Types Of Action Research Research Articles

What do we know about the selection of action research methodologies in primary science education? – A systematic literature review

ABSTRACT Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers’ choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children’s learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children’s learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children’s learning in science.

DEVELOPING SOCIAL EMOTIONAL USING BCCT MODEL, ROLE PLAYING, AND NATURAL MATERIAL MEDIA IN GROUP B

Low social interaction of children with their friends is a problem in this study. This study aims to determine teacher activities, children's activities, and children's social-emotional development achievements through a combination of Beyond Center And Circle Time (BCCT) and Role Playing models with natural material media in group B of TK Negeri 3 Alalak. Theapproach and type of research used in this study are qualitative approaches and types of Classroom Action Research (PTK) in four cycles. Agroup B of TK Negeri 3 Alalak totaling 20 children were the subjects of this study. The results of this studyshowed that children's social emotional development in the learning process was seen from an increase of 40% at the first meeting, 65% at the second meeting, 85% at the third meeting, and 100% at the fourth meeting. The conclusion of this study based on the results of the study is that the combination of the Beyond Center And Circle Time (BCCT) model and Role Playing with natural material media can develop activities and achieve child development results.

An Action Research to Develop Students’ Value Literacy Capacities through Evidence-based Activities

In this study, it is aimed to develop students’ value literacy through evidence-based activities within the framework of respect, responsibility, justice and patriotism. The study was carried out in accordance with the principles of action research, one of the qualitative research methods. The research used the “emancipatory/developmental/critical action research approach”, one of the types of action research. Research participants were identified through random sampling. In this framework, the research was conducted with 7th grade students in the autumn semester of the academic year 2021-2022. The research data was collected using the questionnaire, classroom communication logs and student products. Content analysis was used to process the research data. The analysis of the data revealed that evidence-based teaching significantly improved the students’ value level of respect, responsibility, justice and patriotism.

The Place and Importance of Op Art In Graphic Design Education With Its Interdisciplinary Art Education

Purpose: The aim of the research is to reveal graphically the convertibility of the Op Art movement into graphic design studies by students and how this transformation is interpreted. Methodology: In this study, the ‘Op Art’ movement from Contemporary Art was preferred as an imaginary resource in graphic design education. The research was conducted in the form of action research, one of the qualitative research methods. The research is characterized as participatory action research, one of the types of action research. The research is limited to the 2nd year students studying at Kastamonu University Kastamonu Vocational School Design Department Graphic Design Program in 2016-2017, 2017-2018, and 2018-2019. The study was conducted with 458 students who took ‘Visual Design, Publication Graphics and Typography’ courses between in the specified academic years. Since it is not possible to include all student studies, 6 student studies have been included as an example. Student studies were analyzed descriptively. Findings: As a result of the study, it was observed that the students were able to transform the Op Art movement into graphic design products, to interpret different types of works from a subjective point of view by considering the characteristics of the movement, and to create original graphic design works suitable for the composition they wanted to design. Highlights: Contemporary Art, which is covered in the chronology of art history, emerges as one of the most fundamental disciplines in art and design theoretically. It is very important to benefit from different disciplines in graphic design education, to increase the interest in design courses, and to reveal original and creative designs. From this standpoint, it can be assumed that Contemporary Art can be one of the richest resources to be used in terms of art and design. In this study, Op Art art movement, one of the Contemporary Art movements, was used in terms of creating a resource for graphic design education courses.

Peningkatan Hasil Belajar Fisika Siswa Melalui Model Pembelajaran Kooperatif Tipe Jigsaw di Kelas XI IPA/3 SMAN 1 Ulakan Tapakis

This study aimed to obtain information about improving students' physics learning outcomes through the jigsaw type cooperative learning model in Class XI. IPA/3 SMAN 1 Ulakan Tapakis. The research was carried out in Class XI. IPA/3 SMAN 1 Ulakan Tapakis. Types of classroom action research (CAR). The research subjects were class XI IPA/3SMA Negeri 1 Ulakan Tapakis with 27 students consisting of 23 female students, and 4 male students. The research procedure for each cycle is planning, implementation, observation and reflection. The research instruments were observation, questionnaire, pretest, posttest, and daily notes. Data analysis technique is descriptive analysis. The results showed that the data on the number of students who completed as many as 24 with a percentage of 89% and students who did not complete as many as 3 students with a percentage of 11%. Furthermore, these results indicate that in the second cycle classically students have finished studying, because students who get a score of 76 are already 89% greater than the desired percentage of completeness, which is 85%. Thus, in conclusion the learning process using the jigsaw type cooperative learning model can improve student learning outcomes in class XI IPA/3 SMA Negeri 1 Ulakan Tapakis.

