes in your pedagogy/classroom/school? The changes generated by the knowledge will be useful to enact change relatively close to the conclusion of the research project.
  • Is it participatory? Action research is participatory, and the primary researcher is involved in the action, potentially along with other researchers and stakeholders.
  • Could it be a cyclical process? Action research is a cyclical process that results from emerging knowledge. Once better situational understanding is gained through research, a change can be implemented and researched again, resulting in an evaluative practice that reciprocates between informed action and critical reflection.

I want to emphasize that this is one of interpretations of the processes involved in the action research process, and you should adapt these basic processes to fit your needs as an educator and researcher. These processes will also become clearer in purpose as we discuss the contexts for action research.

The Contexts for Considering Action Research

Action research can take place in many professional settings and contexts. As we think about some of those contexts we will focus on the most common in educational settings. I have also provided some examples for research in each context.

Improving Classroom Practice

These projects are conducted by educators in their classroom context and focus on pedagogical, curricular, or instructional aspects of their practice. Examples could include:

  • How can Socratic questioning improve engagement in class discussions?
  • Who participates more in my class?
  • How can integrated social studies and ELA lessons improve students’ reading scores?
  • Will learning diaries in mathematics lessons enhance students’ conceptual understanding?
  • How can Flipgrid help connect student interests to content standards?

Examining an Educational Theme

These projects allow educators to examine new ideas or themes that they have encountered in professional learning opportunities. Examples could include:

  • How can I implement personalized learning in my classroom?
  • Can I integrate all subjects into a problem-based inquiry project?
  • In what ways do Breakout Box activities prepare students for content-based learning?
  • Do exercise balls help students focus longer while sitting at their seats?

Educational Context Focus

These projects focus on interaction between humans and the ecological space of the context. Examples could include:

  • How can using non-letter grades improve communication with parents?
  • How can we increase engagement at parent meetings?
  • Does going outside and doing yoga improve student focus in the afternoon?
  • What is the effect of eliminating homework?
  • Does presenting to community members, outside the school community, improve engagement or motivation for group projects?
  • What anti-bullying strategies reduce verbal teasing?

Implementing a New Initiative Based on Policy or Research

These projects are sparked by new policy or research data or are related to district or state-wide initiatives. These are often group or collaborative projects. Examples could include:

  • What are the best methods to prepare teachers for a school-wide one-to-one device launch?
  • Do weekly meetings help support first-year teachers?
  • Adopting the new formative assessment framework for inquiry-based learning.

Critiques of Action Research

Action research is a fairly new form of acceptable educational research; therefore, educators should be aware of some of the common critiques you may hear when presenting or sharing your research. These critiques can also be easily dealt with in the planning and development of your action research project. The following are three of the most common critiques of action research.

Critique #1: Action research lacks rigor and trustworthiness in comparison to other methodologies…

The rigor of a research project is shaped by the manner in which data collection and analysis are conducted in the research process. For example, rigor can develop in data collection by using a variety of research methods to collect data (discussed further in Chapter 6). Sharing data with critical friends and colleagues, or triangulating the data, would demonstrate rigor in the data analysis process. Issues of trustworthiness are raised around the question: Can you be/maintain objectivity when you are conducting research on your own practice? Trustworthiness can be viewed as the strength of the inference made possible by the given research study. Trustworthiness can be achieved primarily through triangulation of data (multiple sources of data) and a clear description of context, participants, processes, and analysis which allows for transferability as a reader. Maintaining a rigorous data collection and analysis process will help with trustworthiness, but also being clear in your epistemological stance and positionality from the beginning of the project also contributes to trustworthiness. Rigor and trustworthiness can easily be addressed through developing a research plan and sticking to it. Adherence to ethical research (IRB) will also add to trustworthiness, we will discuss this in a later chapter.

Critique #2: Action research findings are not generalizable to other educational contexts…

Generalizability is often a concern for quantitative researchers who are trying to solve problems across large portions of the population. Simply put, the action researcher is not concerned with generalizable data that can provide answers to other educators in different contexts (However, it is great if this happens!). The action researcher is primarily concerned with generating knowledge based on the actions within their own situated context. Action research findings are generalizable only within specific situations and within that specific educational context, which is described and considered as part of the research process. Sharing findings could be applicable to educators who are interested or who are in similar circumstances, either locally, nationally, or globally.

