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Action Research Proposal Template: A Comprehensive Guide + Free Template Download + How to Write it

Action research proposal template: a guide for real-world problem solving.

As a researcher dedicated to making a real impact in the world, I understand the importance of developing an action research proposal that goes beyond the standard academic proposal . Action research is a powerful tool for bringing about meaningful change in a specific context, and a well-crafted proposal is essential for ensuring that the research is both rigorous and relevant to the needs of the community or organization being studied. This article will provide a comprehensive guide to creating an action research proposal template, outlining the key components and considerations that set it apart from a traditional research proposal . Whether you are a student, practitioner, or academic, understanding the unique elements of an action research proposal will enable you to approach your research projects with a focus on real-world problem solving and positive change.

Action Research Proposal Template

The Effectiveness of Implementing Technology in a Mathematics Classroom

Background and Introduction:

In this section, provide a brief overview of the research problem and context. Discuss the rationale for conducting the action research and provide a clear statement of the research question or objective.

The incorporation of technology in educational settings has become increasingly prevalent in recent years. However, the effectiveness of using technology in mathematics classrooms is still a subject of debate. This action research aims to investigate the impact of implementing technology on students’ mathematical abilities and engagement in a middle school classroom.

Research Goals and Objectives:

Clearly outline the specific goals and objectives of the action research. What do you hope to achieve through this study? What are the intended outcomes?

The primary goal of this action research is to analyze the impact of technology integration on students’ mathematical performance and attitudes towards the subject. The objectives include assessing changes in students’ test scores, observing their engagement during technology-enhanced lessons, and gathering feedback from both students and teachers about their experiences with technology in the classroom.

Research Methodology:

Detail the research methodology that will be used to conduct the action research. This includes a description of the participants, data collection methods , and data analysis techniques .

The action research will be conducted in a 7th-grade mathematics classroom with a total of 30 students. Data will be collected through pre- and post-assessments, classroom observations, and student and teacher interviews. Quantitative data will be analyzed using statistical methods, while qualitative data will be subjected to thematic analysis to identify recurring patterns and themes.

Action Plan:

Provide a timeline and action plan for implementing the research. How will the data collection and analysis be carried out? What are the key milestones and deadlines?

The action research will be carried out over the course of 10 weeks. Week 1-2 will involve pre-assessments and the introduction of technology integration into the classroom. Weeks 3-8 will focus on implementing technology-enhanced lessons and collecting data through observations and student feedback. Weeks 9-10 will be dedicated to post-assessments and data analysis .

Expected Outcomes and Impact:

Discuss the anticipated outcomes of the action research and the potential impact on the educational setting. How will the findings contribute to the existing knowledge in the field?

It is expected that the findings of this action research will demonstrate the positive impact of technology integration on students’ mathematical performance and engagement. The results will provide valuable insights for educators and policymakers on the effectiveness of using technology in mathematics classrooms, potentially influencing future curriculum and instructional design decisions.

Budget and Resources:

Outline the budget and resources required to conduct the action research. This may include costs for technology equipment, data collection materials, and personnel.

The action research will require funding for the purchase of tablets or laptops for the classroom, as well as printing materials for assessments and consent forms. Additionally, there may be personnel costs for hiring a research assistant to aid in data collection and analysis.

Conclusion:

Summarize the key points of the action research proposal and reiterate the significance of the study . Emphasize the potential benefits of conducting the research and the importance of addressing the research question or objective.

References:

List all of the references cited in the action research proposal using the appropriate citation style (e.g., APA, MLA). This section demonstrates the scholarly foundation of the proposed research.

My advice on using the Action Research Proposal Template:

When using this template, be sure to customize it to fit the specific context and goals of your action research. Tailor the examples and language to your own research topic and consider seeking feedback from peers or mentors to ensure the proposal is clear and comprehensive. Pay close attention to the research methodology and action plan, as these sections will guide the implementation and data collection process. Lastly, be diligent in your budget and resource planning to ensure the successful execution of the action research.

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Action Research Proposal Template FAQ

1. what is an action research proposal.

An action research proposal is a document that outlines the plan for an action research project . It includes the background of the issue, the purpose of the research, the research questions , the methodology, and the expected outcomes .

2. What should be included in an action research proposal?

An action research proposal should include an introduction to the research problem, a literature review , the research questions , the methodology, the timeline for the project, the expected outcomes , and a brief discussion of how the research will be implemented and evaluated.

3. How long should an action research proposal be?

An action research proposal should typically be around 5-10 pages long, including all necessary components such as the background, literature review , methodology, and expected outcomes.

4. What is the purpose of an action research proposal?

The purpose of an action research proposal is to outline the plan for conducting an action research project, including the steps to be taken, the goals to be achieved, and the expected impact of the research.

5. Can an action research proposal be modified during the course of the research?

Yes, an action research proposal can be modified as the research progresses and new information becomes available. It is important to be flexible and willing to make changes as needed to ensure the success of the research project.

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Methodology

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.

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.

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 April 9, 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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How to Write An Action Research (Proposal)

Action research is a type of research that involves the systematic and reflective study of one’s own practice in order to improve it. It is a practical and collaborative approach to problem-solving that can be used by individuals or groups in various settings. In this guide on How to Write An Action Research , we will outline the steps to writing an action research paper.

Step 1: Select a Problem or Issue

The first step in writing an action research paper is to identify a problem or issue that you would like to address. The problem or issue should be relevant to your area of work or interest and should be specific and measurable. Once you have identified the problem or issue, you can begin to formulate a research question that will guide your inquiry.

