action research plan ideas

21 Action Research Examples (In Education)

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Learn about our Editorial Process

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 23 Achieved Status Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Defense Mechanisms Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Theory of Planned Behavior Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 18 Adaptive Behavior Examples

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 23 Achieved Status Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Ableism Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 25 Defense Mechanisms Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Theory of Planned Behavior Examples

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

• Skip to main content
• Skip to primary sidebar
• Skip to footer
• QuestionPro

• Solutions Industries Gaming Automotive Sports and events Education Government Travel & Hospitality Financial Services Healthcare Cannabis Technology Use Case AskWhy Communities Audience Contactless surveys Mobile LivePolls Member Experience GDPR Positive People Science 360 Feedback Surveys
• Resources Blog eBooks Survey Templates Case Studies Training Help center

Home Market Research Research Tools and Apps

Action Research: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

LEARN MORE         FREE TRIAL

Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

MORE LIKE THIS

Customer Experience Lessons from 13,000 Feet — Tuesday CX Thoughts

Aug 20, 2024

Insight: Definition & meaning, types and examples

Aug 19, 2024

Employee Loyalty: Strategies for Long-Term Business Success 

Jotform vs SurveyMonkey: Which Is Best in 2024

Aug 15, 2024

Other categories

• Academic Research
• Artificial Intelligence
• Assessments
• Brand Awareness
• Case Studies
• Communities
• Consumer Insights
• Customer effort score
• Customer Engagement
• Customer Experience
• Customer Loyalty
• Customer Research
• Customer Satisfaction
• Employee Benefits
• Employee Engagement
• Employee Retention
• Friday Five
• General Data Protection Regulation
• Insights Hub
• Life@QuestionPro
• Market Research
• Mobile diaries
• Mobile Surveys
• New Features
• Online Communities
• Question Types
• Questionnaire
• QuestionPro Products
• Release Notes
• Research Tools and Apps
• Revenue at Risk
• Survey Templates
• Training Tips
• Tuesday CX Thoughts (TCXT)
• Uncategorized
• What’s Coming Up
• Workforce Intelligence

Action Research Tutorials-CCAR

Action research tutorials.

IN TIME OF CO-VIRUS 19 SOCIAL DISTANCING.

To those who teach action research :  If you had your teaching of action research disrupted and you are being asked to teach online for the first time, consider making students more active and responsible for their learning. Teaching online works best if you ask (leading) questions rather than give information. This encourages students to connect the dots themselves and own their insights. If you need to get students working quickly while you think about how to move your teaching online, the Action Research Tutorials are free to use and can provide some activities while you rethink and retool your teaching.   Feel free to ask questions about online teaching in our Facebook Group as there are many excellent instructors who are skilled in online teaching.

To create live classes online (free)  with Zoom or Google Hangouts see these helpful videos:  Teaching with Zoom Rooms  https://youtu.be/JlRfIUH8EN  with Google Hangouts: https://youtu.be/DPZb3D0500I .  

To make videos for students (free)  Loom is available  https://www.loom.com/

Center for Collaborative Action Research

Welcome to action research tutorials.

Action research helps you to become a more powerful version of yourself, able to engage in and engage others in a process of continual learning and change. This free course, offered by the Center for Collaborative Action Research ,  is comprised of 12 Tutorials each with a short video to watch, a set of activities to complete (with linked writing templates for writing activities) and resources to support the completion of the activities. The goal of creating these materials is to "flip the classroom" so that learning about action research is done outside of the collaborative learning space so that valuable collaborative time can be used to support the action research ideas of each person in the group or class.  Feel free to share links that might be useful in our efforts to support action researchers. You can use the form at the bottom of this page or visit, join our Facebook Group .  To learn more about teaching action research, please visit Supporting the Teaching of Action Research (STAR) an action research community of the Action Network of the Americas ( ARNA ). 

Why Do Action Research?

For your professional and personal learning and career development and , because it helps you to live your values and creaate the change you want to see in the world. .

Action research is a way for practitioners to develop and own their knowledge and to share that knowledge with others. The sharing is an important part of the learning process as it puts one's methods and findings up for public evaluation.  It is through this research dialogue that we are able to build our knowledge in communities. 

If you have questions about these tutorials, please contact the Center for Collaborative Action Research

[email protected]

Your details were sent successfully!

Action Research Guide and Examples for Teachers

• Dylan Callens
• September 11, 2023

Every educator enters the world of teaching with a spark – a desire to make a difference, ignite minds, and shape the future. Yet, like any journey, the education path is strewn with challenges, uncertainties, and countless moments of self-doubt. At a point in my teaching career, I felt the weight of stagnation, wondering if I was truly making a positive change. That’s when I stumbled on action educational research. I thought that this was important enough to provide my version of an action research guide.

This research method became my compass, guiding me through the intricate landscape of teaching and learning. It challenged me to be both the researcher and the subject, to question my practices, and to continuously evolve. No longer was I simply “teaching” – I was engaging in a dynamic dance of inquiry, reflection, and growth. And in this dance, I wasn’t alone. My students, often the silent recipients of teaching methodologies, became active partners, collaborators in this shared journey of discovery.

In this article, I hope to share the magic, challenges, and profound revelations of my experience with action research. But more than that, I aim to inspire you, my fellow educators, to see your classrooms as living laboratories, where every day presents a new opportunity to learn, evolve, and shine brighter. Join me as we delve deep into this transformative journey, exploring the boundless potentials that lie within each of us, waiting to be discovered.

What is an Action Research Guide?

At its core, action research is a reflective process that allows educators like you and me to investigate and improve our practices within our very classrooms. Think of it as a magnifying glass, honing in on specific aspects of our teaching, allowing us to see in detail and to understand more deeply. It’s not just about identifying what works and what doesn’t, but about understanding why certain instructional strategies succeed while others falter.

So, why is action research so pivotal in our teaching journey? The beauty of an action plan lies in its immediacy and relevance. It centers on real-world challenges and tangible solutions within our own contexts. While theoretical knowledge and external research studies offer valuable insights, action research empowers us with findings directly rooted in our classrooms. It bridges the gap between theory and practice, ensuring that our teaching methods are not just sound in theory but effective in real-world application.

In essence, embarking on action research is like setting sail on a voyage of enhanced self-awareness, with the following steps guiding the way:

Identifying a Problem: This is our starting point, our compass direction. What challenges or uncertainties are we facing in our teaching? What are we curious about?

Planning: With the problem or question in mind, we chart our course. How will we gather the information needed? What changes might we experiment with?

Action: With a plan in place, we set sail, implementing the strategies or changes we’ve identified.

Observation: As we navigate, we’re constantly watching the waves and the skies – in our case, gathering data and feedback from our actions.

Reflection: With data in hand, we drop anchor for a while, taking the time to think deeply about what we’ve learned.

Revision: In the final step, with fresh insights, we might adjust our course, refining our strategies based on our reflections, and begin sailing once again.

This cyclical process isn’t just about problem-solving. It’s a commitment to continuous growth, a promise that we make to ourselves and our students to be the best educators we can be. Through action research, we’re not just teaching; we’re evolving, learning, and rediscovering the joy of our profession every single day. That is what I want to share in this action research guide.

1. Charting the Course: The Art of Identifying a Problem

The first and arguably most crucial step in the action research voyage is identifying a problem or pinpointing a question. This is where our journey truly begins. It’s akin to realizing there’s a distant shore we’ve not yet explored, a place where new discoveries await. But how do we find this shore? How do we articulate what we’re looking for?

Types of Problems to Explore

Start by looking at everyday challenges in the classroom. These problems can range from tangible issues like decreasing student engagement during specific subject matter or time of day, to more complex concerns like understanding why a specific subgroup of students struggles more than their peers. The key is to select a problem that’s significant enough to warrant investigation but also manageable given your resources and time frame.

Remember, your chosen issue doesn’t always have to stem from a negative challenge. Perhaps you’ve noticed an unexpectedly positive response from students during certain activities and want to explore why, aiming to amplify that success elsewhere.

Framing the Question

Once you’ve identified an area of interest, the next task is to articulate a clear and focused research question. This question should be open-ended, steering clear of simple ‘yes’ or ‘no’ answers. For instance, rather than asking, “Does using visual aids improve student understanding?” you might frame the question as, “How does the use of visual aids influence student understanding and engagement during history lessons?”