Critique #3: Action research is based on a deficit model…

The problem-solving nature of action research may give an appearance that it is based on a deficit model. This is not necessarily the case; however, if researchers are not conscious of deficit thinking or deficit models of thinking, it is possible to engage in action research based on perceived student deficits. From my perspective, developing strategies for solving a problem within a situation with the sole purpose of improving practice is not rooted in deficit thinking, especially if they really generate knowledge. Regardless, researchers need to be aware of deficit thinking and make sure their research questions do not rely on assumptions about students’ weaknesses based on demographic groupings.

What’s Ahead? Thinking about the Stages of Action Research

The models of action research presented in Chapter 1 all described action research as a cyclical process. It is exciting to think about a cyclical process of professional learning to improve your practice; however, it can also be overwhelming to think about the process. We think it is helpful to have some awareness of what may happen during the project, represented in distinct stages, to provide an overview of the whole process. This will help you plan more efficiently, but we think it is also important to be flexible and understand that your project does not always need to follow that order. Here is what to expect:

  • Identifying a topic in the educational context
  • Reviewing related literature
  • Revising the topic
  • Developing a research question
  • Plan research activities
  • Collect data
  • Analyze data
  • Action implementation
  • Reflection on action
  • Report, share, or document.

Each of these steps has some brief considerations, yet I would like to discuss these steps in three broad areas of focus due to the overlap of these considerations.

Topic Development

  • Researching in Action

Action Implications

Identifying and developing a topic that is important and relevant to your practice is vitally essential. Your topic not only shapes the area of educational knowledge you will contribute to, but it will also shape your research question. It is usually helpful to identify and write down three to five potential topics. In addition to writing the topic down, describe why each topic is important or relevant to you, your practice, your students, and/or your educational context. Then, if you are still having a hard time deciding on a topic, write down the intended benefits for you, your practice, your students, and/or your educational context. It may also be helpful to discuss your ideas with others, to help focus your thoughts and provide another perspective on the feasibility of completing a study on a particular topic, its relevance and implications for practice.

Once you have identified a topic, it is important to conduct a literature review (discussed fully in Chapter 3) to find out what the field of education has researched in regards to your topic. This will help you understand what we know and don’t know about your topic. Once you have conducted a thorough literature review you will feel capable of potentially revising your topic to reflect the knowledge base, and possibly narrow the scope of your project for your own purposes.

Lastly, you will be able to develop a research question (discussed fully in Chapter 4) based on your topic, the reviewed literature, and your intended outcomes.

Researching Action

After you have thoroughly vetted a topic and developed a research question, you will be ready to begin the process of researching your topic in your educational context. In consideration of your research question, you can begin to plan your research activities—when  and how you will conduct the research in your educational context (Chapter 4). This will include a timeline of activities. You will then begin planning your data collection (Chapter 5) methods and fit those into your timeline. You will also need to think about a proposed process, or order for analyzing your data. This may seem strange; however, it helps contribute to the rigor and validity of your study to have a plan that fits within your epistemological stance.

Once your plan is set, you can begin the data collection process. After data collection, you can begin the analysis of the data (Chapter 6).

After you have analyzed your data, you should have some indication as to implications for your research question. You will have the opportunity to reflect on the research, take action, and eventually share or report your findings. Many of you will have reason to change an action in your educational context, whether it is the following week, the next semester, or next school year. This is where the cyclical process of action research can take shape.

Action Research in Action: A Vignette

As a classroom teacher, I was often engaged in action research without realizing it, and typically this process began from reflection. As a graduate student, weekly reflections on the required readings in my Teachers as Researchers course prompted me to identify issues in my classroom to address, either through pedagogical changes or adjustments to my curriculum. In a less formal way, action research naturally emerged as part of my yearly evaluations with administration. In one particular year, after reflecting on my own practice, I realized (rather, admitted) that my junior-level English students did not enjoy our classroom novel studies, resulting in a lack of engagement and poor performance for many of them. The ‘start and stop’ method—where students read a chapter, then stop to either discuss the chapter or take a quiz—did not replicate how people read books, and it is no wonder that it destroyed my students’ desire to engage with the novels they were assigned. This is where action research emerged—I established a driving question for my own classroom problem: How can I adapt whole novel studies to reflect the natural reading process, take into account each students’ reading level, and improve overall reading performance and engagement?

The next step in this process was to find research that already existed on whole novel studies in the classroom and use that information as a catalyst for my own research. I read several examples of alternative methods to whole novel studies, but most of what I could find was based on a middle school classroom. This was good news! It meant, on a large scale, my action research would have a place in the broad educational context by filling an existing void in the information available to classroom teachers. On a small scale, this meant other teachers in my own department could benefit from what I design since a lack of resources exists in this area.