Step 2: Review the Literature

The next step is to review the literature on the problem or issue you have identified. This will help you to understand what has been done in the past and what the current state of knowledge is. You should look for both academic and practical sources of information and use them to inform your research question.

Step 3: Develop a Research Plan

The third step is to develop a research plan. This should include a description of the problem or issue, the research question, the data collection methods, and the analysis plan. You should also identify any potential ethical considerations and address them in your plan.

Step 4: Collect Data

The fourth step is to collect data. This can be done through a variety of methods, such as surveys, interviews, observations, and document analysis. The data you collect should be relevant to your research question and should be analyzed using appropriate methods.

Step 5: Analyze the Data

The fifth step is to analyze the data you have collected. This can be done using both quantitative and qualitative methods, depending on the type of data you have collected. The analysis should be guided by your research question and should help you to identify patterns, trends, and relationships in the data.

Step 6: Reflect on the Findings

The sixth step is to reflect on the findings of your analysis. This involves thinking about what the data means in relation to your research question and how it can be used to address the problem or issue you identified at the beginning of the research process.

Step 7: Develop an Action Plan

The final step is to develop an action plan . This should outline the steps you will take to address the problem or issue you identified. The action plan should be based on the findings of your research and should be practical and achievable.

In conclusion, writing an action research paper requires a systematic and reflective approach to problem-solving. It involves identifying a problem or issue, reviewing the literature, developing a research plan, collecting and analyzing data, reflecting on findings, and developing an action plan.

By following these steps on How to Write An Action Research , you can use action research to improve your practice and make a positive impact in your field.

Jevannel is passionate about teaching and learning about anything. She loves to share her words with the world, hoping for readers to get something from her works. She specializes in Science Education and Research and she also writes poetry and many other things.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

Section 2: Home
Developing the Quantitative Research Design
Qualitative Descriptive Design
Design and Development Research (DDR) For Instructional Design
Qualitative Narrative Inquiry Research
Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

Case Study Design in an Applied Doctorate
SAGE Research Methods
Research Examples (SAGE) This link opens in a new window
Dataset Examples (SAGE) This link opens in a new window
IRB Resource Center This link opens in a new window

Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
If students will be part of the study, does parent consent and student assent need to be obtained?
As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
Purpose of the Study —What need to be different or improved as a result of the study?
Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic? How will your proposed research address the gap in the literature?
Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

Pre- and Post-Surveys for students and/or staff
Staff Perception Surveys and Questionnaires
Semi-Structured Interviews
Focus Groups
Observations
Document analysis
Student work samples
Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
Attendance records
Discipline data
Journals from students and/or staff
Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

How can this situation be approached differently in the future?
What should change in terms of practice?
What are the specific steps that individuals should take to change practices?
What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
How will the effectiveness of the implemented changes be evaluated?
How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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Sample Action Research Proposal

An action proposal.

Related Papers

Andrew Johnson

This chapter excerpt describes the salient elements and basic process of action research.

Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

Margie Comrie

Action Research

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

Beata Jałocha

ARIEL MONTECALBO

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Administrative Science Quarterly

Gerald Susman

Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

Kenneth Zeichner

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

What sort of considerations are necessary to take action in your educational context?
How do you facilitate an action plan without disrupting your teaching?
How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

How does a semi-structured morning meeting improve my classroom community?
How does historical fiction help students think about people’s agency in the past?
How do I improve student punctuation use through acting out sentences?
How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
Ensure participants’ rights to withdraw from the study at any point .
Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

Have you identified a topic for study?
What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
Have you read a sufficient amount of the relevant literature?
Have you developed your research question(s)?
Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

a working title for your project, which you may need to refine later;
the background of the study , both in terms of your professional context and personal motivation;
the aims of the project;
the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

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.

Share This Book

21 Action Research Examples (In Education)

action research examples and definition, explained below

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

Action Research Proposal

Being able to start the processes of research require a researcher to undergo several screening and assessment procedures. Hence, it is not only the execution of how to develop grant proposal , conference proposal examples & samples and other business proposal examples that needed a process guide. Proposals used in the academic and educational fields need one too. One of the initial tasks of a researcher is to come up with an action research proposal. This document should be developed in a strong and effective manner to ensure that the research proposal will be approved.

56+ Proposal Examples
65+ Free Proposal Examples

As one of the first documents that are necessary to be prepared, it is important for an action research proposal to convince the screening committee that the research proposal can benefit the community and other entities to whom the study is for. Use simple proposal formats when making action research proposals so you can ensure that your target audience can easily understand the content of the document.

Participatory Proposal

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Educational Action Research Sample Proposal

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Classroom Action Research

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How to Create an Outstanding Action Research Proposal

Just like when developing business proposal examples & samples , you have to devote a lot of time and effort when making an action research proposal. This document can make or break the chances of your research to push through. A few ways on how you can make an impressive action research proposal include the following:

1. Ensure that you can present your awareness with the problem at hand. This can make your action research proposal more convincing especially if you can point out the root cause of the problem and how your research proposal can be of help should it be executed. This is also applicable when following the steps on how to prepare a need statement for your grant proposal .

2. List down the precise methods that you will use within the entirety of the research activities. This will allow your action research proposal to look more through and well-prepared.

3. Present current literature and research proposal examples & samples that can serve as one of your research’s foundation. Having significant information and guides related to the research that you would like to immerse in can help the screening committee when it comes to identifying the success potential of your research proposal.