By framing our question in this manner, we’re setting ourselves up for a deeper dive, one that considers the nuances and variables at play.

Transitioning to Planning

With our problem identified and our question framed, the horizon is in sight, and it’s time to set the sails. But before we do, we need to gather our navigation tools. This means taking stock of the resources at hand and considering preliminary ideas about potential strategies or changes to implement.

To transition smoothly into the planning phase, start by:

Documenting Initial Observations: Make notes on the current scenario. This will give you a baseline against which you can compare post-action results.

Engaging Colleagues and Students: Share your observations and research questions with fellow educators or even your students. Their insights can often shed light on aspects you might have missed and can guide your planning.

Reviewing Existing Literature: While action research is primarily about your own classroom, drawing on existing studies or theories can provide foundational knowledge and inspiration.

With these transitional steps, you’ll find yourself better equipped and more confident as you step into the planning phase. Identifying a problem is not just about acknowledging a challenge or a question; it’s about reigniting our curiosity, remembering why we became educators, and setting forth on a transformative journey with renewed vigor and purpose.

2. Navigating with Precision: Crafting a Thoughtful Plan

After pinpointing our problem and framing our research question, we arrive at the pivotal phase of planning. Like a captain ensuring every instrument, map, and crew member is in place before setting sail, an educator’s plan is their beacon, illuminating the path ahead and minimizing unforeseen challenges.

Elements of a Robust Plan

Objective and Clear Goals : Start by defining what success looks like for your action research. Whether it’s an improvement in student achievement, better participation, or more positive feedback, having a clear goal will guide your every step.

Methods for Data Collection: Decide on the tools you’ll use to gather information. This could be student assessments, student surveys , observation notes, or even video recordings. The method should align with the research question and be practical to implement.

Timeline: Construct a realistic timeline for your research. Define when you’ll start and finish the action, when you’ll collect data, and when you’ll analyze and reflect.

Resources: Identify any additional resources you may need. This could include technology, external expertise, or supplementary teaching materials.

Feedback Mechanisms: Plan for periodic checkpoints where you can gather interim feedback, either from students, peers, or through self-reflection.

Ensuring Success in Planning

Collaboration: Engage with fellow educators, seeking their insights or feedback on your plan. A second set of eyes can often identify potential pitfalls or areas of improvement.

Flexibility: While planning is essential, rigidly adhering to a plan without room for adjustment can be counterproductive. Be prepared to tweak your approach based on ongoing observations.

Alignment with Broader Curriculum: Ensure your action research plan doesn’t divert too significantly from the curriculum or educational goals. It should complement and enhance the broader educational objectives.

Knowing When the Plan is Ready for Action

Clarity and Vision: You should be able to succinctly explain your plan and its purpose to a colleague or even a student. If you can articulate it clearly, it’s a good sign you’ve thought it through.

Feasibility Check: Ensure that your plan is realistic. Do you have the resources, time, and support needed?

Positive Anticipation: If, after all the drafting and redrafting, you find yourself excited and optimistic about implementing your plan, it’s a good indicator that you’re ready to move forward.

Remember, a plan isn’t just a roadmap; it’s a promise – a commitment to our students and ourselves. It represents our dedication to enhancing our teaching practices and ensuring our best student outcomes. When the planning phase is executed with thoroughness and passion, the subsequent steps in our action research journey become more manageable and incredibly rewarding.

3. Setting Sail: The Vital Phase of Action in the Classroom

With our compass set and our maps drawn out, we step into the heart of our action research journey: the Action phase. This is the stage where our planning comes to life, our theories meet reality, and our classroom becomes the laboratory of educational innovation. Here, the rubber meets the road.

What Does Action Look Like in the Classroom?

Implementation of Action Research Guide: At its core, the action phase involves bringing the planned strategies or changes into the classroom. This could mean introducing a new teaching technique, using a different form of technology, adjusting classroom seating arrangements, or integrating new types of learning materials.

Active Observation: As these strategies unfold, it’s vital to maintain an active observation stance. This means not just teaching but keenly watching and noting the students’ reactions, participation levels, and engagement.

Openness to Feedback: The action phase isn’t about getting everything right on the first try. It’s about learning and adapting. Be open to feedback, both from students and peers, and be prepared to make minor adjustments along the way.

Maintaining Consistency: While flexibility is crucial, it’s equally important to give your strategies enough time to truly take effect. Consistency ensures that the observed results are genuinely a product of the changes you’ve implemented.

Specifics of Implementing the Plan

Start with Clear Communication: Before diving in, communicate your intentions to your students. Let them know that you’re trying something new and that their feedback is crucial. This not only sets expectations but also fosters a collaborative environment.

Document Everything: Maintain a journal or a digital log to document daily observations, challenges, successes, and any unexpected occurrences. This documentation will be invaluable during the reflection phase.

Seek Peer Support: If possible, invite a fellow educator to observe a class session. Their external perspective can offer invaluable insights and provide an objective viewpoint on the efficacy of your strategies.

Stay Adaptable: If a particular strategy isn’t working as anticipated, don’t be disheartened. Remember, the action phase is as much about learning what doesn’t work as it is about discovering what does.

Maintain Student-Centricity: Always prioritize the well-being and learning experience of your students. Ensure that any adjustments made during the action phase align with the best interests of the learners.

In essence, the action phase is where our dedication, passion, and commitment are truly tested. But it’s also where we, as educators, experience the profound joy of discovery, the exhilaration of innovation, and the satisfaction of seeing our plans come to life. As we navigate the waters of our classrooms, every challenge encountered and every success celebrated enriches our journey, making us not just better classroom teachers but lifelong learners.

4. Observing with Intention: The Critical Lens of Data Collection

The canvas of our action research becomes vibrant as we immerse ourselves in the action phase, but the true depth of our insights emerges through the lens of observation. Observing is more than just watching; it’s a meticulous process of data collection, allowing us to gather evidence of our action’s impact. In this intricate dance of teaching and learning, observation is our spotlight, shedding light on both the expected and the unexpected outcomes of our efforts.

How Teachers Should Gather Data

Stay Organized: Organize your observation tools in advance. Whether it’s a digital tool, a journal, or a structured survey, having them readily available ensures you capture data efficiently.

Consistent Timing: Choose specific times for your observations. Consistency will help you understand patterns and changes over a period.

Diversify Data Collection Methods: To gain a holistic understanding, use a mix of observation tools and methods. This ensures you’re capturing a well-rounded snapshot of classroom dynamics.

Types of Data to Collect

Qualitative Data

Anecdotal Records: Keep a journal where you note down specific incidents, conversations, or behaviors that stood out during the lesson. This offers insights into individual student experiences and reactions.

Student Feedback: Collect feedback from students about their experiences. This can be done informally through discussions or formally through structured feedback forms.

Peer Observations: Invite fellow educators to your class and ask for their feedback. Their perspective can offer new insights or validate your observations.

Reflective Journaling: End each day with a personal reflection. How did you feel the lesson went? Were there surprises? What went well, and what could be improved?

Quantitative Data

Assessment Scores: Track students’ performance on tests or quizzes. This provides measurable evidence of learning outcomes.

Attendance and Participation Rates: Monitor if there’s a change in attendance or participation. Increased engagement or attendance could be a sign of positive reception to your strategies.

Time Tracking: Measure the time students take for specific tasks or the time spent on certain activities. This can show if students are becoming more efficient or if they are more engrossed in particular activities.

Surveys with Scaled Responses: Use surveys where students can rate statements on a scale (e.g., 1-5). This provides quantitative data on students’ perceptions and feelings.

Additional Considerations for the Observation Phase

Maintain Objectivity: As invested as you are in the outcome, strive for objectivity. Your aim is to understand the genuine impact of your actions, whether positive, negative, or neutral.

Ensure Confidentiality: If gathering feedback or noting specific student behaviors, ensure that data is kept confidential. Respect privacy and use data ethically.

Stay Open-Minded: Be prepared for unexpected outcomes. Sometimes, the most unexpected observations lead to the most profound insights.

Observation, when approached with diligence and intention, unveils the intricacies of our classroom dynamics. It offers us a mirror to see the results of our actions, a window into our students’ experiences, and a telescope to envision the future course of our teaching journey.