After reading several examples of alternative methods, I adapted the practices that seemed to fit best with my own students and created my own version of how to work with whole novels in the high school English classroom. I implemented this method in two different courses, one of which was considered an ‘advanced’ course, with students at all different reading levels. I tracked their progress in multiple ways and recorded the information on spreadsheets for future use. After a successful first attempt at changing my practice, I presented the findings to my colleagues at a department meeting, and many adapted my method to use in their own classrooms.

Though this example of action research does not reflect a formalized project, it speaks to how teachers naturally engage in the process of questioning and problem-solving to create change for their students. It also demonstrates the value in what teachers discover in their own classrooms. Researchers are often criticized for being too far removed from classroom practice to really understand what teachers need; but teacher researchers have the opportunity to be their own guide and to potentially influence teacher praxis in positive and practical ways.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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What is OD and the Action Research Model (ARM)?

  • Dr. Nancy Zentis
  • October 31, 2019

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The Action Research Model (ARM) was introduced by Kurt Lewin in the late 1930’s.  As a social scientist, his approach involved the researcher as a social change expert who helps the client by supporting and conducting research to help organizations bring about positive, sustainable change. The ARM process encourages collaboration and cooperation among leaders and employees to improve their relationships and communication. According to Lewin, change is best achieved when the researcher (OD Professional) and the client (Senior Leaders) cooperate together to identify needs and implement solutions.

The Action Research Model is the gold standard for organizational change. Through Action Research, the OD Practitioner gains a deeper understanding of the system at hand, while the client group takes ownership of their living system. The OD Professional and the client join forces to achieve the goals of the change process.

Action research is problem centered, client focused, and action oriented . It involves the client system and an OD change agent in conducting a diagnostic, active-learning, problem-finding, and problem-solving process. The client and the change agent collaborate together to identify and prioritize specific problems, analyze data to find the root causes, and develop action plans for coping with problems realistically and practically.

OD change agents use scientific methodology to plan and collect data, form and test hypotheses, and measure results. Although not pursued as rigorously as in a laboratory, it is nevertheless an integral part of the process.

Action research also sets in motion a long-range, cyclical, self-correcting mechanism for maintaining and enhancing the effectiveness of the client’s system by leaving the system with practical and useful tools for self-analysis and self-renewal.  This is called the maintenance, separation, and termination phase, which involves defining a new process, implementing the change, and measuring results.

For the Action Research Model to be successful, several conditions must be established:

  • The problem must be owned by two or more members of the organization and tied to organizational goals
  • An internal or external change agent (OD Expert) helps lead the change
  • Employees must be involved in the feedback process
  • Senior leaders must be involved in leading the change and provide resources, support, and involvement

When launching a change initiative, the OD Professional relies on the scientific approach of the Action Research Model to guide them to lead the change and create a customized approach to implement the change.

The OD Professional serves as more of a “helper” role than an “expert” role, although the role can also be a blend between these two. In most cases, the OD Professional leads the client group in every aspect of the project, including:

  • Establishing change priorities
  • Collecting and interpreting data
  • Disseminating and making sense of the results
  • Creating action plans based on the results
  • Implementing the action plans

The OD Professional demonstrates a wide range of competencies in order to effectively help the client through the change management process.  Some of the competencies include: Organization Systems, Human Interaction, Facilitation, Influence Skills, Planning and Organizing, Problem Solving and Decision Making, Process Improvement, Change Management, Behavioral Science, Research Methodology, Strategic Action Planning, Measurement, Communication, Business Acumen and Strategy, Designing Interventions, and Contracting.

Developing OD competencies can be learned through experience, however, learning from other OD professionals can provide you with the support, advice, guidelines, examples and tools needed to be successful.

To learn more about becoming an OD Professional and the Action Research Model, visit www.instituteod.com .

Dr. Nancy Zentis is the CEO of Institute of OD, offering online certification programs for those interested in Organization Development, Talent Management, Leadership Development and Executive Coaching, and OD Advanced Skills Workshops for ongoing learning.  She can be reached at  [email protected] .  For more information about our certification programs and professional development workshops, please visit our website www.instituteod.com .