Project Proposal Example

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Proposal for Teachers

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Dissertation Proposal

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Elements of an Effective and Convincing Action Research Proposal

There are different ways on how an action research proposal can be developed and presented. A basic outline that will allow you to showcase the necessary items that should be seen in an action research proposal include these elements:

1. Just like when developing project proposal examples , have an introduction that can present the problem that you would like to provide a solution with. Presenting this at the initial discussion of your action research proposal can convince the screening committee to further look into the content of the paper.

2. Present supporting details that can give an idea on how big the problem is. These items can make the need for your research proposal more necessary. Unlike the processes on how to write a request for proposal , the steps in developing an action research proposal relies more on your own desire to present something necessary and research-worthy to be discussed rather than from a demand coming from a particular entity.

3. Come up with a list of literature review that you can briefly discuss. Having a literature review can solidify your claims that your research is essential to be developed and executed.You may also see how to write a proposal for a project

4. Discuss the entities who are expected to be included in your study.These entities will serve as some of the variables that your research will take into account. Remember that it is not only in service proposal examples where the description of individual or group participation matter.

5. Present the ways and methods on how you plan to execute the research. You can also include a short presentation of your research results assessment.You may also see business proposal letters .

Education Proposal Example

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Action Research Proposal Format

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Tips When Making an Action Research Proposal

If you already know how to make an event planning service proposal , then you may be interested to broaden your knowledge when it comes to proposal development. If you are one of those who would like to have an understanding with how action research proposals are effectively made, then this discussion is for you. Here are some useful tips that can help you create an action research proposal that has higher chances of getting approved:

1. Be specific with the aspect of the problem that you would like to further study, evaluate or investigate. It is important for you to be precise with what you would like to give focus on so that the entire research activity will be guided accordingly. The same goes with landscaping proposal examples & samples as you have to specify the landscaping activity that will be specifically implemented within a particular area should the proposal be approved.

2. Properly present the initial data that you have collected. The way you organize and showcase the foundation of your action research proposal can affect the impression and perception of the screening committee towards your research proposal.You may also see commercial proposal

3. Use Free Proposal Examples & Samples as your guides. Having references when making an action research proposal can make it easier for you to come up with your own document. This will also help you properly format and put together all the content that you want to present in your action research proposal.You may also see policy proposal examples

Simple Action Research Proposal

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Course Project Action Research Proposal

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Do You Want to Have an Attention-Grabbing Action Research Proposal?

When creating an action research proposal, make sure that you are aware of what you are discussing. Workshop Proposal , Accounting Proposal and Concept Proposal Examples & Samples also need to be treated in the same manner. Some action research proposals fail to impress screening committees because of the researcher’s lack of understanding either with regards the problem needed to be faced or the research steps and activities that will be implemented.

Always remember that how you present an action research proposal reflect how you look into the research activity and its potential to be a success. With this, maximize the usage of our downloadable examples so you can develop an action research proposal that can impress your research screening committee.You may also see investment proposal examples

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200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences.

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach.