Peningkatan Aktivitas Belajar IPS Siswa Melalui Model Pembelajaran Kooperatif Tipe Number Heads Together (NHT) di Kelas VII.4 SMP Negeri 5 Pariaman

The problem in this study is the low learning activity of students in social studies subjects obtained by class VII.4 SMP Negeri 5 Pariaman City, this is due to the learning methods and student learning methods that are not appropriate. The purpose of this study was to obtain information about improving students' social studies learning activities through the Numbered Heads Together (NHT) cooperative learning model in Class VII.4 SMP Negeri 5 Kota Pariaman. The research was conducted in Class VII.4 SMP Negeri 5 Kota Pariaman. Types of classroom action research (CAR). The research subjects were class VII.4 SMP Negeri 5 Kota Pariaman with 31 students consisting of 13 female students and 18 male students. The research procedure for each cycle is planning, implementation, observation and reflection. The research instruments were observation, questionnaire, pretest, posttest, and daily notes. Data analysis technique is descriptive analysis. The results showed that the activity of asking questions in the first cycle was 67.7%, and in the second cycle it was 81.7%, which means an increase of 14.0%. The activity of answering in the first cycle is 61.1%, and in the second cycle it is 77.4% which means an increase of 16.1%. The response activity in the first cycle is 46.3%, and in the second cycle it is 64 .5% which means an increase of 18.2%. The activity of giving advice in the first cycle is 37.7%, and in the second cycle it is 59.1%, which means there is an increase of 21.4%. So the study concluded that the learning process using the Numbered Heads Together (NHT) cooperative learning model can improve the social studies learning activities of class VII.4 students of SMP Negeri 5 Pariaman City.

INCREASING THE ABILITY TO UNDERSTAND MATHEMATICS THROUGH DISCOVERY LEARNING MODEL FOR PGMI STUDENTS AT MUHAMMADIYAH UNIVERSITY WEST SUMATERA

Problem research students of PGMI UMSB find it difficult to understand Mathematics learning. Students do not play an active role and think creatively, indicated by low participation in learning. The research objective was to improve the ability to understand mathematics learning at PGMI with the Discovery Learning model. Qualitative and quantitative research methods. Types of Classroom Action Research. The research was conducted in 2 cycles for 2 meetings. Data collection by pretest, posttest, observation, and interviews about the implementation of learning before and after using the discovry learning model. The results of the pretest students think quite creatively 45% while students think less creatively 50%, only 5% think very creatively. In the first cycle of the first meeting of learning with the online discovery learning model with the zoom application, it was seen that 12.5% of students had very high activity level, 25% of students had high level of activity, and 62.5% of students had moderate activity. The percentage of creative thinking is 67% and less creative thinking is 25%, 8% of students think very creatively. In the second cycle student activity in learning increased by 17%, the level of activity was very high, 67% of students had high level of activity, and 16% of students had moderate activity. Students who think creatively reach 80% and think very creatively at 20%. The increase in the average value and the percentage of completeness can be indicated that the application of the discovery learning model of PGMI students can understand mathematics learning.

PENINGKATAN KESADARAN METAKOGNITIF DAN HASIL BELAJAR MELALUI PENERAPAN MODEL DISCOVERY LEARNING PADA PEMBELAJARAN IPS

This study aims to determine (i) increasing metacognitive awareness and learning outcomes through the application of discovery learning models in IPS learning in class v sdn no. 79 sawakong towa takalar. Types of classroom action research. The focus of research is teacher and student factors, metacognitive awareness, and learning outcomes. The subjects of this study were fifth grade students at SDN No. 79 Sawakong Towa Takalar with 27 students in the 2019/2020 school year. Data collection techniques were observation, tests, questionnaires and documentation. Data analysis techniques are quantitative and qualitative analysis. Based on the results of research the actions taken by researchers in class V SDN No. 79 Sawakong Towa Takalar, it can be concluded that the implementation of the discovery learning model is one of the learning models that can be applied to increase the metacognitive awareness of students so that students are encouraged to think of good ways of learning to do. By implementing the discovery learning model the activity and student learning outcomes significantly increased in social studies learning in class V SDN No. 79 Sawakong Towa Takalar. Each cycle has increased and in the learning process students gain meaningful knowledge.