Institute of Organization Development

IOD offers online Organization Development Certification Programs to help participants gain skills to advance in their career in the field of OD.  If you are new to OD, you will benefit from the OD Process Consulting Certification Program (ODPC).  If you have been in the field for several years but lack formal OD training, the Organization Development Certification Program (ODCP) will provide you with the tools and skills needed to advance in the field of OD.

IOD’s OD Certification Programs are offered online over 8 months, meeting 3 hours per month.  Each session is delivered through Go-to-training.  Our expert faculty provide interactive discussions, examples, tools, guidelines, and resources to enrich your learning experience.

Testimonies:

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Action Research: What it is, Stages & Examples

Action research is a method often used to make the situation better. It combines activity and investigation to make change happen.

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

  • Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
  • Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
  • Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

stages_of_action_research

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

  • It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
  • It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
  • If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

  • These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
  • Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
  • It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

LEARN MORE         FREE TRIAL

Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Action Research Tutorials-CCAR

Transcript of video for tutorial 2, tutorial 5: plan for action, tutorial 5: resources, a. logic models and theories of action.

A valuable tool to diagram your theory of action is a logic model, and it is good to have it be a living document. It will help you think through what you need as inputs, what you will do (your action), and what you expect to happen (the outcomes). This planning process will help you think about what will be indicators you can use to see if your logic model matches the experiences you had. Mapping out the theory of action is a great planning process.  1) The University of Wisconsin has designed an interactive and very effective  tutorial  for learning how to create a logic model. This is an excellent tool to help action researchers think about the problem they are addressing. They also post  templates, examples, and resources . In the section of the tutorial focused on the evaluation of your logic model, they suggest you check to see that your logic model is meaningful, plausible, doable, and testable. 

2) The W. K. Kellogg Foundation has a range of resources to help one develop a logic model.   We include a link here to their guide here. 

3) Here is a link to a video description of  logic model design  by THE EVALUATION CENTER  They are assuming evaluative research. Action research might include an evaluation component but remember that action research is not the same as evaluation research. So some of the discussion will be more directed to evaluation than to action research, but it might help generate some ideas on how to document change.

4) The University of Arizona provides help in  developing logic models.  Visit their site to see a video on why you might want to use a logic model. Their focus is on evaluation research, but this also works for action research. This web-based Logic Model builder provides step-by-step processes to build models, identify common measures, and also build surveys.

5) It is good to have a way for people to discuss their logic models in a group.  If you are working online,   voice threads  is a good technology for having a discussion around an artifact like a logic model.  In the Master's Program at Pepperdine University, we had students present and discuss their logic modes. Students would place their logic model in the middle of a voice thread and then record themselves explaining it. Other students would record their comments, and after three students' comments,  the professor would add her comments. A circular cursor identifies speaking and how long each person speaks. It demonstrates how you can have an asynchronous audio discussion around an object--in this case logic models-- online.

The sequence was:

a) Students created a logic model which was posted to a slide in voice threads.

b) Students verbally "walked" us through their logic model recording their descriptions.

c) Later, their learning circle partners and professor offered comments and suggestions to the logic model using voice or text.

6) There are many graphic programs and templates for creating logic models including the graphics available in presentation software like powerpoint or Prezi. Here is an example of a draft of a logic model created before doing action research 

provide a graphical presentation of the action research model

B. Forces that Support or Challenge your Project

1. Force Field Analysis was a tool that Kurt Lewin suggested in the 1940s to understand the way groups of people change. We continue to use force field analysis in a range of setting to help make decisions about how to move forward on projects.  Mind tools  describe the process of using a force field analysis to inform business decisions. They have descriptions, a video, and exercises including a worksheet to help you get started.

2. The Overseas Development Institute, the UK's leading independent think tank on international development and humanitarian issues also promotes the use of  force field analysis  as a management tool.

3. MIT Human Resources has a Force Field tool with consists of three parts: the Instructions, the Worksheet, and the Force Field Map. They suggest that you download and print all three parts before you begin by following the instructions in the first document.

Instructions  (Microsoft Word)

Worksheet  (Microsoft Word)

Force Field Map  (Microsoft Word)

4. Ingie Hovland suggests a group process for completing force field analysis 

that might be effective in your situation ( see page 22-23 ).

Here is an example of a force field analysis prepared by Michelle Green

provide a graphical presentation of the action research model

C. Developing an Ethical Plan

Ethical issues surround action research..

