Approaches to Action Research

Approaches to Action Research

Written by Ari Julianto
 
In education, action research can be applied to such areas as curriculum development, teaching strategies, and school reform. Action research in schools is also called practitioner research, teacher inquiry, or teacher research, although the process can certainly be used by other school personnel besides teachers, including coaches, counselors, principals, superintendents, librarians, technology specialists, and other education professionals.

The goal of action research in education is to create an inquiry stance toward teaching where questioning one’s own practice becomes part of the work and of the teaching culture. There are four main approaches in action research, they are:

1. Collaborative Action Research
This approach involves multiple researchers. In education, this may include school and university personnel or teachers and school administrators.
The purpose/Goal is To share expertise and foster dialogue among stakeholders

2. Critical Action Research
This approach involves wide collaboration. In education, this may include university researchers, school administrators, teachers, and community members.
The purpose/Goal is to evaluate social issues and use the results for social change.

3. Classroom Action Research
This approach involves teachers in their classrooms; can involve groups of teachers examining common issues.
The purpose/Goal is to improve classroom practice or to improve practices in the school.

4. Participatory Action Research
This approach involves collaboration among stakeholders in a social process.
The purpose/Goal is to explore practices within social structures (emancipatory); to challenge power differences and unproductive ways of working (critical); and to change theory  and practice (transformational).

There are three main characteristics of action research:
1. The research is situated in a local context and focused on a local issue.
2. The research is conducted by and for the practitioner.
3. The research results in an action or a change implemented by the practitioner in the context.

Source: Ary, Donald et al. 2010. Introduction to Research in Education. Belmont: Wadsworth.