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

Impact of Mindfulness Practices on Student Focus
The Effectiveness of Peer Tutoring in Mathematics
Strategies for Encouraging Critical Thinking in History Classes
Using Gamification to Enhance Learning in Science
Investigating the Impact of Flexible Seating Arrangements
Assessing the Benefits of Project-Based Learning in Language Arts
The Influence of Classroom Decor on Student Motivation
Examining the Use of Learning Stations for Differentiation
Implementing Reflective Journals to Enhance Writing Skills
Exploring the Impact of Flipped Classroom Models
Analyzing the Effects of Homework on Student Performance
The Role of Positive Reinforcement in Classroom Behavior
Investigating the Impact of Classroom Libraries on Reading Proficiency
Strategies for Fostering a Growth Mindset in Students
Assessing the Benefits of Cross-Curricular Integration
Using Technology to Enhance Vocabulary Acquisition
The Impact of Outdoor Learning on Student Engagement
Investigating the Relationship Between Attendance and Academic Success
The Role of Parental Involvement in Homework Completion
Assessing the Impact of Classroom Rituals on Community Building
Strategies for Increasing Student Participation in Discussions
Exploring the Influence of Classroom Lighting on Student Alertness
Investigating the Impact of Daily Agendas on Time Management
The Effectiveness of Socratic Seminars in Social Studies
Analyzing the Use of Graphic Organizers for Concept Mapping
Implementing Student-Led Conferences for Goal Setting
Examining the Effects of Mind Mapping on Information Retention
The Influence of Classroom Temperature on Academic Performance
Investigating the Benefits of Cooperative Learning Strategies
Strategies for Addressing Test Anxiety in Students
Assessing the Impact of Positive Affirmations on Student Confidence
The Use of Literature Circles to Enhance Reading Comprehension
Exploring the Effects of Classroom Noise Levels on Concentration
Investigating the Benefits of Cross-Grade Collaborations
Analyzing the Impact of Goal Setting on Student Achievement
Implementing Interactive Notebooks for Conceptual Understanding
The Effectiveness of Response to Intervention (RTI) Programs
Strategies for Integrating Social-Emotional Learning (SEL)
Investigating the Impact of Classroom Discussions on Critical Thinking
The Role of Brain Breaks in Enhancing Student Focus
Assessing the Benefits of Inquiry-Based Learning in Science
Exploring the Effects of Music on Studying and Retention
Investigating the Use of Learning Contracts for Individualized Learning
The Influence of Classroom Colors on Mood and Learning
Strategies for Promoting Collaborative Problem-Solving
Analyzing the Impact of Flexible Scheduling on Student Productivity
The Effectiveness of Mindful Breathing Exercises on Stress Reduction
Investigating the Benefits of Service Learning Projects
The Role of Peer Assessment in Improving Writing Skills
Exploring the Impact of Field Trips on Cultural Competency
Assessing the Benefits of Personalized Learning Plans
Strategies for Differentiating Instruction in Large Classrooms
Investigating the Influence of Teacher-Student Relationships on Learning
The Effectiveness of Vocabulary Games in Foreign Language Classes
Analyzing the Impact of Classroom Discussions on Civic Engagement
Implementing Goal-Setting Strategies for Test Preparation
The Role of Classroom Celebrations in Building a Positive Environment
Strategies for Enhancing Student Reflection and Metacognition
Investigating the Effects of Positive Behavior Supports (PBS)
The Influence of Classroom Humor on Student Engagement
Assessing the Benefits of Student-Led Research Projects
Exploring the Impact of Timed vs. Untimed Tests on Anxiety
Investigating the Use of Educational Podcasts for Learning
The Effectiveness of Debate Activities in Developing Persuasive Skills
Analyzing the Impact of Mindful Walking Breaks on Concentration
Strategies for Promoting Digital Citizenship in the Classroom
The Role of Visualization Techniques in Mathematics Learning
Assessing the Benefits of Classroom Agreements for Behavior
Exploring the Effects of Goal-Setting in Physical Education
Investigating the Influence of Classroom Seating Charts on Behavior
The Effectiveness of Peer Editing in Improving Writing Skills
Strategies for Integrating Cultural Competency in History Lessons
Analyzing the Impact of Classroom Pets on Student Well-Being
The Role of Morning Meetings in Building Classroom Community
Investigating the Benefits of Using Learning Centers in Elementary Schools
Exploring the Effects of Virtual Reality in Geography Education
Assessing the Impact of Homework Choice on Student Motivation
Strategies for Promoting Growth Mindset in Mathematics
The Influence of Classroom Layout on Group Collaboration
Investigating the Benefits of Mindful Listening Practices
The Effectiveness of Using Real-World Examples in Science Lessons
Analyzing the Impact of Student-Led Assessments on Accountability
Exploring the Use of Learning Contracts for Student Responsibility
Investigating the Benefits of Teaching Digital Literacy Skills
Strategies for Implementing Peer Mentoring Programs
The Role of Graphic Novels in Promoting Literacy
Assessing the Impact of Flexible Grouping in Mathematics Classes
The Effectiveness of Using Storytelling for Conceptual Understanding
Investigating the Influence of Classroom Rituals on Attendance
Exploring the Benefits of Mindfulness Practices in Physical Education
Strategies for Integrating Social Justice Education in the Curriculum
Analyzing the Impact of Goal-Setting on Homework Completion
The Role of Classroom Mindfulness Activities in Stress Reduction
Investigating the Benefits of Using Educational Apps for Vocabulary
The Effectiveness of Using Drama in History Lessons
Assessing the Impact of Classroom Routines on Time Management
Exploring the Influence of Teacher-Student Rapport on Academic Achievement
Strategies for Promoting Active Listening Skills in the Classroom
Investigating the Benefits of Using Concept Mapping in Science
The Role of Classroom Socratic Seminars in Developing Critical Thinking
Assessing the Impact of Mindful Eating Practices on Student Focus
Exploring the Effects of Flipped Learning in Physical Education
Investigating the Benefits of Using Educational Games for Math Fluency
The Effectiveness of Peer Assessment in Art Classes
Strategies for Fostering Creativity in Science Education
Analyzing the Impact of Morning Stretches on Student Alertness
The Role of Classroom Discussions in Enhancing Social Studies Learning
Investigating the Benefits of Using Augmented Reality in History Lessons
Assessing the Impact of Growth Mindset Interventions on Test Anxiety
Strategies for Incorporating Environmental Education in the Curriculum
The Effectiveness of Using Conceptual Maps in Literature Analysis
Exploring the Influence of Classroom Lighting on Reading Comprehension
Investigating the Benefits of Using Learning Apps for Language Acquisition
The Role of Classroom Experiments in Science Education
Analyzing the Impact of Mindful Breathing Exercises on Test Performance
Strategies for Promoting Collaborative Problem-Solving in Mathematics
Assessing the Benefits of Mindfulness Practices in Physical Education
Exploring the Effects of Flexible Seating on Student Collaboration
Investigating the Influence of Homework Choice on Student Motivation
The Effectiveness of Using Educational Podcasts for History Learning
Strategies for Integrating Sustainability Education Across Subjects
Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
Investigating the Benefits of Using Digital Storytelling in Literature Classes
The Effectiveness of Inquiry-Based Learning in Social Studies
Assessing the Impact of Student-Led Book Clubs on Reading Engagement
Strategies for Incorporating Financial Literacy in Mathematics Education
Exploring the Influence of Classroom Decor on Science Interest
Investigating the Benefits of Mindful Movement Breaks in the Classroom
The Role of Reflection Journals in Developing Critical Thinking Skills
Analyzing the Impact of Virtual Field Trips on Geography Learning
Strategies for Promoting Inclusive Physical Education Practices
Assessing the Benefits of Using Educational Board Games for Learning
The Effectiveness of Mindfulness Practices in Foreign Language Classes
Investigating the Influence of Classroom Rituals on Academic Rigor
Exploring the Impact of Student-Led Conferences on Goal Setting
The Role of Mindful Listening Practices in Improving Communication Skills
Investigating the Benefits of Using Educational Apps for Science Exploration
Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
Strategies for Promoting Gender Equity in STEM Education
Assessing the Impact of Classroom Celebrations on Student Well-Being
The Effectiveness of Using Debate Activities in Language Arts
Exploring the Influence of Positive Affirmations on Classroom Climate
Investigating the Benefits of Using Concept Mapping in History Essays
Strategies for Incorporating Media Literacy in Social Studies
Analyzing the Impact of Mindful Reflection Practices on Homework Completion
The Role of Peer Collaboration in Enhancing Artistic Skills
Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
The Effectiveness of Mindful Breathing Exercises in Test Preparation
Assessing the Impact of Flipped Learning in Science Laboratories
Strategies for Promoting Civic Engagement in Social Studies Classes
Exploring the Influence of Outdoor Learning on Scientific Inquiry
Investigating the Benefits of Using Learning Stations for Literature Analysis
The Role of Mindful Movement in Improving Physical Education Experiences
Analyzing the Effectiveness of Virtual Reality in Language Learning
Strategies for Incorporating Global Perspectives in Geography Education
Assessing the Impact of Mindful Coloring Activities on Stress Reduction
The Effectiveness of Using Educational Games for History Review
Investigating the Benefits of Mindful Breathing Exercises in Mathematics
Exploring the Influence of Classroom Rituals on Study Habits
The Role of Mindful Listening Practices in Enhancing Oral Communication
Analyzing the Impact of Student-Led Workshops on Study Skills
Strategies for Promoting Critical Media Literacy in Language Arts
Assessing the Benefits of Mindfulness Practices in Physical Fitness
The Effectiveness of Using Educational Apps for Music Appreciation
Investigating the Influence of Classroom Decor on Artistic Expression
Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
The Role of Peer Assessment in Improving Science Fair Projects
Analyzing the Benefits of Mindful Breathing Exercises in History Classes
Strategies for Promoting Teamwork in Physical Education
Assessing the Impact of Classroom Celebrations on Cultural Understanding
The Effectiveness of Using Conceptual Maps in Geography Education
Investigating the Benefits of Mindful Movement Breaks in Mathematics
The Role of Mindful Listening Practices in Improving Musical Skills
Analyzing the Impact of Student-Led Discussions in Philosophy Classes
Strategies for Incorporating Environmental Stewardship in Science Education
Assessing the Benefits of Using Educational Games for Physical Fitness
Exploring the Influence of Classroom Decor on Mathematical Interest
Investigating the Effectiveness of Virtual Reality in Art Appreciation
The Role of Mindful Movement in Enhancing Physical Education Experiences
Strategies for Promoting Cultural Competency in Language Arts
Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
The Effectiveness of Using Educational Apps for Science Exploration
Investigating the Benefits of Peer Teaching in Mathematics Classes
Exploring the Influence of Classroom Rituals on Language Arts Skills
Assessing the Impact of Mindful Coloring Activities on Creative Expression
The Role of Mindful Listening Practices in Improving Public Speaking
Investigating the Benefits of Using Learning Stations for History Learning
The Effectiveness of Peer Assessment in Improving Writing Skills
Strategies for Promoting Digital Literacy in Geography Education
Analyzing the Impact of Mindful Eating Practices on Healthy Habits
Assessing the Benefits of Using Educational Games for Social Studies
The Effectiveness of Mindful Movement Breaks in Science Education
Exploring the Influence of Classroom Decor on Writing Motivation
Investigating the Role of Mindfulness Practices in Mathematics Anxiety
Strategies for Incorporating Financial Literacy in Social Studies
Analyzing the Benefits of Using Concept Mapping in Science Labs
The Role of Mindful Breathing Exercises in Improving Music Education
Exploring the Impact of Virtual Reality on Foreign Language Acquisition
Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers.