When preparing students for action research, it is important that they understand the research culture and the standards of practice for conducting social science research.  Since action research is often focused on learning how to improve your practice, you are the primary object of the research. However, if you are collecting data that steps out of the normal processes of work, you may need to consider getting formal approval. It is always a good idea to share what you are doing with the person or organization that supervises your work. They will help you decide what level of consent or permission you might need. This process is to protect you as much as it is to protect those you work with. 

In action research, you are maybe working in a business setting.  Kirk Hanson, the Director  of the Markkula Center for Applied Ethics at Santa Clara University provides a framework for thinking about ethical decision-making at three levels: 

If you are engaging in action research as an individual, it is important to be in regular interaction with those you work for and with to make sure that you are working within the ethical framework of your organization.  

If you are engaging in action research as a student in a research or educational program, that university will have a review board, often called the Institutional Review Board or IRB which will oversee the work of all people who are associated with the university.  There has been a great deal of discussion on how to include action research within a review process that was designed to provide protection for research subjects from risks that might be involved in experimental research.  

We include a   debate on how action research projects  are reviewed through the Institutional Review Board (IRB).

Ethical issues for the social sector--nonprofits, philanthropists, and foundations--arise in operations, leadership, fundraising, and dealing with the public. Ethics Center Assistant Director of Social Sector Ethics Joan Harrington describes how the Center approaches dilemmas including conflicts of interest, leadership failures, and the diversion of assets.

Another reference that might be useful is  Chapter 31  in the Palgrave International Handbook of Action Research, 2017 by Foster and Glass.   They make the case that the foundational concerns of research ethics--informed consent, confidentiality, and anonymity--are challenged in cases where community partners, practitioners, and partners are both the researchers and the subjects of the researchers. Foster and Glass suggest that we need "a more relational, responsive and critically sensitive ethical practice of knowledge production,"(Foster & Glass, 2017:513). This is particularly true when the university works as co-researchers with practitioners and community and political leaders in what they call equity-oriented collaborative community-based research.

In general, for any research it is important to consider the following:  

Confidentiality: The use of real names of people and places should be protected by using fictional names of initials unless otherwise negotiated and agreed upon. Also, it needs to be clear to all who will have access to the evidence you are collecting and what will be done.

Openness: It is important to be as clear and honest in conducting your research. Working with students, you should share your overall inquiry goal-- "I am working on strategies to improve the way I teach reading, and I will want to know if what I try is helping you."   or "I am exploring new strategies to engage you in math. "  But in general, you should strive to share information, outcomes, tools, and resources, and be ready to listen carefully to what others say about the actions you are taking. 

Informed and Engaged: Everyone involved in the research has an equal right to be informed. If an event or decision affects them, they need to know about it and be involved in the process. The social process is very important in action research, and the goal is group transformation.

Voluntary: If you are asking others to provide information that is not routinely done, then you should be clear that they have the right to opt out of the process. But if it is a school activity, then you will not want to make participation voluntary.

Respect for Colleagues: In action research, the research is done with people not on people. You are the subject of your action research, and others are helping you make sense of the actions you put in place.  It is important to listen and work fairly with the people who are engaged in the activity system of your action research. 

Information and Consent Letters If your action research involves working with minors and the change you want to make is not a normal part of your work, then parental consent is necessary.  If you are working in an area that is clearly part of your job, then an informational letter sent home to parents is sufficient.  For example, if you plan to engage students in service learning, you would need to have signed parental consent. If you are exploring the use of a different strategy to exchange or motivate learning in your classroom, you might only need to send an "informational" letter home describing your plans to parents and inviting their observations of learning from home. 

Here is a template that Matt Jones, a swim coach, used to create a letter to parents in a project that was recently published by the  Center for Collaborative Action Research .  

Tutorials that focus on all forms of research including medical research:

1)national institute of environmental health sciences , on this site, you will find a short article on what is ethics in research and why is it important , by david resnik.  while this article is talking about all forms of research and not action research, it does help you think about ethical issues in general that apply to all forms of research. .

2)   The Institutional Review Process :

The University of Minnesota provides this  short video on the Institutional Review B oard  process and its role in evaluation research. In action research, it is important to check with your supervisor to see if your action requires any form of review.   The issue is that when you are working on improving your practice and implementing teaching strategies, the students are not research subjects, they are students in the classroom.  You do not need parental permission to teach students.  There is a debate among social science and action researchers as to when it is necessary to have a formal review of action research. 

3) The History of the Development of Guidelines for Research with Human Subjects

This video will give a brief history of both the problems and guidelines for working with human subjects.  However keep in mind that in action research, research is done with people and not on people.  But you should be aware of the history of inappropriate research practices and the ethical procedures that all researchers follow to act ethically.  Most of these examples are medical, but ethical practices apply to all research.  