5. The Harbor of Insight: Delving into the Reflection Stage

As our action research guide begins to reach its crescendo, we find ourselves anchored at the reflection stage—a moment of pause, introspection, and insight. Like a traveler pouring over the pages of a travel journal, the educator now sifts through the collected data, seeking to understand, interpret, and ultimately chart the way forward. The reflection stage isn’t merely an endpoint; it’s a springboard for future journeys, a compass recalibration, ensuring our teaching sails are ever aligned with the winds of effective pedagogy.

Data Analysis

Descriptive Analysis : Begin by taking a broad view of your data. Lay out all the qualitative research and quantitative information and look for obvious trends, patterns, or standout points.

Comparative Analysis: Compare the data from different points in time. How have things changed from the start to the end of your research? Look for improvements, regressions, or constants.

Pattern Recognition: Especially with qualitative data, search for recurring themes or sentiments. Are students consistently expressing a particular feeling or opinion? Do certain topics or methods evoke similar reactions across the board?

Statistical Analysis: For quantitative data, employ basic statistical tools (mean, median, mode, standard deviation) to get a clearer sense of your results. Tools like spreadsheets can assist in visualizing data trends.

What to Do with the Data

Document Your Findings: Craft a comprehensive report or journal entry detailing your findings. This not only helps in organizing your thoughts but serves as a valuable resource for future reference or sharing with peers.

Evaluate Against Objectives: Revisit the goals you set during the planning stage. Have these been met, exceeded, or not reached? Understanding this alignment helps in measuring the success of your action research.

Seek External Perspectives: Share your findings with fellow educators, mentors, or even students. Their insights can offer additional interpretations or validate your conclusions.

Consider the Broader Implications: Think beyond the confines of your classroom. How might your findings impact the wider school community, curriculum planning, or even educational theory?

Guiding Questions for Deeper Reflection

• How do the results align with my initial expectations?
• Were there any surprises in the data? What might have caused them?
• What were the challenges encountered, and how were they addressed?
• How have my students truly benefited (or not) from the implemented changes?
• What have I, as an educator, learned about myself, my teaching style, and my students through this process?
• Given another opportunity, what would I do differently? What would I retain?

Reflection is a potent tool, transforming raw data into actionable insights. It challenges us, reaffirms our beliefs, or offers a fresh perspective. But, above all, the reflection stage celebrates the spirit of action research in education—the relentless pursuit of betterment, the unwavering commitment to growth, and the heartfelt dedication to our students’ success. With every cycle of reflection, we don’t just become better educators; we amplify our impact, one classroom at a time.

6. Recharting the Course: Embracing the Power of Revision

With reflection complete, the map of our action research is fully sketched, brimming with insights and discoveries. But like any map of uncharted territories, revisions are inevitable, even welcome. The revision stage is the alchemy of action research, where past learnings are transmuted into the gold of future strategies. It’s not just about identifying what went wrong, but more crucially, about envisioning how things can be even better.

Revising with Purpose

Identify Areas of Improvement: Using the findings from the reflection phase, pinpoint specific areas that did not meet expectations or had unintended outcomes. Highlight these as primary candidates for revision.

Revisit Goals: Sometimes, it’s not the strategy but the goal that might need reconsideration. Ensure your objectives remain relevant to the ever-evolving classroom dynamics.

Integrate Feedback: Take into account the feedback from students, peers, and your self-reflections. Feedback is the cornerstone for any revision process.

Seek External Resources: Dive into educational literature, attend workshops, or collaborate with fellow educators. Bringing in external insights can provide fresh perspectives for your revisions.

Feeding Back into Another Round of Action Research

Starting Anew, Armed with Knowledge: The revision essentially kickstarts a new cycle of action research. But this time, you’re not starting from scratch. You’re armed with past insights, making your next cycle more refined.

Refined Questioning: With the data and reflections from the previous cycle, you can frame more specific research questions, addressing nuances you might have missed earlier.

Iterative Process: Understand that action research is iterative. Each cycle of revision and implementation brings you closer to an optimal strategy. It’s about continuous improvement, not instantaneous perfection.

Building a Repository: With each iteration, you’re essentially adding to a repository of teaching strategies, observations, and reflections. This becomes an invaluable resource, not just for you but for any educator looking to embark on a similar journey.

Important Considerations for the Revision Stage

Embrace Change with Positivity: Revision isn’t an admission of failure. It’s a celebration of growth. Approach it with optimism and view it as an opportunity.

Maintain Student-Centricity: Always keep the students at the heart of your revisions. Any changes you introduce should foremost benefit their learning experience.

Pace Yourself: While the enthusiasm to correct and implement can be overwhelming, ensure you’re giving yourself ample time for revisions. Hasty changes might not yield the desired results.

Document the Process: Just as with the initial action research, document every step of your revision process. This creates a trail of your evolution as an educator and can be insightful for future reflections.

Revision, in essence, is the heartbeat of action research. It embodies the spirit of adaptability, resilience, and continuous learning. Each revision is a testament to an educator’s unwavering commitment to excellence, a nod to the belief that while perfection might be elusive, the next step is always worthwhile. And as the cycle recommences, each iteration, informed by the last, pushes the boundaries of what’s possible in our classrooms, one revision at a time.

10 Types of Action Research Projects That Might Interest Teachers

• Differentiated Instruction: Research how implementing differentiated instruction strategies affects student engagement and understanding in a mixed-ability classroom.
• Incorporating Technology: Explore the effects of integrating technology (like tablets or specific educational apps) on student motivation and comprehension in a particular subject.
• Mindfulness and Student Behavior: Investigate the impact of daily mindfulness exercises on student behavior, attention span, and emotional well-being.
• Homework’s True Value: Study the correlation between the amount/type of homework given and students’ academic performance and stress levels.
• Effects of Outdoor Education: Explore how outdoor education can improve student confidence, behavior, and overall demeanor.
• Peer Tutoring and Collaboration: Research the effects of peer tutoring or cooperative learning structures on students’ academic achievements and social skills.
• Reading Strategies for Struggling Readers: Investigate the effectiveness of specific reading interventions on improving the fluency and comprehension of struggling readers.
• Feedback Methods: Explore the impact of various feedback methods (written comments, grades, peer feedback) on students’ academic performance and their perceptions about learning.
• Culturally Responsive Teaching: Research the outcomes of implementing culturally responsive teaching methods on the engagement and achievement of students from diverse backgrounds.
• Classroom Environment and Learning: Examine how changes in the classroom environment (e.g., seating arrangements, use of visuals, ambient noise) influence students’ concentration, participation, and overall learning experiences.

Each of these projects can help educators better understand their students, teaching methods, and overall classroom dynamics. By analyzing and reflecting upon the results, teachers can refine their practices to better meet the unique ways our students learn.

An Example of Action Research Project for Differentiated Instruction

Action research project plan: differentiated instruction in social sciences.

1. Introduction:

Purpose: To enhance student learning and engagement by tailoring instruction to meet individual needs.

Rationale: Observations indicate a range of abilities and learning styles within the classroom. A differentiated instruction approach may better cater to this diversity, ensuring all students are given an equitable opportunity to succeed.

2. Research Question:

How does the implementation of differentiated instruction strategies impact student engagement, understanding, and achievement in a mixed-ability classroom?

3. Data Sources:

Pre-assessment Surveys: Administer surveys to gauge students’ prior knowledge, learning preferences, and interests related to the topic at hand.

Lesson Observations: Use a checklist or journal to record levels of student engagement and participation during differentiated activities.

Student Feedback: Use informal discussions, suggestion boxes, or structured feedback forms to gather students’ perceptions of the differentiated activities.

Assessments: Compare performance on standardized tests or assignments before and after the introduction of differentiated strategies.

Teacher Reflection Journal: Maintain a daily or weekly journal to record personal observations, challenges, successes, and unexpected outcomes.

4. Differentiated Strategies to Implement:

Content Differentiation: Provide materials at varying reading levels, offer video/audio resources, and use graphic organizers.

Process Differentiation: Introduce tiered assignments where students can choose tasks based on complexity, conduct group activities tailored to different skill levels, and offer choice boards.

Product Differentiation: Allow students to showcase understanding in various ways (e.g., presentations, written reports, art projects, group projects, project-based learning, research paper).