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes.

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact.

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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A Breakthrough Online Privacy Proposal Hits Congress

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Congress may be closer than ever to passing a comprehensive data privacy framework after key House and Senate committee leaders released a new proposal on Sunday.

The bipartisan proposal, titled the American Privacy Rights Act, or APRA, would limit the types of consumer data that companies can collect , retain, and use, allowing solely what they’d need to operate their services. Users would also be allowed to opt out of targeted advertising, and have the ability to view, correct, delete, and download their data from online services. The proposal would also create a national registry of data brokers , and force those companies to allow users to opt out of having their data sold.

“This landmark legislation gives Americans the right to control where their information goes and who can sell it,” Cathy McMorris Rodgers, House Energy and Commerce Committee chair, said in a statement on Sunday. “It reins in Big Tech by prohibiting them from tracking, predicting, and manipulating people’s behaviors for profit without their knowledge and consent. Americans overwhelmingly want these rights, and they are looking to us, their elected representatives, to act.”

Congress has tried to put together a comprehensive federal law protecting user data for decades. Lawmakers have remained divided, though, on whether that legislation should prevent states from issuing tougher rules, and whether to allow a “private right of action” that would enable people to sue companies in response to privacy violations.

In an interview with The Spokesman Review on Sunday, McMorris Rodgers claimed that the draft’s language is stronger than any active laws, seemingly as an attempt to assuage the concerns of Democrats who have long fought attempts to preempt preexisting state-level protections. APRA does allow states to pass their own privacy laws related to civil rights and consumer protections, among other exceptions.

In the previous session of Congress, the leaders of the House Energy and Commerce Committees brokered a deal with Roger Wicker, the top Republican on the Senate Commerce Committee, on a bill that would preempt state laws with the exception of the California Consumer Privacy Act and the Biometric Information Privacy Act of Illinois. That measure, titled the American Data Privacy and Protection Act , also created a weaker private right of action than most Democrats were willing to support. Maria Cantwell, Senate Commerce Committee chair, refused to support the measure, instead circulating her own draft legislation. The ADPPA hasn’t been reintroduced, but APRA was designed as a compromise.