Ethics for the Individual Effecting Change

The Ethics of the Organization or Business

Society Ethics that Provide a Framework

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  • What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on 27 January 2023 by Tegan George . Revised on 21 April 2023.

Action research Cycle

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

  • Participatory action research emphasises that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
  • Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

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Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

  • Operational (or technical) action research is usually visualised like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
  • Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
  • Critical reflection action research serves to contextualise systemic processes that are already ongoing (e.g., working retroactively to analyse existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilised, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardised test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

  • Action research is highly adaptable , allowing researchers to mould their analysis to their individual needs and implement practical individual-level changes.
  • Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
  • Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

  • Due to their flexibility, action research studies are plagued by very limited generalisability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
  • Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
  • Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources for this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2023, April 21). What Is Action Research? | Definition & Examples. Scribbr. Retrieved 22 February 2024, from https://www.scribbr.co.uk/research-methods/action-research-cycle/
Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.
Naughton, G. M. (2001).  Action research (1st edition). Routledge.

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How to develop a graphical framework to chart your research

Graphic representations or frameworks can be powerful tools to explain research processes and outcomes. David Waller explains how researchers can develop effective visual models to chart their work

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David Waller

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Advice on developing graphical frameworks to explain your research

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While undertaking a study, researchers can uncover insights, connections and findings that are extremely valuable to anyone likely to read their eventual paper. Thus, it is important for the researcher to clearly present and explain the ideas and potential relationships. One important way of presenting findings and relationships is by developing a graphical conceptual framework.

A graphical conceptual framework is a visual model that assists readers by illustrating how concepts, constructs, themes or processes work. It is an image designed to help the viewer understand how various factors interrelate and affect outcomes, such as a chart, graph or map.

These are commonly used in research to show outcomes but also to create, develop, test, support and criticise various ideas and models. The use of a conceptual framework can vary depending on whether it is being used for qualitative or quantitative research.

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There are many forms that a graphical conceptual framework can take, which can depend on the topic, the type of research or findings, and what can best present the story.

Below are examples of frameworks based on qualitative and quantitative research.

Example 1: Qualitative Research

As shown by the table below, in qualitative research the conceptual framework is developed at the end of the study to illustrate the factors or issues presented in the qualitative data. It is designed to assist in theory building and the visual understanding of the exploratory findings. It can also be used to develop a framework in preparation for testing the proposition using quantitative research.

In quantitative research a conceptual framework can be used to synthesise the literature and theoretical concepts at the beginning of the study to present a model that will be tested in the statistical analysis of the research.

It is important to understand that the role of a conceptual framework differs depending on the type of research that is being undertaken.

So how should you go about creating a conceptual framework? After undertaking some studies where I have developed conceptual frameworks, here is a simple model based on “Six Rs”: Review, Reflect, Relationships, Reflect, Review, and Repeat.

Process for developing conceptual frameworks:

Review: literature/themes/theory.

Reflect: what are the main concepts/issues?

Relationships: what are their relationships?

Reflect: does the diagram represent it sufficiently?

Review: check it with theory, colleagues, stakeholders, etc.

Repeat: review and revise it to see if something better occurs.

This is not an easy process. It is important to begin by reviewing what has been presented in previous studies in the literature or in practice. This provides a solid background to the proposed model as it can show how it relates to accepted theoretical concepts or practical examples, and helps make sure that it is grounded in logical sense.

It can start with pen and paper, but after reviewing you should reflect to consider if the proposed framework takes into account the main concepts and issues, and the potential relationships that have been presented on the topic in previous works.

It may take a few versions before you are happy with the final framework, so it is worth continuing to reflect on the model and review its worth by reassessing it to determine if the model is consistent with the literature and theories. It can also be useful to discuss the idea with  colleagues or to present preliminary ideas at a conference or workshop –  be open to changes.

Even after you come up with a potential model it is good to repeat the process to review the framework and be prepared to revise it as this can help in refining the model. Over time you may develop a number of models with each one superseding the previous one.

A concern is that some students hold on to the framework they first thought of and worry that developing or changing it will be seen as a weakness in their research. However, a revised and refined model can be an important factor in justifying the value of the research.

Plenty of possibilities and theoretical topics could be considered to enhance the model. Whether it ultimately supports the theoretical constructs of the research will be dependent on what occurs when it is tested.  As social psychologist, Kurt Lewin, famously said “ There's nothing so practical as good theory ”.