5. Implementation Timeline:

Week 1: Administer pre-assessment surveys and conduct baseline observations.

Week 2-4: Gradually introduce differentiated strategies, starting with content differentiation.

Week 5-7: Incorporate process differentiation while continuing to monitor and adjust content differentiation based on feedback.

Week 8-10: Introduce product differentiation. Continue all forms of differentiation, making adjustments as needed.

Week 11: Administer post-assessment tests and gather student feedback.

Week 12: Analyze data, reflect on findings, and start drafting the research report.

6. Analysis:

Compare pre and post-assessment scores to gauge academic growth.

Analyze observation checklists to determine patterns in engagement and participation.

Use student feedback to understand their perceptions and experiences.

Reflect on teacher (the action researcher) journal entries to identify challenges, successes, and areas for future exploration.

7. Conclusion and Future Steps:

Summarize key findings, insights, and implications of implementing differentiated instruction.

Outline actionable steps for further refining and expanding the use of differentiated strategies based on the findings.

Consider collaborating with colleagues or attending professional development workshops for additional strategies and insights.

8. Share and Collaborate:

Present findings at school meetings or professional development sessions.

Collaborate with other educators to expand on successful strategies and brainstorm solutions for challenges.

Consider publishing findings in educational journals or sharing on teacher platforms to contribute to the wider educational community’s knowledge.

By following this plan, teachers can systematically investigate the potential benefits of differentiated instruction in their classrooms, allowing them to tailor their teaching methods to better serve all students.

Concluding the Action Research Guide: Refining Education One Cycle at a Time

The realm of education is in perpetual motion, driven by an unyielding quest for methods that can uplift, inspire, and catalyze effective learning. Action research emerges as an invaluable instrument in this quest. By weaving an intricate tapestry of questioning, planning, action, observation, reflection, and revision, action research empowers educators to actively sculpt their instructional practices, honing them in response to real-time classroom dynamics.

From the initial stages of identifying pertinent issues—be it the challenges of differentiated instruction, the integration of technology, or the nuances of classroom environment—to the iterative cycles of revision and reimplementation, participatory action research is a testament to educators’ proactive and adaptive spirit. It’s not merely about identifying what works but understanding why something works and how it can be improved.

Every phase, from the clarity of planning to the meticulousness of observation and the introspection of reflection, fortifies the foundation upon which educators build their strategies. The revision phase, integral to the cyclical nature of the action research process, underscores the philosophy that education is not static; it evolves, mirroring students’ dynamic needs and aspirations.

In essence, action research topics in education is both a journey and a destination. As a journey, it offers educators a structured pathway to navigate the intricate corridors of pedagogy, seeking betterment at every turn. As a destination, it culminates in classrooms where both teaching and learning are optimized, where educators, armed with insights and refined strategies, are better equipped to steer their students towards success.

In wrapping up our exploration, it’s clear that the action research cycle is not a mere academic exercise but a potent catalyst for transformative change in elementary schools, middle school, and secondary schools. It beckons educators worldwide to adopt a mindset of continuous improvement, forever striving, forever refining, and forever reimagining the horizons of what’s possible in our classroom practices.

For more on action research, consider  Action Research: A Guide for the Teacher Researcher  by Geoffrey Mills.

Join our Community!

Sign up for our weekly roundup of new content on The Cautiously Optimistic Teacher. We don’t spam! Read our privacy policy for more info.

Check your inbox or spam folder to confirm your subscription.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

• What Is Action Research? | Definition & Examples

What Is Action Research? | Definition & Examples

Published on January 27, 2023 by Tegan George . Revised on January 12, 2024.

Table of contents

Types of action research, action research models, examples of action research, action research vs. traditional research, advantages and disadvantages of action research, other interesting articles, frequently asked questions about action research.

There are 2 common types of action research: participatory action research and practical action research.

• Participatory action research emphasizes that participants should be members of the community being studied, empowering those directly affected by outcomes of said research. In this method, participants are effectively co-researchers, with their lived experiences considered formative to the research process.
• Practical action research focuses more on how research is conducted and is designed to address and solve specific issues.

Both types of action research are more focused on increasing the capacity and ability of future practitioners than contributing to a theoretical body of knowledge.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Action research is often reflected in 3 action research models: operational (sometimes called technical), collaboration, and critical reflection.

• Operational (or technical) action research is usually visualized like a spiral following a series of steps, such as “planning → acting → observing → reflecting.”
• Collaboration action research is more community-based, focused on building a network of similar individuals (e.g., college professors in a given geographic area) and compiling learnings from iterated feedback cycles.
• Critical reflection action research serves to contextualize systemic processes that are already ongoing (e.g., working retroactively to analyze existing school systems by questioning why certain practices were put into place and developed the way they did).

Action research is often used in fields like education because of its iterative and flexible style.

After the information was collected, the students were asked where they thought ramps or other accessibility measures would be best utilized, and the suggestions were sent to school administrators. Example: Practical action research Science teachers at your city’s high school have been witnessing a year-over-year decline in standardized test scores in chemistry. In seeking the source of this issue, they studied how concepts are taught in depth, focusing on the methods, tools, and approaches used by each teacher.

Action research differs sharply from other types of research in that it seeks to produce actionable processes over the course of the research rather than contributing to existing knowledge or drawing conclusions from datasets. In this way, action research is formative , not summative , and is conducted in an ongoing, iterative way.

As such, action research is different in purpose, context, and significance and is a good fit for those seeking to implement systemic change.

Action research comes with advantages and disadvantages.

• Action research is highly adaptable , allowing researchers to mold their analysis to their individual needs and implement practical individual-level changes.
• Action research provides an immediate and actionable path forward for solving entrenched issues, rather than suggesting complicated, longer-term solutions rooted in complex data.
• Done correctly, action research can be very empowering , informing social change and allowing participants to effect that change in ways meaningful to their communities.

Disadvantages

• Due to their flexibility, action research studies are plagued by very limited generalizability  and are very difficult to replicate . They are often not considered theoretically rigorous due to the power the researcher holds in drawing conclusions.
• Action research can be complicated to structure in an ethical manner . Participants may feel pressured to participate or to participate in a certain way.
• Action research is at high risk for research biases such as selection bias , social desirability bias , or other types of cognitive biases .

If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Normal distribution
• Degrees of freedom
• Null hypothesis
• Discourse analysis
• Control groups
• Mixed methods research
• Non-probability sampling
• Quantitative research
• Inclusion and exclusion criteria

Research bias

• Rosenthal effect
• Implicit bias
• Cognitive bias
• Selection bias
• Negativity bias
• Status quo bias

Action research is conducted in order to solve a particular issue immediately, while case studies are often conducted over a longer period of time and focus more on observing and analyzing a particular ongoing phenomenon.

Action research is focused on solving a problem or informing individual and community-based knowledge in a way that impacts teaching, learning, and other related processes. It is less focused on contributing theoretical input, instead producing actionable input.

Action research is particularly popular with educators as a form of systematic inquiry because it prioritizes reflection and bridges the gap between theory and practice. Educators are able to simultaneously investigate an issue as they solve it, and the method is very iterative and flexible.

A cycle of inquiry is another name for action research . It is usually visualized in a spiral shape following a series of steps, such as “planning → acting → observing → reflecting.”

Sources in this article

We strongly encourage students to use sources in their work. You can cite our article (APA Style) or take a deep dive into the articles below.

George, T. (2024, January 12). What Is Action Research? | Definition & Examples. Scribbr. Retrieved August 21, 2024, from https://www.scribbr.com/methodology/action-research/

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (8th edition). Routledge.

Naughton, G. M. (2001).  Action research (1st edition). Routledge.

Is this article helpful?