“I think we have threaded a very important needle here,” Cantwell told The Spokesman Review . “We are preserving those standards that California and Illinois and Washington have.”

APRA includes language from California’s landmark privacy law allowing people to sue companies when they are harmed by a data breach. It also provides the Federal Trade Commission, state attorneys general, and private citizens the authority to sue companies when they violate the law.

The categories of data that would be impacted by APRA include certain categories of “information that identifies or is linked or reasonably linkable to an individual or device,” according to a Senate Commerce Committee summary of the legislation. Small businesses—those with $40 million or less in annual revenue and limited data collection—would be exempt under APRA, with enforcement focused on businesses with $250 million or more in yearly revenue. Governments and “entities working on behalf of governments” are excluded under the bill, as are the National Center for Missing and Exploited Children and, apart from certain cybersecurity provisions, “fraud-fighting” nonprofits.

Frank Pallone, the top Democrat on the House Energy and Commerce Committee, called the draft “very strong” in a Sunday statement , but said he wanted to “strengthen” it with tighter child safety provisions.

Still, it remains unclear whether APRA will receive the necessary support for approval. On Sunday, committee aids said that conversations on other lawmakers signing onto the legislation are ongoing. The current proposal is a “discussion draft”; while there’s no official date for introducing a bill, Cantwell and McMorris Rodgers will likely shop around the text to colleagues for feedback over the coming weeks, and plan to send it to committees this month.

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Canada-Germany 3+2 collaborative call for proposals on battery material discovery and processing

From: National Research Council Canada

1. Introduction

2. application deadlines, 3. sectors of focus, 4. eligibility requirements, 6. application process, 7. contacts, 8. registration.

Working together, the governments of Canada and Germany aim to foster and support collaborative industrial research and development (R&D) projects with a high potential for commercialization. This call for proposals is open to organizations from Canada and Germany who wish to form project consortia to perform collaborative projects focused on developing innovative battery materials and battery material production processes.

Canadian registration deadline: June 24, 2024

Canadian expression of interest deadline: July 5, 2024

International consortium project proposal deadline: October 16, 2024

Projects must focus on innovative technologies that enable development and commercialization that address the electric vehicle (EV) lithium-ion battery materials mid-stream supply chain in Canada and Germany.

Projects must focus on one or more of the following themes:

Next-generation battery materials

Discovery and development of new electrode and electrolyte materials, specifically cathode materials and solid-state electrolytes for EV lithium-ion batteries
Techniques for artificial intelligence (AI), machine learning (ML), sensing and robotics for materials discovery aimed at improvement of battery properties such as capacity retention, cyclic stability, specific capacity and current density, safety and rate performance
Material simulation or modelling as a supplement to experimental investigations
Top-down approach—material development specifically according to EV application requirements

Battery materials processing and recycling

Mineral processing and recycling processes aimed at increased efficiency and lower carbon intensity for the production of battery precursors
Lifecycle analysis (LCA), technoeconomic analysis or modelling to support decision making and experimental investigations
Techniques for AI and ML, sensing and robotics for mineral and recycling process optimization aimed at improvement of efficiency, reduction of environmental impact including carbon intensity and reduction in cost
Top-down approach—mineral and recycling process development specifically according to EV application requirements

Note: Projects on supercapacitors or fuel cells will not be funded.

To be considered for funding, applicants must form a project consortium and develop a collaborative R&D project that meets the following criteria:

4.1 Consortium

1 incorporated Canadian small or medium-sized enterprise (SME), defined as a for-profit company with 500 or fewer full-time equivalent employees
1 researcher from the National Research Council of Canada (NRC)
1 Canadian research institution (e.g., post-secondary institution, research and technology organization)
1 eligible German commercial enterprise, in particular small or medium-size companies
1 German research institution
The project partners that form the consortium must agree on a plan addressing intellectual property rights and intent to commercialize
For each project partner, their respective applicable national laws, regulations and policies, as well as terms and conditions of the respective funding agreements, will apply to their part of the collaboration project

4.2 Project

advances the objectives of the NRC's Critical Battery Materials Initiative (CBMI)
has substantial commercial potential and outcomes that can be realized within 2 to 3 years of completion of the project
has a civilian (non-military) purpose
a complementary technological contribution from each partner
an obvious advantage and added value resulting from the cooperation between the participants
a balanced contribution between project partners and countries (with no more than 70% of the project contribution contributed by any one partner or country)
an increase in the international competitiveness of German and Canadian partners, including the development of market potential

In addition to the above eligibility requirements, each applicant must meet their country-specific requirements.

4.3 Canadian eligibility requirements

Canadian applicants must also meet the following criteria.

Canadian SMEs

The Canadian SME applicant must:

be an incorporated, profit oriented small or medium sized business in Canada
have 500 or fewer full-time equivalent employees
pursue growth and profit by developing and commercializing innovative, technology driven new or improved products, services or processes in Canada
have a differentiated and protectable technology with commercial potential in global markets
have sufficient working capital (e.g. revenue, investment etc.) and resources to undertake a multi-year R&D collaboration and commercialize the results
be committed to significant growth through international market expansion

Preference may be given to SME applicants who:

have a minimum of 15 full‑time equivalent employees
have commercialized 1 or more products domestically or internationally
have greater than $500,000 CAD in annual revenue

Canadian research institutions

Eligible recipients are Canadian research institutions (e.g., post-secondary institutions, research and technology organizations)
Eligible institutions must perform collaborative research and development, or prototype development which supports research, development, adoption or adaptation of innovative or technology-driven products, services or processes
Project-related work must support the advancement of the NRC's Critical Battery Materials Initiative (CBMI)

NRC researchers

The project-related work of NRC researchers must support the advancement of the NRC's Critical Battery Materials Initiative (CBMI)

4.4 German eligibility requirements

Please consult the DLR Project Management Agency call for proposals announcement for German eligibility requirements.