The final result after doing your reviewing and reflecting should be a clear graphical presentation that will help the reader understand what the research is about as well as where it is heading.

It doesn’t need to be complex. A simple diagram or table can clarify the nature of a process and help in its analysis, which can be important for the researcher when communicating to their audience. As the saying goes: “ A picture is worth 1000 words ”. The same goes for a good conceptual framework, when explaining a research process or findings.

David Waller is an associate professor at the University of Technology Sydney .

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Princeton Correspondents on Undergraduate Research

How to Make a Successful Research Presentation

Turning a research paper into a visual presentation is difficult; there are pitfalls, and navigating the path to a brief, informative presentation takes time and practice. As a TA for  GEO/WRI 201: Methods in Data Analysis & Scientific Writing this past fall, I saw how this process works from an instructor’s standpoint. I’ve presented my own research before, but helping others present theirs taught me a bit more about the process. Here are some tips I learned that may help you with your next research presentation:

More is more

In general, your presentation will always benefit from more practice, more feedback, and more revision. By practicing in front of friends, you can get comfortable with presenting your work while receiving feedback. It is hard to know how to revise your presentation if you never practice. If you are presenting to a general audience, getting feedback from someone outside of your discipline is crucial. Terms and ideas that seem intuitive to you may be completely foreign to someone else, and your well-crafted presentation could fall flat.

Less is more

Limit the scope of your presentation, the number of slides, and the text on each slide. In my experience, text works well for organizing slides, orienting the audience to key terms, and annotating important figures–not for explaining complex ideas. Having fewer slides is usually better as well. In general, about one slide per minute of presentation is an appropriate budget. Too many slides is usually a sign that your topic is too broad.

provide a graphical presentation of the action research model

Limit the scope of your presentation

Don’t present your paper. Presentations are usually around 10 min long. You will not have time to explain all of the research you did in a semester (or a year!) in such a short span of time. Instead, focus on the highlight(s). Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

You will not have time to explain all of the research you did. Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it.

Craft a compelling research narrative

After identifying the focused research question, walk your audience through your research as if it were a story. Presentations with strong narrative arcs are clear, captivating, and compelling.

  • Introduction (exposition — rising action)

Orient the audience and draw them in by demonstrating the relevance and importance of your research story with strong global motive. Provide them with the necessary vocabulary and background knowledge to understand the plot of your story. Introduce the key studies (characters) relevant in your story and build tension and conflict with scholarly and data motive. By the end of your introduction, your audience should clearly understand your research question and be dying to know how you resolve the tension built through motive.

provide a graphical presentation of the action research model

  • Methods (rising action)

The methods section should transition smoothly and logically from the introduction. Beware of presenting your methods in a boring, arc-killing, ‘this is what I did.’ Focus on the details that set your story apart from the stories other people have already told. Keep the audience interested by clearly motivating your decisions based on your original research question or the tension built in your introduction.

  • Results (climax)

Less is usually more here. Only present results which are clearly related to the focused research question you are presenting. Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don’t undercut it by quickly clicking through to your discussion.

  • Discussion (falling action)

By now your audience should be dying for a satisfying resolution. Here is where you contextualize your results and begin resolving the tension between past research. Be thorough. If you have too many conflicts left unresolved, or you don’t have enough time to present all of the resolutions, you probably need to further narrow the scope of your presentation.

  • Conclusion (denouement)

Return back to your initial research question and motive, resolving any final conflicts and tying up loose ends. Leave the audience with a clear resolution of your focus research question, and use unresolved tension to set up potential sequels (i.e. further research).

Use your medium to enhance the narrative

Visual presentations should be dominated by clear, intentional graphics. Subtle animation in key moments (usually during the results or discussion) can add drama to the narrative arc and make conflict resolutions more satisfying. You are narrating a story written in images, videos, cartoons, and graphs. While your paper is mostly text, with graphics to highlight crucial points, your slides should be the opposite. Adapting to the new medium may require you to create or acquire far more graphics than you included in your paper, but it is necessary to create an engaging presentation.

The most important thing you can do for your presentation is to practice and revise. Bother your friends, your roommates, TAs–anybody who will sit down and listen to your work. Beyond that, think about presentations you have found compelling and try to incorporate some of those elements into your own. Remember you want your work to be comprehensible; you aren’t creating experts in 10 minutes. Above all, try to stay passionate about what you did and why. You put the time in, so show your audience that it’s worth it.