Tegan George

Other students also liked, what is an observational study | guide & examples, primary research | definition, types, & examples, guide to experimental design | overview, steps, & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

• Section 2: Home
• Developing the Quantitative Research Design
• Qualitative Descriptive Design
• Design and Development Research (DDR) For Instructional Design
• Qualitative Narrative Inquiry Research
• Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

• Case Study Design in an Applied Doctorate
• SAGE Research Methods
• Research Examples (SAGE) This link opens in a new window
• Dataset Examples (SAGE) This link opens in a new window
• IRB Resource Center This link opens in a new window

Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

• Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
• Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
• Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
• Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
• Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

• When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
• If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
• Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
• If students will be part of the study, does parent consent and student assent need to be obtained?
• As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
• As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
• Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

• Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
• Purpose of the Study —What need to be different or improved as a result of the study?
• Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
• Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
• Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic?  How will your proposed research address the gap in the literature?
• Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
• Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
• Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
• Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
• Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
• Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

• Pre- and Post-Surveys for students and/or staff
• Staff Perception Surveys and Questionnaires
• Semi-Structured Interviews
• Focus Groups
• Observations
• Document analysis
• Student work samples
• Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
• Attendance records
• Discipline data
• Journals from students and/or staff
• Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

• How can this situation be approached differently in the future?
• What should change in terms of practice?
• What are the specific steps that individuals should take to change practices?
• What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
• How will the effectiveness of the implemented changes be evaluated?
• How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods  http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

• << Previous: Qualitative Narrative Inquiry Research
• Next: Case Study Design in an Applied Doctorate >>
• Last Updated: Jul 28, 2023 8:05 AM
• URL: https://resources.nu.edu/c.php?g=1013605

© Copyright 2024 National University. All Rights Reserved.

Privacy Policy | Consumer Information

Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

• A continuous cycle of planning, action, observation, and reflection.
• A focus on reflective practice to achieve a deeper understanding of educational methodologies.
• A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

• How can dual-coding be used to improve my students memory ?
• Does mind-mapping lead to creativity?
• How does Oracy improve my classes writing?
• How can we advance critical thinking in year 10?
• How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

• Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
• Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
• Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
• Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
• Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

Enhance Learner Outcomes Across Your School

Download an Overview of our Support and Resources

We'll send it over now.

Please fill in the details so we can send over the resources.

What type of school are you?

We'll get you the right resource

Is your school involved in any staff development projects?

Are your colleagues running any research projects or courses?

Do you have any immediate school priorities?

Please check the ones that apply.

Download your resource

Thanks for taking the time to complete this form, submit the form to get the tool.

Classroom Practice

HOSTINGER operations, UAB

Edueuphoria.com has expired.

Because of this, the existing content of your website is not showing. If you are the registrant of this domain name and want to continue the use of your website, please contact HOSTINGER operations, UAB with an email to en@hostingerdomains.com to renew the domain name.

Action Research

← explore all resources.

Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

• Changes in classroom practice
• Effects of program restructuring
• New understanding of students
• Teacher skills and competencies
• New professional relationships
• New content or curricula
• What problem do you want to solve? What information are you seeking?
• What data will need to be collected to help find a solution or answer?
• How will it be collected, by whom and from whom?
• How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice 

After the analysis, summarize what you learned from the study.

• How can you share your findings?
• What new research questions did the study prompt you to research next?
• What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

Related Content

Data design initiative, webinar: child assessments: telling stories with data, data basics, data literacy credential, data essentials.

Embrace Action Research

Improve classroom practice with action research ... and tell the story

The action research process can help you understand what is happening in your classroom and identify changes that improve teaching and learning. Action research can help answer questions you have about the effectiveness of specific instructional strategies, the performance of specific students, and classroom management techniques.

Educational research often seems removed from the realities of the classroom. For many classroom educators, formal experimental research, including the use of a control group, seems to contradict the mandate to improve learning for all students. Even quasi-experimental research with no control group seems difficult to implement, given the variety of learners and diverse learning needs present in every classroom.

Action research gives you the benefits of research in the classroom without these obstacles. Believe it or not, you are probably doing some form of research already. Every time you change a lesson plan or try a new approach with your students, you are engaged in trying to figure out what works. Even though you may not acknowledge it as formal research, you are still investigating, implementing, reflecting, and refining your approach.

Qualitative research acknowledges the complexity of the classroom learning environment. While quantitative research can help us see that improvements or declines have occurred, it does not help us identify the causes of those improvements or declines. Action research provides qualitative data you can use to adjust your curriculum content, delivery, and instructional practices to improve student learning. Action research helps you implement informed change!

The term “action research” was coined by Kurt Lewin in 1944 to describe a process of investigation and inquiry that occurs as action is taken to solve a problem. Today we use the term to describe a practice of reflective inquiry undertaken with the goal of improving understanding and practice. You might consider “action” to refer to the change you are trying to implement and “research” to refer to your improved understanding of the learning environment.

Action research also helps you take charge of your personal professional development. As you reflect on your own actions and observe other master teachers, you will identify the skills and strategies you would like to add to your own professional toolbox. As you research potential solutions and are exposed to new ideas, you will identify the skills, management, and instructional training needed to make the changes you want to see.

The Action Research Cycle

Action research is a cycle of inquiry and reflection. During the process, you will determine 1) where you are, 2) where you want to be, and 3) how you are going to get there. In general terms, the cycle follows these steps:

• Identify the problem and envision success
• Develop a plan of action
• Collect data
• Analyze data and form conclusions
• Modify your theory and repeat the cycle
• Report the results

Identify the Problem

The process begins when you identify a question or problem you want to address. Action research is most successful when you have a personal investment, so make sure the questions you are asking are ones YOU want to solve. This could be an improvement you want to see happen in your classroom (or your school if you are a principal), or a problem you and your colleagues would like to address in your district.

Learning to develop the right questions takes time. Your ability to identify these key questions will improve with each iteration of the research cycle. You want to select a question that isn’t so broad it is almost impossible to answer or so narrow that the only answer is yes or no. Choose questions that can be answered within the context of your daily teaching. In other words, choose a question that is both answerable and worthy of the time investment required to learn the answer.

Questions you could ask might involve management issues, curriculum implementation, instructional strategies, or specific student performance. For example, you might consider:

• How successful is random grouping for project work?
• Why is the performance of one student lacking in a particular area?
• Will increasing the amount of feedback I provide improve students’ writing skills?
• What is the best way to introduce the concept of fractions?
• Which procedure is most effective for managing classroom conflict?

Determining the question helps focus your inquiry.

Before you can start collecting data, you need to have a clear vision of what success looks like. Start by brainstorming words that describe the change you want to see. What strategies do you already know that might help you get there? Which of these ideas do you think might work better than what you are currently doing?

To find out if a new instructional strategy is worth trying, conduct a review of literature. This doesn’t have to mean writing up a formal lit review like you did in graduate school. The important thing is to explore a range of articles and reports on your topic and capitalize on the research and experience of others. Your classroom responsibilities are already many and may be overwhelming. A review of literature can help you identify useful strategies and locate information that helps you justify your action plan.

The Web makes literature reviews easier to accomplish than ever before. Even if the full text of an article, research paper, or abstract is not available online, you will be able to find citations to help you locate the source materials at your local library. Collect as much information on your problem as you can find. As you explore the existing literature, you will certainly find solutions and strategies that others have implemented to solve this problem. You may want to create a visual map or a table of your problems and target performances with a list of potential solutions and supporting citations in the middle.

Develop an Action Plan

Now that you have identified the problem, described your vision of how to successfully solve it, and reviewed the pertinent literature, you need to develop a plan of action. What is it that you intend to DO? Brainstorming and reviewing the literature should have provided you with ideas for new techniques and strategies you think will produce better results. Refer back to your visual map or table and color-code or reorder your potential solutions. You will want to rank them in order of importance and indicate the amount of time you will need to spend on these strategies.

How can you implement these techniques? How will you? Translate these solutions into concrete steps you can and will take in your classroom. Write a description of how you will implement each idea and the time you will take to do it.

Once you have a clear vision of a potential solution to the problem, explore factors you think might be keeping you and your students from your vision of success. Recognize and accept those factors you do not have the power to change–they are the constants in your equation. Focus your attention on the variables–the parts of the formula you believe your actions can impact.

Develop a plan that shows how you will implement your solution and how your behavior, management style, and instruction will address each of the variables. Sometimes an action research cycle simply helps you identify variables you weren’t even aware of, so you can better address your problem during the next cycle!

Collect Data

Before you begin to implement your plan of action, you need to determine what data will help you understand if your plan succeeds, and how you will collect that data. Your target performances will help you determine what you want to achieve. What results or other indicators will help you know if you achieved it? For example, if your goal is improved attendance, data can easily be collected from your attendance records. If the goal is increased time on task, the data may include classroom and student observations.