Sosyal Bilgiler Dersinde Yer Alan Tarih Konularının Öğretiminde Drama Kullanımı: Bir Eylem Araştırması / Using Drama While Teaching History Subjects in Social Studies Lesson: An Action Research

<p><strong>Abstract </strong></p><p>In recent years, concepts such as socialization of the learners, relating their knowledge to daily life, and organizing teaching activities according to individual differences have gained importance. The method of drama is regarded by many researchers as one of the most effective teaching methods that serve this purpose. It is seen that drama methods are frequently included in the curriculum and textbooks prepared by the Ministry of National Education. In the scope of the research, it was tried to determine the place, the importance and effectiveness of drama usage in the teaching of the history subjects in the 6th grade Social Studies lesson. In this study, action research was conducted in accordance with the use of drama. Since this research encompasses the teaching practices in the classroom environment, liberating / developmental / critical action research was preferred among 3 types of action research. The study group of the study is composed of 6th students from School located in Torbalı district of İzmir province. From time to time, students’ parents and other teachers of social studies at the school were included in the study group. The data were provided through Pre-perception survey-final perception survey, Evaluation forms of drama work, Student’s diary, Researcher's diary, Interview forms, Parent survey, Video, Voice recordings/photographs and student-made products. The lesson’s implementation process, productivity and the effects on the students were studied in this research. It has been seen that the method of drama is efficient and effective in the teaching of history subjects in social studies class and also it was seen that students and their parents showed a positive attitude towards to this technique.</p><p><strong>Öz</strong></p><p>Son yıllarda, öğrencilerin sosyalleşmesi, bilgilerini günlük yaşama bağlamaları ve öğretim etkinliklerini bireysel farklılıklara göre düzenleme gibi kavramlar önem kazanmıştır. Drama yöntemi, birçok araştırmacı tarafından bu amaca hizmet eden en etkili öğretim yöntemlerinden biri olarak kabul edilmektedir. Milli Eğitim Bakanlığı tarafından hazırlanan öğretim programı ve ders kitaplarında drama yöntemlerinin sıklıkla yer aldığı görülmektedir. Araştırma kapsamında, 6. Sınıf Sosyal Bilgiler dersinde tarih konularının öğretiminde dramanın kullanımı, önemi ve etkinliği belirlenmeye çalışılmıştır. Bu çalışmada, drama kullanımı doğrultusunda eylem araştırması yapılmıştır. Bu araştırma, sınıf ortamındaki öğretim uygulamalarını kapsadığından, 3 tür eylem araştırması arasında özgürleştirici / gelişimsel / eleştirel eylem araştırması tercih edilmiştir. Araştırmanın çalışma grubunu, İzmir ili Torbalı ilçesinde bulunan bir devlet okulunda öğrenim gören 6. sınıf öğrencileri oluşturmaktadır. Çalışma grubuna, öğrenci velileri ve okulun diğer sosyal bilgiler öğretmenleri de dâhil edilmiştir. Veriler, ön algı anketi - son algı anketi, drama çalışması değerlendirme formları, öğrenci günlüğü, araştırmacı günlüğü, görüşme formları, veli görüşme formu, video ve ses kayıtları / fotoğraflar ve öğrenci yapımı ürünler aracılığı ile temin edilmiştir. Araştırmada drama yöntemi ile işlenen derslerin uygulama süreci, verimliliği, öğrenci üzerindeki etkileri incelenmiştir. Araştırma sonucunda veriler ışığında drama yönteminin sosyal bilgiler dersinde tarih konularının öğretiminde verimli ve etkili olduğu görülmüştür. Bununla birlikte öğrencilerin ve öğrenci velilerinin de drama yöntemi ile ilgili olumlu görüş ve tutuma sahip oldukları saptanmıştır.</p>

