Developing Your Action Research Project

Planning Phase

Step One: Understanding the Problem

  1. What actually is the problem! (Try to state in one sentence.)
  2. Why do you think the problem exists! How do others see it!
  3. Have studies been done on this issue! What have others said in the literature!
  4. Is this a problem you want to spend time on, and will others agree to help you!
  5. What are the most obvious reasons for or causes of the problem!
  6. List any initial ideas you have on how to intervene.

Step Two: Defining the Project

  1. How can you intervene with a new strategy or approach to see if it would make a difference! What can you do differently! How will you do it! Describe the proposed intervention in general terms.
  2. When will you begin! Explain why.
  3. Can you conduct this project in a way that allows you to manage and observe the activities! How will you manage the effects that will result!
  4. What materials or equipment will you need! Explain why.
  5. Whose approval is needed!
  6. How will you inform the participants and gain their consent! How will you explain the project to the participants and what will you do if some do not want to participate!
  7. Which colleagues would you like to discuss and evaluate your work! With whom can you discuss this plan along the way, and who will help to assess it at the conclusion!

Step Three: Determining the Measures

  1. Specify the current or past baseline that will be used as a point of comparison. How will the new approach be compared to the old approach!
  2. Specify the criteria ior success. Describe the reasons for these criteria.
  3. What is the timeline for the evaluation! For exactly how long should you run the project!
  4. Specify the methods to be used to collect the data. How will action and change be observed and documented! How can you observe the project in a systematic way!
  5. What might discourage you from finishing this project!

Action Phase

Step Four: Implementing an Action and Observing the Results

  1. Are you staying true to the initial plan! Are you collecting the data the way you said you would! Are your data collection systems effective in helping you keep close track of what is going on!
  2. Are you keeping in touch with your colleague, both lor support in seeing the project through and to begin formulating ideas for what may be the next iteration oT the project!
  3. Provide a summary of the data collected.

Reflection Phase

Step Five: Evaluating the Results

  1. What do the data reveal about your problem and the intervention!
  2. Were your criteria lor success met! How far were you from attaining them! What were the tangible gains, if any!
  3. What do others think about the project!

Step Six: Reflecting on the Project

  1. How could you repeat this intervention (or have it repeated) to develop more validity!
  2. Will you enter a second cycle of the project! A third! If not, discuss why not.

 

http://archon.educ.kent.edu/Oasis/Pubs/0200-08.htm

Others are

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm

http://carbon.cudenver.edu/~mryder/itc/act_res.html

http://www.phy.nau.edu/~danmac/actionrsch.html

Possible Action Research Activity to Try- Teaching for Meaningful Learning - interview students: Demonstrate knowledge of current science teaching by selecting a concept, to be taught and developing an action research activity for a student "misconception".

The research activity includes several parts. A) Select an important key science concept to be taught in a science in the next few weeks. This concept should be one of the key concepts in the National Standards (NSES, 1995 or Benchmarks, 1993, see Internet addresses) B) Describe the accepted scientific conception. C) Develop a written interview format and rubric scoring format for the student interview you will use. C) Interview 5 or more students in your class on the concept. Take notes on the interviews and put in the appendix. D) Look for patterns in the interview statements and describe the science misconception held by students and the evidence leading to this conclusion. E) Provide a summary and a resource bibliography.

 

References

Argyris, C. (1982). Reasoning, Learning and Action: Individual and Organizational. San Francisco: Jossey-Bass.

Cervero, R. M. (1988). Effective Continuing Education for Professionals. San Francisco: Jossey-Bass.

Houle. C. O. (1980). Continuing Learning in the Professions. San Francisco: Jossey-Bass. Kemmis. S. and McTaggart, R. (eds.). (1984). The Action Research Planner. Geelong, Australia: Deakin University Press.

Merriam. S. B. (1991). Case Study Research in Education: A Qualitative Approach. San Francisco: Jossey-Bass.

Schon, D. (1983). The Reflective Practitioner. New York: Basic Books.