There are many options for collecting data. Choosing the best methodologies for collecting information will result in more accurate, meaningful, and reliable data.

Obvious sources of data include observation and interviews. As you observe, you will want to type or write notes or dictate your observations into a cell phone, iPod, or PDA. You may want to keep a journal during the process, or even create a blog or wiki to practice your technology skills as you collect data.

Reflective journals are often used as a source of data for action research. You can also collect meaningful data from other records you deal with daily, including attendance logs, grade reports, and student portfolios. You could distribute questionnaires, watch videotapes of your classroom, and administer surveys. Examples of student work are also performances you can evaluate to see if your goal is being met.

Create a plan for data collection and follow it as you perform your research. If you are going to interview students or other teachers, how many times will you do it? At what times during the day? How will you ensure your respondents are representative of the student population you are studying, including gender, ability level, experience, and expertise?

Your plan will help you ensure that you have collected data from many different sources. Each source of data provides additional information that will help you answer the questions in your research plan.

You may also want to have students collect data on their own learning. Not only does this provide you with additional research assistants, it empowers students to take control of their own learning. As students keep a journal during the process, they are also reflecting on the learning environment and their own learning process.

Analyze Data and Form Conclusions

The next step in the process is to analyze your data and form conclusions. Start early! Examining the data during the collection process can help you refine your action plan. Is the data you are collecting sufficient? If not, you have an opportunity to revise your data collection plan. Your analysis of the data will also help you identify attitudes and performances to look for during subsequent observations.

Analyzing the data also helps you reflect on what actually happened. Did you achieve the outcomes you were hoping for? Where you able to carry out your actions as planned? Were any of your assumptions about the problem incorrect?

Adding data such as opinions, attitudes, and grades to tables can help you identify trends (relationships and correlations). For example, if you are completing action research to determine if project-based learning is impacting student motivation, graphing attendance and disruptive behavior incidents may help you answer the question. A graph that shows an increase in attendance and a decrease in the number of disruptive incidents over the implementation period would lead you to believe that motivation was improved.

Draw tentative conclusions from your analysis. Since the goal of action research is positive change, you want to try to identify specific behaviors that move you closer to your vision of success. That way you can adjust your actions to better achieve your goal of improved student learning.

Action research is an iterative process. The data you collect and your analysis of it will affect how you approach the problem and implement your action plan during the next cycle.

Even as you begin drawing conclusions, continue collecting data. This will help you confirm your conclusions or revise them in light of new information. While you can plan how long and often you will collect data, you may also want to continue collecting until the trends have been identified and new data becomes redundant.

As you are analyzing your data and drawing conclusions, share your findings. Discussing your results with another teacher can often yield valuable feedback. You might also share your findings with your students who can also add additional insight. If they agree with your conclusions, you have added credibility to your data collection plan and analysis. If they disagree, you will know to reevaluate your conclusions or refine your data collection plan.

Modify Your Theory and Repeat

Now that you have formed a final conclusion, the cycle begins again. In light of your findings, you should have adjusted your theory or made it more specific. Modify your plan of action, begin collecting data again, or begin asking new questions!

Report the Results

While the ultimate goal of your research is to promote effective change in your classroom or schools, do not underestimate the value of sharing your findings with others. Sharing your results helps you further reflect on the process and problem, and it allows others to use your results to help them in their own endeavors to improve the education of their students.

You can report your findings in many different ways. You most certainly will want to share the experience with your students, parents, teachers, and principal. Provide them with an overview of the process and share highlights from your research journal. Because each of these audiences is different, you will need to adjust the content and delivery of the information each time you share. You may also want to present your process at a conference so educators from other districts can benefit from your work.

As your skill with the action research cycle gets stronger, you may want to develop an abstract and submit an article to an educational journal. To write an abstract, state the problem you were trying to solve, describe your context, detail your action plan and methods, summarize your findings, state your conclusions, and explain your revised action plan.

If your question focused on the implementation of an action plan to improve the performance of a particular student, what better way to show the process and results than through digital storytelling? Using a tool like Wixie , you can share images, audio, artifacts and more to show the student’s journey. Action research is outside-the-box thinking… so find similarly unique ways to report your findings!

All teachers want to reach their students more effectively and help them become better learners and citizens. Action research provides a reflective process you can use to implement changes in your classroom and determine if those changes result in the desired outcome.

Your ideas and experience combined with action research are a powerful formula for effective change!

Grady, M.P. (1998). Qualitative and Action Research. Bloomington: Phi Delta Kappa Educational Foundation.

Sagor, R. (2005). The Action Research Handbook. Thousand Oaks: Corwin Press.

by Melinda Kolk

Melinda Kolk ( @melindak ) is the Editor of Creative Educator and the author of Teaching with Clay Animation . She has been helping educators implement project-based learning and creative technologies like clay animation into classroom teaching and learning for the past 15 years.

Get the latest from Creative Educator

Creative classroom ideas delivered straight to your in box once a month.

Create a Graphic Organizer

Need a thought web, timeline, flowchart, or other graphic organizer for a lesson?

Popular Topics

Digital Storytelling

21st Century Classrooms

Project-based Learning

• Hero's Journey Lesson Plan
• Infographics Lesson Plan
• Design a Book Cover Lesson Plan
• Informational text projects that build thinking and creativity
• Classroom constitution Lesson Plan
• Set SMART Goals Lesson Plan
• Create a visual poem Lesson Plan
• Simple surveys and great graphs Lesson Plan
• Embrace action research

Build foundations for independent thinking

Your first action research cycle

Find and measure hidden objectives

What can your students create?

More sites to help you find success in your classroom

Share your ideas, imagination, and understanding through writing, art, voice, and video.

Rubric Maker

Create custom rubrics for your classroom.

Pics4Learning

A curated, copyright-friendly image library that is safe and free for education.

Write, record, and illustrate a sentence.

Interactive digital worksheets for grades K-8 to use in Brightspace or Canvas.

Professional Learning

Teaching and Learning

Informational Text

English Language Aquisition

Language Arts

Social Studies

Visual Arts

© 2024 Tech4Learning, Inc | All Rights Reserved | Privacy Policy

© 2024 Tech4Learning, Inc | All Rights Reserved | https://www.thecreativeeducator.com

Add me to the Creative Educator email list!

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

200+ Action Research Topics for B.Ed Students [Updated 2024]

Starting your B.Ed journey is exciting for future teachers. One crucial aspect of this academic pursuit is action research – a dynamic process that bridges theory and practice, allowing students to delve into real-world educational challenges. In this blog, we will explore the significance of action research topics for b.ed students, shed light on the criteria for selecting engaging topics, and provide a comprehensive list of actionable research ideas.

Understanding Action Research in B.Ed

Table of Contents

Action research is not merely a theoretical concept; it’s a practical approach that encourages educators to actively engage in systematic inquiry to improve teaching and learning. In the context of B.Ed programs, it serves as a bridge between academic knowledge and the challenges faced in actual classrooms. 

This methodology empowers future educators to become reflective practitioners, constantly refining their teaching strategies based on evidence and experience.

How to Select Action Research Topics?

Selecting action research topics is a crucial step that can significantly impact the success and relevance of your research. Here’s a simplified guide on how to choose action research topics:

• Identify Your Passion and Interests:
• Consider what aspects of education or teaching excite you the most.
• Reflect on your own experiences as a student or any challenges you’ve observed in educational settings.
• Align with B.Ed Curriculum:
• Ensure your chosen topic aligns with the curriculum of your B.Ed program.
• Examine your course materials and note any places where you can put theoretical ideas to use in practical situations.
• Address Current Educational Issues:
• Keep informed on contemporary issues and developments in education.
• Choose a topic that addresses a relevant and pressing issue in the field, contributing to ongoing discussions.
• Consider Feasibility:
• Assess the feasibility of your research topic within the constraints of time and resources.
• Ensure that the scope of your research is manageable and can be realistically implemented.
• Potential for Impact:
• Evaluate the potential impact of your research on teaching and learning.
• Aim for topics that have practical implications and can bring about positive changes in educational practices.
• Consult with Mentors and Instructors:
• Seek guidance from your mentors, instructors, or advisors.
• Discuss your ideas with them to receive valuable insights and suggestions for refining your research topic.
• Brainstorm and Research:
• Make a list of possible subjects that fit the above-mentioned requirements and correspond with your interests.
• Conduct preliminary research to ensure there is enough existing literature and resources to support your chosen topic.
• Narrow Down Your Options:
• Evaluate each potential topic based on relevance, feasibility, and potential impact.
• Narrow down your options to one or two topics that best meet the criteria and align with your goals.
• Ensure Personal Connection:
• Select a subject that speaks to you personally. Your passion and commitment to the subject will enhance the quality of your research.
• Get Feedback:
• Share your shortlisted topics with peers, mentors, or classmates.
• Gather feedback to ensure your chosen topic is well-received and has support within your academic community.

