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Difference between action research and traditional research
What Makes Action Research Different From Traditional
What Makes Action Research Different From Traditional
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Introduction
Action research has become a popular form of research for institutions and educational organizations to improve professional and personal practice. Action research provides participants with the opportunity to work together to explore, investigate and solve a problem. In this paper I intend to explore what action research is, how and when to use it and the different challenges practitioners face when using action research. Action research is an important form of research that allows practitioners to incorporate different aspects of a problem through the participation of all stakeholders with the purpose of finding a solution. We must also be aware of the challenges that may arise to implement Action Research successfully.
What is Action Research?
According to Stringer, (2014) action research is a form of investigation used by practitioners to facilitate and/or research a problem found in current practice that is affecting members of an organization. The main purpose of action research is to research a solution for a problem while also improving professional and personal practice. Action research provides a platform for all affected by this problem so that those affected can become involved in the investigation and inquiry to find a solution. (Stringer, 2014)
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Rather, the goal of action research is that in involving all stake holders affected by the problem a situation appropriate solution can be implemented. Involving all stakeholders is essential in action research because it empowers participants to be active contributors to the improvement of their lives.(Stringer, 2014) Stringer (2014) explains that if there is no change as a result of action research then it should be considered unsuccessful. Thus, action research can become a continuous cycle of researching, implementing solutions and researching again based on the results. (Stringer,
There are two types of research that can be conducted in research studies, these are qualitative and quantitative (Newman, 2011). Qualitative research is a process that uses detailed oriented methodology that tries to achieve a profound knowledge or understanding of specific incident and circumstance, wh...
As Barbara Angus gives an account of her experience as an action researcher, she clearly shares the triumphs and defeats educators may encounter in the classroom. After reading the article, I particularly want to address the following research question: How can educators support students by introducing them to various sources that can address their inquiries as learners?
In social research, researchers are always confronting with a vast majority of options for opting the research methods. Among all of the existing research methods, quantitative and qualitative research paradigms appear to be the most celebrated methods for the majority of the social researchers. However, social researchers (e.g. David and Sutton, 2004; Johnson and Onwuegbuzie, 2004) have argued for many decades with regards to the differentiated nature and ideologies of the terms ‘quantitative’ and ‘qualitative’ within social research. Some researchers (e.g. Ayer, 1959; Schrag, 1992; Maxwell and Delaney, 2004) who advocate quantitative research uphold a ‘positivist philosophy’, that objective social science observation is desirable and that the determined scientific outcomes need to be valid and reliable (Johnson and Onwuegbuzie, 2004:14). In this sense, research quantitatively denotes that research intends to quantify the
Participatory Action Research [PAR] is a “process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview…. [and bringing] together action and reflection, theory and practice, in participation with others in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and communities”. (Reason & Bradbury, 2001). PAR is also context specific and strongly based
While researching for an article to use that correlated with the Theory of Reasoned Action and the Theory of Planned Behavior, I discovered an interesting article on substance abuse treatment and providers.
It is through a practical educational experience that occurred as this paper was being written, that Robert Terry’s “Action Wheel for Authentic Decision making” will be explored and critiqued on its effectiveness in fulfilling the non-negotiable values of justice, mercy and humility as the overarching goal of educational leadership. Robert Terry in his book “Authentic Leadership: Courage in Action” proposes a model for authentic decision making using what he terms as the “seven generic features of human action” (Kindle Location 1357). This model, or ‘action wheel’, outlines a process whereby six features of action generation are considered for the seventh feature of the fulfilment of authentic decision making; meaning, mission, power, structure, resources, and existence. It is through the interplay of these features in identifying, framing and understanding a dilemma that the educational leader can then utilise this model to develop just methods in addressing such quandaries. From this point forward, an explicit example within an educational context will be examined to explore this model, its features, and its effectiveness to create authentic change that delivers on the values of justness, mercy, and
The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2).
An involvement of stakeholders is necessary so that an action plan can be created collaboratively involving a team that works closely with the student. Using a team of stakeholders will help to develop a plan with the best interest of the student in mind and help in brainstorming a variety of strategies to include within this plan. According to Green, ““…to be effective in today’s schools, the leader must be democratic, driving fear out of the workplace, and fostering a community of learners who collaborate on all major issues. Such a style is a positive factor in shaping the school culture into one that enhances the teaching and learning process” (2009, pg. 27)....
It is clear and evident that the research reconnaissance strengthens the research in multiple ways. However, it seems that there is a lacking and inconsideration to this component. If a research aims to achieve meaningful and actionable results, this component is indispensible in nature. Hence, the research community and academia should come forward to strengthen the practice of research reconnaissance in theory and practice in order to bring objective oriented research.
Action learning has been adopted in the workplace as a viable approach to experiential management education and development and an important element of a training and development strategy (Vince and Martin 1993). It involves the members of an organization in group situations with the goal of helping each group member learn through the process of finding solutions to their own problems. Through this process, learners increase their self-awareness and develop new knowledge, attitudes, behaviors, and skills for making changes and redefining their roles within new contexts (Williams 1992). The properties of action learning clarify its relevance to workplace learning (Beaty et al. 1993):
...em or concern, collect data, evaluate data, and create action strategies, share results with other participants and reflect-ing. Action research may use both quantitative and qualitative research to assist the researcher in analyzing their research, as well as providing a variety of ways to work differently in the school setting.
...individuals involved in the designs. Whereas participatory action research requires the collaboration of various individuals to bring change at the community level, practical research may work in teams primarily if the issue is one that revolves around the school and not particularly in the classroom (Creswell, 2008). The focus of the researcher influences that type of action research appropriate for addressing a problem, finding a solution and most ultimately addresses the research question and purpose of the study. Through a clear understanding of the characteristics shared and defining practical and participatory action research, researchers can make an informed decision as to the best design for their study.
Research philosophy, refers to the development of knowledge adopted by the researchers in their research (Saunders, Lewis and Thornhill, 2009). In other words, it is the theory that used to direct the researcher for conducting the procedure of research design, research strategy, questionnaire design and sampling (Malhotra, 2009). It is very important to have a clear understanding of the research philosophy so that we could examine the assumptions about the way we view the world, which are contained in the research philosophy we choose, knowing that whether they are appropriate or not (Saunders, Lewis and Thornhill, 2009). According to Saunders, Lewis and Thornhill (2009), three major ways of thinking about research philosophy are examined: ontology, epistemology and axiology. Each of them carries significant differences which will have an impact on the way we consider the research procedures. Ontology, “is concerned with nature of reality”, while epistemology “concerns what constitutes acceptable knowledge in a field of study and axiology “studies judgements about value” (Saunders, Lewis and Thornhill, 2009, p110, p112, p116). This study is intent on creating some “facts” from objective evaluations which are made by the subjects. Therefore, epistemology will be chosen for this study as the way of thinking about the research philosophy.
is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.
Although many kinds of research may be found in academic journals, original studies can be differentiated from other types of research by their use of a methodical research process. In order to be considered a research “study,” a set of seven distinct steps are followed: