Action Research

Abstract

Abstract This chapter introduces the aims, history, and key features of action research. The chapter also includes discussion of published examples of action research. Action research includes a diverse family of inquiry approaches teachers use to study practice. Action researchers study what is going on now and make plans for or take action within their inquiries. In addition to the reflection that practitioners engage in every day, action researchers intentionally and systematically look at issues with the aim of making a difference in specific ways. Action researchers may utilize either qualitative or quantitative approaches; what distinguishes action research is the spiral of action that includes multiple cycles of look-think-act to systematically study and build sustainable change in the communities under study. Three epistemological beliefs connect various approaches. First, individuals working and living in the setting participate in the research process as participants or co-researchers. Second, one’s professional context is the site for inquiry (e.g., a classroom). Third, through successive cycles of thought, action, and reflection, participants provide recommendations, address issues, and make improvements themselves. Action researchers rarely work alone; many developed their projects in partnership with co-researchers who offered staying power when the realities of overfull teaching schedules made the work challenging.