200+ Action Research Topics for B.Ed Students: Category Wise

Classroom management and discipline.

• The impact of positive reinforcement on student behavior.
• Strategies for managing disruptive behavior in the classroom.
• The effectiveness of peer mediation in resolving conflicts among students.
• Creating a culturally responsive approach to classroom discipline.
• Investigating the influence of classroom layout on student behavior.
• Implementing restorative justice practices in schools.
• Examining the role of teacher-student relationships in classroom discipline.
• Assessing the impact of mindfulness practices on student behavior.

Teaching Strategies and Methods

• Differentiating instruction to meet diverse learning needs.
• The effectiveness of project-based learning in enhancing student engagement.
• Exploring flipped classroom models in B.Ed teaching.
• Investigating the impact of cooperative learning strategies.
• Adapting teaching methods for students with diverse learning styles.
• The use of educational technology in improving learning outcomes.
• The impact of inquiry-based learning on critical thinking skills.
• Exploring the effectiveness of outdoor education.

Student Engagement and Motivation

• Investigating factors influencing student motivation in mathematics.
• The role of extracurricular activities in promoting student engagement.
• Strategies for fostering a growth mindset in students.
• Enhancing student motivation through gamification in education.
• Investigating the impact of teacher enthusiasm on student motivation.
• The role of peer collaboration in increasing student engagement.
• Examining the impact of culturally relevant teaching on student motivation.
• Strategies for motivating unmotivated students in the classroom.

Assessment and Evaluation

• The impact of formative assessment on student learning outcomes.
• Investigating the effectiveness of self-assessment in student evaluation.
• Strategies for reducing bias in assessment and grading.
• Exploring alternative methods for assessing student creativity.
• The impact of standardized testing on student stress levels.
• Designing authentic assessments for real-world application.
• Investigating the role of feedback in student performance improvement.
• Strategies for promoting self-regulated learning through assessment.

Inclusive Education

• The effectiveness of inclusive classrooms in promoting diversity.
• Strategies for supporting students with learning disabilities.
• Investigating the impact of inclusive education on peer relationships.
• Creating an inclusive curriculum for students with diverse needs.
• The role of teacher attitudes in promoting inclusive practices.
• Strategies for addressing unconscious bias in the classroom.
• The impact of inclusive education on the social-emotional development of students.
• Designing inclusive assessments for all learners.

Parent and Community Involvement

• The role of parental involvement in student academic achievement.
• Strategies for enhancing communication between teachers and parents.
• Investigating the impact of community partnerships on student success.
• Creating a positive home-school connection for student support.
• Strategies for involving parents in students’ homework and study routines.
• The role of community resources in addressing student needs.
• Examining the impact of parent-teacher conferences on student performance.
• Strategies for involving parents in school decision-making.

English Language Learning (ELL)

• The impact of language immersion programs on ELL student outcomes.
• Strategies for supporting ELL students in mainstream classrooms.
• Investigating the effectiveness of bilingual education programs.
• Creating a culturally responsive approach to teaching English.
• The role of technology in supporting ELL students.
• Strategies for promoting language development in ELL students.
• Exploring the impact of teacher attitudes on ELL student success.
• The effectiveness of language support programs for ELL students.

Special Education

• Strategies for promoting inclusive practices in special education.
• Investigating the impact of assistive technology on student learning.
• Creating individualized education plans (IEPs) for student success.
• The role of teacher collaboration in supporting special education students.
• Strategies for addressing behavioral challenges in special education settings.
• The impact of inclusive classrooms on students with autism spectrum disorders.
• Investigating the effectiveness of speech and language therapy in schools.
• Creating sensory-friendly environments for special education students.

Educational Leadership

• The impact of distributed leadership on school culture.
• Strategies for fostering teacher leadership in schools.
• Investigating the role of school leadership in teacher retention.
• Creating a positive school climate through effective leadership.
• The impact of professional development on leadership skills.
• Strategies for promoting shared decision-making in schools.
• Investigating the role of emotional intelligence in educational leadership.
• The effectiveness of mentorship programs for new teachers.

Classroom Environment

• Investigating the impact of classroom aesthetics on student well-being.
• Strategies for creating a positive and inclusive classroom climate.
• The role of flexible seating arrangements in student engagement.
• Designing a culturally responsive classroom environment.
• Investigating the impact of classroom lighting on student focus.
• Strategies for promoting a sense of belonging in the classroom.
• The effectiveness of incorporating nature in the classroom.
• Investigating the role of classroom layout on collaborative learning.

Technology Integration

• Strategies for integrating digital literacy skills into the curriculum.
• Investigating the impact of virtual reality in educational settings.
• Creating a responsible approach to social media use in education.
• The role of online platforms in promoting student collaboration.
• Strategies for addressing the digital divide in schools.
• Investigating the impact of blended learning on student outcomes.
• The effectiveness of gamified learning apps in the classroom.
• Exploring the use of artificial intelligence in education.

Professional Development

• Strategies for promoting ongoing professional development for teachers.
• Investigating the impact of peer mentoring on teacher effectiveness.
• The role of teacher collaboration in professional growth.
• Designing effective workshops for teacher skill enhancement.
• Investigating the impact of reflective practices on teacher development.
• Strategies for addressing burnout and promoting teacher well-being.
• The role of action research in teacher professional development.
• The effectiveness of online professional development courses.

Literacy Development

• Investigating the impact of reading interventions on struggling readers.
• Strategies for promoting literacy across subject areas.
• The role of parental involvement in promoting early literacy.
• Exploring the impact of storytelling on language development.
• Strategies for addressing literacy challenges in diverse student populations.
• The effectiveness of using technology in literacy instruction.
• Investigating the impact of library programs on student reading habits.
• Promoting a love for reading through innovative literacy initiatives.

Mathematics Education

• Strategies for promoting conceptual understanding in mathematics.
• Investigating the impact of real-world applications in math instruction.
• The role of formative assessment in improving math performance.
• Designing effective math interventions for struggling students.
• Investigating the impact of technology in mathematics education.
• Strategies for promoting a growth mindset in math learning.
• The effectiveness of collaborative learning in math classrooms.
• Investigating the role of teacher enthusiasm in math engagement.

Science Education

• Strategies for promoting hands-on learning in science classrooms.
• Investigating the impact of outdoor education on science understanding.
• The role of inquiry-based learning in science education.
• Designing effective science experiments for student engagement.
• Investigating the impact of STEM programs on student interest.
• Strategies for promoting environmental education in schools.
• The effectiveness of science fairs in promoting scientific inquiry.
• Investigating the role of teacher modeling in science instruction.

Social Studies Education

• Strategies for promoting critical thinking in social studies.
• Investigating the impact of project-based learning in social studies.
• The role of cultural sensitivity in social studies curriculum.
• Designing effective field trips for social studies education.
• Investigating the impact of current events in social studies instruction.
• Strategies for addressing bias in social studies textbooks.
• The effectiveness of using primary sources in social studies classes.
• Investigating the role of debate in social studies learning.

Arts Education

• Strategies for integrating the arts into STEM education.
• Investigating the impact of arts education on overall academic achievement.
• The role of arts education in promoting creativity and innovation.
• Designing effective arts programs for students with diverse abilities.
• Investigating the impact of music education on cognitive development.
• Strategies for promoting inclusivity in arts education.
• The effectiveness of drama and theater in enhancing student communication skills.
• Investigating the role of visual arts in fostering cultural awareness.