Eligible project participants in collaborative projects selected through this call for proposals may receive funding from their respective national funding bodies. Funds will be provided in accordance with the applicable laws, regulations, rules and procedures established by the relevant national funding bodies, country and jurisdiction.

Note: One country or project partner cannot represent more than 70% of the total project budget and the project duration must be between 24 and 36 months.

Additional country-specific funding parameters are outlined below:

5.1 Canadian funding

In Canada, this call for proposals is offered through the National Research Council of Canada (NRC), the NRC Industrial Research Assistance Program (NRC IRAP) and through the NRC National Program Office (NRC NPO). NRC IRAP is responsible for the delivery of this call for proposals and for the management of any resulting SME funding agreements. The NRC NPO is responsible for the management of any resulting funding agreements with research institutions.

Eligible Canadian SMEs may receive up to 50% reimbursement of eligible project costs up to a maximum total funding amount of $600,000 CAD.

Note: Canadian SME applicants must be eligible for funding as NRC IRAP clients before they can be considered for funding through this call for proposals. For more information on NRC IRAP eligibility and becoming an NRC IRAP client, please call NRC IRAP at 1-877-994-4727 .

Note: Canadian SME applicants may apply to more than one NRC IRAP call for proposals simultaneously. However, NRC IRAP may limit the number of funded projects per applicant. Canadian SME applicants who are applying to more than one opportunity or who have ongoing NRC IRAP projects should speak to their NRC IRAP representative for more information.

Eligible Canadian research institutions may receive funding of up to 100% of eligible costs up to a maximum of $100,000 CAD per year per consortium. This maximum funding is irrespective of how many Canadian research institution participants are in a consortium. Indirect (i.e. overhead) costs may represent up to 10% of total eligible project costs.

Eligible direct costs include salaries (excluding academic principal investigator salaries), research support costs (including student stipends, research materials and minor equipment purchases up to $10,000), travel and accommodation costs, and professional services (amounts invoiced by a contractor for services rendered directly to the project).

NRC researchers may request up to $50,000 CAD per year to cover incremental operating costs. Eligible operational costs include research-related expenses, such as student research staff salaries or stipends (e.g., students or post-doctoral fellows), consumables, minor capital acquisitions, workshops, consortium in-person meeting coordination expenses and travel.

NRC research centres will be expected to provide in-kind contributions that match or exceed the amount of funding received through this call for proposals, i.e. if $50,000 CAD per year funding is awarded for the project, the research centre must provide at least $50,000 CAD per year worth of in-kind contribution for a total minimum project contribution value of $100,000 CAD per year.

Note: Please contact the NRC Innovation Investment Advisor by email at [email protected] to determine if the proposed project is in alignment with the NRC's Critical Battery Materials Initiative (CBMI) .

5.2 German funding

In Germany, this call for proposals is administered by DLR Project Management Agency (DLR) and offered through the German Federal Ministry of Education and Research (BMBF). DLR is responsible for the delivery of this call for proposals and the management of any resulting funding agreements.

Please consult the DLR Project Management Agency call for proposals announcement for German funding parameters.

Application processes and evaluations will be performed independently by national funding bodies in accordance with their national and institutional laws and regulations. Once the national funding bodies have evaluated the submitted applications, a final joint project selection will be performed.

Each country lead participant must submit all required consortium application documents on behalf of the consortium, to the appropriate national funding body (NRC IRAP for Canada and BMBF for Germany) and meet its due diligence process requirements.

Not meeting these requirements may cause the collaborative project application to be considered incomplete or ineligible and render the entire project consortium ineligible for funding through this call for proposals.

6.1 Canadian application process

The Canadian application process has 4 phases:

Registration
Expression of interest (EOI)
International Consortium Project Proposal (ICPP)
National Funding Body Proposal and Funding Agreement

Step 1: Registration phase

The lead Canadian applicant must register electronically by using the register button at the end of this page and complete the online registration form which requests basic information about the Canadian applicants and their organizations.

NRC IRAP will review registrations for this call for proposals and contact applicants if more information is required. Qualifying applicants will proceed to the next phase and be invited to submit an expression of interest (EOI) form.

Step 2: Expression of interest phase

During this phase, the lead Canadian applicant seeking funding must submit an EOI form outlining basic information on the applicants and the collaborative project.

While completing the EOI form, each Canadian SME applicant is encouraged to contact their NRC IRAP representative to discuss their project idea and to receive guidance on preparing their submission.

Canadian research institutions must have their project idea approved by the NRC's Critical Battery Materials Initiative (CBMI) manager prior to application submission. Canadian research institutions are encouraged to contact the NRC Innovation Investment Advisor by email at [email protected] to discuss their project idea and to receive guidance on preparing their submission.

It is recommended that applicants submit the EOI as early as possible. EOIs will be evaluated by an NRC evaluation team. Qualifying applicants will be invited to submit the more detailed international consortium project proposal (ICPP) in collaboration with their project partners. The lead Canadian applicant will be provided all templates needed to submit an ICPP.

Step 3: International Consortium Project Proposal phase

During the ICPP phase, all project partners work together to complete and submit an application package to each lead national call administrator. The contents of the ICPP package are unique to each national call administrator.

