IMPORTANT REASONS FOR USING ACTION RESEARCH APPROACHES PROCESS VALIDITY AND TECHNIQUES STRENGTHS AND LIMITATIONS

1. PARVATHY.S
M.ED
DEPT OF EDUCATION

2.  It improves education.
 Persuasive and authoritative
 Collaborative
 Participative
 Practical and relevant
 Developing critical reflection
 Systematic approach to understand learning process
 Open minded
 Critical analysis of educational places of work

3.  Cyclical process
 A justification of one’s teaching practices
 FIVE IMPORTANT REASONS FOR USING ACTION
RESEARCH IN EDUCATION
 Connecting theory to practice.
 Improving educational practice.
 Fostering school improvement.
 Empowering teachers and other educators.
 Promoting professional growth.

4.  Participatory action research – improve the quality of
organizations , communities , and family lives
(community based , emancipatory)
 Practical action research- intended to address a
specific problem in a classroom or other community
 Application – education , social services , business etc

5. ACTION
RESEARCH
Planning
stage
Acting
stage
Developing
stage
Reflecting
stage
•Identifying and
limiting the topic
•Gathering
information
•Developing a
research plan •Collecting data
•Analyzing data •Developing an
action plan
•Sharing and
communicating
results
•Reflecting on the
process

6.  The planning stage
 The acting stage
 The developing stage and
 The reflecting stage
Steps
 Identifying and limiting the topic.
 Gathering information.
 Reviewing the related literature
 Developing a research plan.
 Implementing the plan and collecting data

7.  Analyzing the data.
 Developing an action plan
 Sharing and communicating the results .
 Reflecting on the process
THREE DIFFERENT LEVELS
 Individual action plans
 Team action plans
 School level/ district – level action plan

8. It is determined by establishing rigor, which refers to the
quality, validity, accuracy, and credibility of action
research and its findings
TECHNIQUES
 Repetition of the cycle
 Prolonged engagement and persistent observation
 Experience with the action research process
 Triangulation of data
 Member checking
 Peer debriefing

9.  It can be conducted by virtually any professional
educator or collaborative team of educators.
 It is focused on the improvement of educational
practice.
 It provides a mechanism for educators to investigate
problems in a systematic and scientific manner
 It can aid in the development of communities of
professional learners

10.  There are no substantial limitations or weakness of
action research, provided it is used in suitable context
and with an appropriate purpose in mind