Efforts To Improve Agility And Speed In Playing Football At Sdn 44 Lubuk Anau


 
 To learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do it", that is to describe something in their own way, to show their example, to try to practice their skills and to do tasks that demand the knowledge they have gained. Problems to be studied in this research are: a. How to improve learning outcomes penjaskes especially soccer game using cooperative learning methods on students SDN 44 Lubuk Anau? b. The steps taken to improve the outcome of the guidance in January 2016? This research is a research action (action research) Because research done to solve the problem of learning in class. This research also includes descriptive research, because it describes how a learning technique is applied and how desired results can be achieved. According to Oja and Sumarjan (in point sugiarti, 1997: 8) there are four different types of action research, namely: (1) teacher action research as a researcher, (2) collaborative action research, (3) research of interlinked simulative action. (4) experimental social action research. In this action research uses collaborative research forms with teacher training eyes and in the teaching and learning process in the classroom as a teacher is the teacher of training eye while peneiti acts as an observer, the full responsibility of action research is observer (researcher). Data Analysis Technique, To know the effectiveness of a method in learning activities need to be held data analysis. In this research using qualitative descriptive analysis technique, that is a research method that is describe reality or facts in accordance with the data obtained with the aim to know learning achievements achieved sisw also to obtain student responses to learning activities and student activities during the learning process To analyze the success rate or percentage of students' success after the learning process each round is done by giving evaluation in the form of practice test at the end of each round. This analysis is calculated by using simple statistic that is: For learning mastery, There are two categories of mastery learning that is individual and classical. Based on the guidance of the implementation of teaching and learning curriculum 1994 (Depdikbud, 1994) that students have complete learning when the class gets 85% who have reached the absorption. From the results of learning activities that have been done for three cycles and based on the entire pembahaan and analysis that has been done can be concluded as follows: Learning by the method of learning play methods have a positive impact in improving student learning achievement characterized by the improvement of student learning completeness in each cycle, cycle I (61,54%), cycle II (89,74%), while for affective aspect that is cycle I (84,62%), cycle II (100%) Application of learning method of play method have positive influence, that can increase student learning motivation which is indicated by the average of students' answers which states that students are interested and interested in learning method of play method so that they are motivated to learn.
 
 

The Role of In-class Physical Arrangements in Supporting Preschool Children’s Behavior Regulation Skill

The purpose of this research is to understand the role of physical arrangements within the classroom in the development of behavior regulation skill of preschool children. From among the types of action research, the technical/scientific/cooperative action research was employed in the current study. In the selection of the participants, one of the purposive sampling methods, the typical case sampling method was used. The study group consists of 12 children aged at 60-84 months. The data collection tools used in the study are observation form regularly used by the teacher, structured written interview forms (before and after the action plan) and the Head Shoulders Knees and Toes (HSKT) scale. As a result of the action process, it was found that the physical arrangements related to learning centers positively affected the children’s three of the behavior regulation skills that are independent acting, active participation and task completion skills. The physical arrangements regarding classroom routines were found to have positively affected the following behavior regulation skills of the children; perseverance, retention, protecting classroom order, taking responsibility, making effort to be successful and preferring the suitable behavior to the negative behavior, active participation, recall, independent acting. When the Head Shoulders Knees and Toes scores of each child before and after the action plan were examined, it was found these scores improved. When the teacher’s evaluations made after the action plan were examined, it was found that the action plan made positive contributions to the teacher and the children in the themes of classroom order, concentration, social adjustment, classroom management, productivity, problems and widespread effect and also affected three more teachers and made them involved in the plan

Penggunaan Gambar Luas Daerah Untuk Meningkatkan Pemahaman Siswa Terhadap Operasi Penjumlahan Bilangan Pecahan SD Kabupaten Bone

The purpose of this research is to increase the understanding in summing the fractions by using the wide picture of the fourth grade student area of SD Negeri 9 Ta '. Types of action research with cycles include planning, execution, observation, and reflection. Research data is activity data and student learning result in addition of fraction. Data obtained by observation, test, field notes. The result of this research is in cycle I (1) study at the stage of percentage in mempragakan image area not maximal yet (2) students have difficulties in adding fraction (3) group work not yet maximal, meanwhile in cycle II has significant increase that is (1 ) presentation at the presentation stage of the picture of the width of the area has been maximally run in accordance with the plan (2) the students are happy to do the sum of the fractions by using the broad area picture (3) the students can present the rare of fractional disappearance using the area wide image, can be seen in cycle I less qualification (K), cycle II qualification good (B). Means by using the image area in the fractional learning can improve student learning outcomes fourth grade SD Negeri 9 Ta '.

Pathway to Reform: Developing Action Research Capacity in Accounting Education

ABSTRACTOutside of accounting education, action research is widely considered crucial for supporting broad reforms. Action research integrates theory with action to solve problems, improve practices, and address issues together with those who experience them. Yet the body of action research in accounting education remains very small. Historically, efforts to reform accounting education have led to pockets of innovation but have not systematically addressed impediments that inhibit widespread continuous improvement. Lack of available formal training inhibits development of the action research capacity needed to support broad reform in accounting education. This paper provides a conceptual action research framework that includes two ontologies to classify different types of action research. One type, emancipated action research, involves taking strategic action to change or eliminate structural impediments that limit improvement achievable through other types, often earlier phases, of action research. The paper reports an action research project that involved two strategic actions, investigation of an action research reflection practice and use of an educative case to report the project. The case illustrates how action research can support reform in accounting education and demonstrates a generalizable approach accounting educators and education researchers can use to develop action research capacity.

African primary care research: participatory action research.

This article is part of the series on African primary care research and focuses on participatory action research. The article gives an overview of the emancipatory-critical research paradigm, the key characteristics and different types of participatory action research. Following this it describes in detail the methodological issues involved in professional participatory action research and running a cooperative inquiry group. The article is intended to help students with writing their research proposal.

Shortening Requirements Engineering: Dual Imperative Action Research Study

A computer parts company was losing market share because the systems development life cycle (SDLC) took too long. We reduce the requirements engineering (RE) phase of the SDLC while maintaining current levels of product quality and increasing the company competitiveness by reducing the product time-to-market. Action research, a practical and widely used method of inquiry, was used to solve the problem. There are five types of action research (canonical, dialogical, collaborative, dual imperative, and participatory), but dual imperative action research seemed most appropriate for our study. The problem solving approach used in the study combined joint application design (JAD), unified modeling language (UML), group decision support systems (GDSS), and computer aided software engineering (CASE). We successfully reduced the SDLC time from fourteen to four days, a productivity increase of 250%.

Marital and Family Therapist’s Action Research in Light of Some Research Problems: A One-Cycle Example

Some major problems in marital and family therapy (MFT) research remain evident. Practitioners often see research as insufficiently related to their concerns and want it to be more applicable. Often-used integrative (or eclectic) practices in MFT and their idiographic nature make the applicability of research even more problematic. Greater use of action research, which often has been overlooked in MFT, could be useful for addressing some of these problems. There are many types of action research; one of the most common uses repeating cycles of the four basic steps (observing and gathering information, reflecting, planning, and acting). In this article the authors’ use of these four steps for studying MFT is presented and discussed in the light of some research trends and problems. A one-cycle case example is used to illustrate the process.

An Emerging Theory for Evidence Based Information Literacy Instruction in School Libraries, Part 2: Building a Culture of Enquiry

Objective – The purpose of this paper is to articulate a theory for the use of action research as a tool of evidence based practice for information literacy instruction in school libraries. The emerging theory is intended to capture the complex phenomenon of information skills teaching as it is embedded in school curricula. Such a theory is needed to support research on the integrated approach to teaching information skills and knowledge construction within the framework of inquiry learning. Part 1 of this paper, in the previous issue, built a foundation for emerging theory, which established user-centric information behavior and constructivist learning theory as the substantive theory behind evidence based library instruction in schools. Part 2 continues to build on the Information Search Process and Guided Inquiry as foundational to studying the information-to-knowledge connection and the concepts of help and intervention characteristic of 21st century school library instruction. 
 
 Methods – This paper examines the purpose and methodology of action research as a tool of evidence based instruction. This is accomplished through the explication of three components of theory-building: paradigm, substantive research, and metatheory. Evidence based practice is identified as the paradigm that contributes values and assumptions about school library instruction. It establishes the role of evidence in teaching and learning, linking theory and practice. Action research, as a tool of evidence based practice is defined as the synthesis of authentic learning, or performance-based assessment practices that continuously generate evidence throughout the inquiry unit of instruction and traditional data collection methods typically used in formal research. This paper adds social psychology theory from Lewin’s work, which contributes methodology from Gestalt psychology, field theory, group dynamics, and change theory. For Lewin the purpose of action research was social reform, while action research in education targeted self through the improvement of practice. The dichotomy between purposes of self and society is resolved by the Lewin-Dewey connection, where the reiterative cycle of action and reflection is the basis for a common intent for both types of action research. Dewey’s approach comprises the metatheory for emerging theory: a philosophy of purpose and methodology that determines how the research is done.
 