In this call for proposals, the Canadian ICPP application package consists of:

project consortium
collaborative project
expected outcomes
funding request
an NRC IRAP Canadian SME Annex form containing additional information required to assess the Canadian SME applicants and the project consortium
an NRC NPO Canadian Researcher Annex form containing additional information required to assess the Canadian researcher applicants and the project consortium

Canadian ICPP applications will be evaluated by an NRC evaluation team including the applicant's NRC IRAP representative, the NRC National Program Office and the NRC IRAP International Office. Next, the amalgamated evaluation results will be shared between national funding bodies to jointly select the collaborative projects that will be invited to proceed to the final national funding body proposal and funding agreement stage.

Step 4: National funding body proposal, due diligence and funding agreement phase

During the national funding body proposal, due diligence and funding agreement phase, all eligible project partners work independently to complete funding proposals, respond to due diligence questions, and sign legally binding funding agreements with their respective national funding body.

Additionally, during this phase, an international collaborative research agreement containing descriptions of the consortium member roles and responsibilities, the project management framework, the division of intellectual property rights, any confidentiality and publication agreements, and any liability clauses will be prepared. This agreement must be signed by all consortium partners and submitted before funding is approved.

Canadian SME applicants will work with their NRC IRAP representative to prepare an NRC IRAP funding proposal and contribution agreement. Canadian research institutions will work with the NRC NPO to prepare a funding proposal, respond to due diligence inquiries and enter into a funding agreement.

6.2 German application process

Please consult the DLR Project Management Agency call for proposals announcement for full official instructions related to the German application process and requirements.

For questions or for more information, please contact the appropriate call for proposals representative:

7.1 Canadian contacts

Small and medium-sized enterprises

Andrew Bauder NRC IRAP Germany National Program Coordinator National Research Council of Canada Industrial Research Assistance Program [email protected]

Mireille Goulet Innovation Investment Advisor, National Program Office National Research Council of Canada [email protected]

Research institutions

Lawrence Charlebois Initiative Manager, Critical Battery Materials National Research Council of Canada [email protected]

7.2 German contact

Barbara Hellebrandt Senior Scientific Officer DLR Project Management Agency [email protected]

Canadian SME participants are registered IRAP clients. If not already an IRAP client, Canadian SMEs must call 1-877-994-4727 to determine if they might be eligible for support through NRC IRAP.

To begin the application process, the lead Canadian applicant must register for this opportunity by clicking the register button.

If there is no register button visible above this line, it means the call for proposals has closed. Please email the contact person listed for your country or email the NRC IRAP International Office at [email protected] for more information.

Southeast Asia Research Group

2024 Summer Conference

1-3 july | hong kong.

Save the date! Our summer conference will be hosted by the Southeast Asia Research Centre at the City University of Hong Kong from July 1 to July 3, 2024 .

Call for Paper/Panel Proposals

Mid-/Advanced-Career Thematic Sessions at the SEAREG Conference provide more established scholars of Southeast Asia the opportunity to present their research and gain valuable feedback from the SEAREG community.

Thematic Sessions will feature two or three working papers that are substantively connected to one another, as well as a discussant. Sessions will be conducted in an APSA-style format of fifteen minute paper presentations followed by 10 minutes of discussant comments before opening to questions from the audience.

Examples of Thematic Sessions in the past include “Challenges of Political Inclusion: Examining Minority Representation, State Policies, and Religious Organizations in Democratic and Authoritarian Regimes,” “The Dynamics of Public Participation in Vietnam,” “Exploring Subnational Democratic Variations in Indonesia: Insights from Electoral Democracy, Neighbourhood Leaders, and Ideological Diversity,” “Politics and Development in Southeast Asia,” and “Unpacking Causal Relationships: Exploring the Role of Colonial Narratives, Bureaucratic Selection, and Mosques in Shaping Societal Outcomes.”

All paper or panel proposals for Thematic Sessions should fit within SEAREG's broad mission: to provide a forum for presenting and discussing the best new research by social scientists working on Southeast Asia .

Because the purpose of the SEAREG Thematic Sessions is to engage with more established scholars, lead authors for the working papers should be at least three years beyond their PhD . Although co-authored papers will be considered, all presenters and discussants named in the proposal should be at least three years post-PhD completion.

To apply, please submit the following via this link to a Google Form:

For a paper submission (we will determine your panel assignment if accepted): •Title and abstracts of the paper (2,500 max characters) •Names and affiliations of author(s) (indicate the presenter)

For a panel submission: •Thematic session abstract of 200 words •Title and abstracts of the two or three papers (2,500 max characters) •Names and affiliations of presenters and discussant for the session

We strongly encourage all sessions to attend to and recognize the diversity of our scholarly community when submitting their proposals.

The application deadline is June 1, 2024 . The review of proposals will begin immediately following the deadline.

For any questions, please email Nico Ravanilla ( [email protected] ).

Thank you, and we look forward to seeing many of you at our Summer Conference!

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action research proposal including literature review and methodology, which will be ready to be fine-tuned with their program instructor. NOTE: A grade for this course will be finalized when approval by the Institutional Review Board (IRB) has been attained.
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Module 1- Action Research Proposal_ Problem, Purpose, and Research Questions. Uploaded by DeaconFlamingo4343 on coursehero.com. 2 Introduction A word problem is a math question that is written out and requires students to use their math skills in a real life scenario (Colorado Department of Education, 2018).
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2024 Summer Conference
Call for Paper/Panel Proposals. Mid-/Advanced-Career Thematic Sessions at the SEAREG Conference provide more established scholars of Southeast Asia the opportunity to present their research and gain valuable feedback from the SEAREG community.. Thematic Sessions will feature two or three working papers that are substantively connected to one another, as well as a discussant.