For more insight into research presentations, check out these past PCUR posts written by Emma and Ellie .

— Alec Getraer, Natural Sciences Correspondent

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    Action Research Model The action research model focuses on planned change as a cyclical process in which initial research about the organization provides information to guide subsequent action. Then the results of the action are assessed to provide further information to guide further action, and so on. 3. The main steps involved are: 1.

  2. What Is Action Research?

    Action research is a research method that aims to simultaneously investigate and solve an issue. In other words, as its name suggests, action research conducts research and takes action at the same time.

  3. Action Research model (Lewin)

    What is the Action Research model? The theory Kurt Lewin 's approach of Action Research is a research method in which the researcher intervenes in and during the research. This serves two purposes: firstly, according to Kurt Lewin, it will bring about positive change and secondly, knowledge and theory will be generated.

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  5. PDF Chapter 1. Introducing the Three Steps of Action Research: A Tool for

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  6. PDF Overview of the Action Research Process

    Nine steps to provide guidance Steps may be skipped or rearranged, if appropriate Action research steps Identify and limit the topic Gather information Review the related literature Develop a research plan Implement the plan and collect the data Analyze the data Develop an action plan Share and communicate the results

  7. Action Research as a Process for Professional Learning and Leadership

    action research allows educators' unrealized self-understandings to be discerned by analyzing their own practices and understandings; action research connects reflection to action, enabling educators to overcome barriers to pedagogical change through awareness of social and systemic factors influencing their educational context;

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    In Chapter 1, the general process of conducting action research was briefly introduced as a four-stage procedure. To reiterate, these four stages are: The planning stage The acting stage The developing stage The reflecting stage However, it is critical at this time that we begin to examine the specific steps of conducting an action research study.

  9. Implementing the Action Research Model

    The Warner Burke's Action Research Model provides us with a seven-step model to implement change. This model helps clients identify business needs and challenges, create a contract to define the working relationship and deliverables, collect data to identify the gaps and find the root causes, analyze data to identify priorities and actions ...

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    The Action Research Model (ARM) was introduced by Kurt Lewin in the late 1930's. As a social scientist, his approach involved the researcher as a social change expert who helps the client by supporting and conducting research to help organizations bring about positive, sustainable change.

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    This article details a four-phase working methodological model for action research that I have found useful as a librarian new to action research. The flexible model provides guidance on the methodological model as part of the research process. The article applies the model to the question of how to motivate Art and Design

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    Action research is a strategy that tries to find realistic solutions to organizations' difficulties and issues. It is similar to applied research. Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are ...

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    2) The W. K. Kellogg Foundation has a range of resources to help one develop a logic model. We include a link here to their guide here. 3) Here is a link to a video description of logic model design by THE EVALUATION CENTER They are assuming evaluative research. Action research might include an evaluation component but remember that action research is not the same as evaluation research.

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    Abstract. This paper advocates the use of graphic images as a device that can help in the. organisation of thinking about the procedural aspects of action research. Further, it. explores the parallels between design process, action research methodology and the. social / societal context in which both occur.

  17. Sagor's Model: The Action Research Cycle (Sagor, 2005)

    • Effective use of action research improves teacher efficacy<br /> • When principals model the action research process, they take the risk out of<br /> action research for their teachers<br /> After viewing Segment 1:<br /> • Brainstorm examples of action research in the school and/or home.

  18. Presenting research: using graphic representations

    A graphical conceptual framework is a visual model that assists readers by illustrating how concepts, constructs, themes or processes work. It is an image designed to help the viewer understand how various factors interrelate and affect outcomes, such as a chart, graph or map.

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    the data. During this presentation, it helps if you prepare for questions that may not be included in the report and agree on a point of view regarding a recommended course of action. In Phase 5 you will develop an action plan and stakeholder buy-in is critical to moving forward. In Phase 4 of the Action Research Model, you create a

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    Make sure you explain the results clearly so that your audience understands what your research found. This is the peak of tension in your narrative arc, so don't undercut it by quickly clicking through to your discussion. Discussion (falling action) By now your audience should be dying for a satisfying resolution.

  21. The Reasoned Action Model: Directions for Future Research

    The reasoned action model (RAM) of Fishbein and Ajzen has been highly influential in the social and health sciences. This article describes three areas for future research that should expand its explanatory power. One area of research focuses on an idiographic RAM that encourages researchers to pursue the estimation of RAM parameters on a per ...

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