 Results – The emerging theory developed in this paper postulates that evidence based information literacy instruction uses action research for two purposes. Self-oriented action research (AR(S1)) targets self-improvement on the local level of teaching and learning in school libraries; social-oriented action research (AR(S2)) targets social reform on the global level of educational improvement. Corollaries of the theory indicate a research agenda and methodologies for the research. 
 
 Conclusion – Implicit in the content of the research is methodology that evolves from the distinction between the purposes of self- and social-oriented action research. Clearly, evidence is generated in the field of teaching and learning that is situated in theory-based practices, such as user-centered information processing, constructivist learning, and a culture of inquiry that grows from social processes. Librarianship is well suited to developing practitioner-researchers who are proficient in making the information-to-knowledge connection that informs their professional performance.

Exploring Types of Educational Action Research: Implications for Research Validity

In this paper the authors argue that there are three modes of educational action research: emancipatory, practical, and knowledge generating. Furthermore, they suggest that much of action research, although predicated on notions of emancipatory research, is often not primarily emancipatory in nature. There are considerable risks involved when action research fails to adequately justify its truth claims because of a dependence on validities that primarily assess the emancipatory features of the research. Consequently, the authors propose that the various modes of action research require emphasis on different validities that are dependent on the purposes of the research. In doing this, they offer a reconceptualization of Anderson and Herr's (1999) influential approach to validity in action research.

Becoming critical: the failure to connect

This article is a retrospective critique of Becoming Critical by Carr & Kemmis. Into it are woven responses to other retrospective reviews of the book by Susan Groundwater–Smith, Susan Noffke, and Carr & Kemmis themselves. The basic argument is that Becoming Critical was overdependent on the work of Jurgen Habermas and was therefore vulnerable to the same critique. The author argues that just as Habermas did not resolve the dualism between theory and practice, nor did Becoming Critical. Like the work of Habermas, its theory of rationality is very weak in creating a link between ideology critique and the organisation of strategic action. This explains why, in spite of its attractiveness to many education academics, it was unable to support critical action research at an operational level. The article refutes suggestions that the problem with the book was that times have changed. It argues that Becoming Critical anticipated these changes, but was conceptually unable to address them. This was largely because it differentiated a hierarchy of distinct types of action research grounded in quasi–transcendental categories of knowledge constitutive interests. In the course of the critique of Becoming Critical the author proposes a more philosophically pragmatic account of action research that integrates the ‘critical’ as an intrinsic dimension of practical discourse.

Rapid assessment and response: sound methodology for producing timely responses

McKeganey concludes his Commentary on Rapid Assessment and Response (RAR) with what I believe is a valid call for rigorous and independent evaluations of the results of rapid assessment (McKeganey, 2000). Evaluation, however, is also needed for other types of action research. He joins the ranks of a small group of critical observers of rapid assessment who note the enthusiasm of its proponents, their general lack of perspective, and their unrealistic expectations as to what it can achieve. McKeganey’s commentary on RAR, however, is not consistent with RAR as discussed by Stimson and colleagues (Rhodes et al., 1999; Stimson et al., 1999) and in the RAR Guides produced by the World Health Organization (WHO, 1998; WHO/UNAIDS, 1998; WHO/UNICEF, 1998). His commentary on rapid assessment is also not consistent with my experience with rapid assessment or rapid appraisal during the last two decades (Beebe, 1995, 2000). Therefore, I do not believe many of his specific issues with RAR are appropriate. McKeganey appears to have concluded that there is no significant difference in the methods employed by RAR and traditional social research. According to him the only real difference is RAR’s reliance on less information collected more quickly. When he refers to a singular ‘‘assessor’’ implementing RAR he misses what may be the most significant difference — teams and not individuals implement RARs and these teams should include ‘‘insiders’’. The WHO Guides (1998) consistently refer to RAR teams and include explicit reference to building the RAR team. Rapid assessment substitutes intensive team interaction during the collection and analysis of data for the prolonged fieldwork normally associated with social research. Intensive teamwork is especially critical for data collection based on triangulation and during the iterative process of data analysis and additional data collection. Team interaction among team members, including ‘‘insiders’’ from the group under investigation, can increase the power of triangulation exponentially. The process benefits from the different