Physical Education

• Strategies for promoting lifelong fitness habits in students.
• Investigating the impact of physical education on academic performance.
• The role of technology in enhancing physical education classes.
• Designing effective physical education programs for students with disabilities.
• Investigating the impact of outdoor activities on physical and mental well-being.
• Strategies for promoting teamwork and cooperation in physical education.
• The effectiveness of mindfulness practices in physical education.
• Investigating the role of physical activity in reducing stress among students.

Health Education

• Strategies for promoting health literacy in schools.
• Investigating the impact of nutrition education on student habits.
• The role of mental health education in schools.
• Designing effective sex education programs for diverse student populations.
• Investigating the impact of mindfulness practices on student well-being.
• Strategies for addressing substance abuse education in schools.
• The effectiveness of peer-led health education programs.
• Investigating the role of physical activity in promoting overall health.

Environmental Education

• Strategies for promoting environmental literacy in schools.
• Investigating the impact of outdoor education on environmental awareness.
• The role of sustainability education in the curriculum.
• Designing effective environmental science programs.
• Investigating the impact of school gardens on student learning.
• Strategies for promoting eco-friendly practices in schools.
• The effectiveness of community-based environmental projects.
• Investigating the role of technology in environmental education.

Early Childhood Education

• Strategies for promoting play-based learning in early childhood.
• Investigating the impact of parental involvement in early education.
• The role of early literacy development in overall academic success.
• Designing effective transition programs for kindergarten readiness.
• Investigating the impact of technology in early childhood classrooms.
• Strategies for promoting social-emotional development in young children.
• The effectiveness of inclusive practices in early childhood education.
• Investigating the role of outdoor play in early childhood development.

Higher Education

• Strategies for promoting student engagement in college classrooms.
• Investigating the impact of online learning on student outcomes.
• The role of mentorship programs in supporting college students.
• Designing effective study skills programs for university success.
• Investigating the impact of student support services on retention.
• Strategies for addressing mental health challenges in higher education.
• The effectiveness of peer-led tutoring programs.
• Investigating the role of technology in higher education.

Educational Policy and Reform

• Strategies for promoting teacher involvement in policy development.
• Investigating the impact of standardized testing on educational equity.
• The role of teacher evaluation systems in promoting professional growth.
• Designing effective professional development policies for educators.
• Investigating the impact of inclusive education policies on student outcomes.
• Strategies for addressing school funding disparities.
• The effectiveness of school choice programs in improving education.
• Investigating the role of community involvement in educational policy.

Global Education

• Strategies for promoting global citizenship in classrooms.
• Investigating the impact of international exchange programs on student perspectives.
• The role of technology in connecting students globally.
• Designing effective multicultural education programs.
• Investigating the impact of global issues in the curriculum.
• Strategies for promoting cultural competence in teacher education.
• The effectiveness of language immersion programs in promoting global awareness.
• Investigating the role of service learning in global education.

Teacher Well-being

• Strategies for promoting teacher well-being and mental health.
• Investigating the impact of work-life balance on teacher effectiveness.
• The role of professional development in reducing teacher burnout.
• Designing effective stress management programs for educators.
• Investigating the impact of school leadership on teacher job satisfaction.
• Strategies for addressing teacher turnover in schools.
• The effectiveness of mindfulness practices in reducing teacher stress.
• Investigating the role of supportive school environments in teacher well-being .

Steps to Conduct Action Research in B.Ed

To embark on a successful action research journey, B.Ed students should follow a structured process:

• Formulating a Clear Research Question: Clearly define the problem or challenge you aim to address.
• Conducting a Literature Review: Explore existing research to inform and contextualize your study.
• Designing the Research Methodology: Plan the research approach, including data collection methods and analysis.
• Collecting and Analyzing Data: Gather relevant data and analyze it to draw meaningful conclusions.
• Drawing Conclusions and Making Recommendations: Synthesize your findings and propose actionable recommendations.

Benefits of Action Research Topics for B.Ed Students

Engaging in action research offers numerous benefits for B.Ed students:

• Professional Development Opportunities: Action research enhances educators’ professional growth by fostering a reflective and iterative approach to teaching.
• Enhancing Problem-Solving and Critical Thinking Skills: Students develop strong problem-solving and critical thinking skills as they navigate real-world educational challenges.
• Contributing to the Improvement of Teaching Practices: Action research enables educators to actively contribute to the continuous improvement of teaching practices within their classrooms and beyond.

In conclusion, action research is a powerful tool that empowers B.Ed students to bridge the gap between theory and practice. By carefully selecting relevant and engaging topics, students can embark on a transformative journey that not only enhances their academic experience but also contributes to the broader field of education. 

As we encourage B.Ed students to explore and engage in meaningful Action Research Topics for B.Ed Students, we pave the way for a future generation of educators committed to continuous improvement and excellence in teaching.

Related Posts

Step by Step Guide on The Best Way to Finance Car

The Best Way on How to Get Fund For Business to Grow it Efficiently

• NAEYC Login
• Member Profile
• Hello Community
• Accreditation Portal
• Online Learning
• Online Store

Popular Searches:   DAP ;  Coping with COVID-19 ;  E-books ;  Anti-Bias Education ;  Online Store

How to Do Action Research in Your Classroom

You are here

This article is available as a pdf. please see the link on the right..

Michael D. Eisner College of Education

Educational Leadership & Policy Studies

• Skip to Content
• Accessibility
• Doctorate Program
• Credential Programs
• Master's Programs
• Master of Arts Degree and Preliminary Administrative Services Credential
• Student Resources
• Action Research Projects
• Employment Opportunities
• Faculty & Staff Resources
• Lecturer Information
• Alumni & Giving
• Academic Programs Main
• Students Main
• Faculty & Staff Main

Fall 2024 Admissions Deadline: May 31, 2024

Get more info and apply now!

Register for an information session to learn more

Read about our alumni

Click here to view application deadline and instructions

Get Inspired

The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

• Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

• Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

• Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
• Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

• Math Computation Proficiency in Elementary Classrooms

Parental Involvement

• Increasing Parental Involvement Through Technology Use

Reading Fluency

• Reading Fluency in the First Grade Classroom

Reading/Language Arts

• Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
• Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

• Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

• Non-Words Used as Speech Production Targets

Student Goal Setting

• Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

• Impacts of “Internal” Mentoring Program on Chronic Absenteeism
• Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

• An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

• Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

• Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

• Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
• Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

• Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

• The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

• Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

• Action Research Increasing STEM AP Enrollment

Student Self-Regulation

• Self-Regulation Strategies and Student Engagement
• Emergency Information
• University Policies & Procedures
• Terms and Conditions for Use
• Privacy Policy
• Document Reader
• California State University

92 Action Research Essay Topic Ideas & Examples

🏆 best action research topic ideas & essay examples, 💡 interesting topics to write about action research, 🎓 most action research topics to write about, ⭐ simple & easy action research essay titles.

• The Importance of Action Research It is a significant tool in ensuring that the teacher understands his/her practice, ways of improving the same, enable him/her understands the ways in which the person is able to understand changes from outside and […]
• Action Research Project: Causes of the Problem and Solution Strategy The questionnaire aims to obtain the percentage of ESL students who would complete the questionnaire, parents of the ESL students who would complete the questionnaire and the percentage number of students who would get an […]
• Practical and Participatory Action Research Whilst the researcher takes charge of the processes of problem identification, data collection and analysis, and the identification of actions needed, clients are required to participate in the actualization of the identified courses action.
• School Tardiness: Action Research and Data Analysis The study will be determined through action research design due to its nature to contribute to the body of knowledge and to offer solution to the problem of tardiness in schools.
• Student’s Motivational Strategy: Action Research It is also important to review the context of the research, the literature related to the topic and problem, the area of focus and research questions, the intervention details, and the strategies of the data […]
• Action Research in Science Education He is motivated to improve the perception of students when learning science and raising the school performance in the region. Other factors regulating the performance of the students will be determined in accordance to the […]
• Components of a Research Proposal & Recursive Nature of Action Research The components of the literature include theories and models related to the research, significant data that has been published and related to the problem, an overview of the history of the problem and the recent […]
• Crown Plaza Hotel’s Action Research Project In this paper, the researcher seeks to address the problem of diversity management that the company faces. The problem with this strategy is that the management is finding it difficult to manage the diversity of […]
• Action Research for Professional Development The idea is to enable the practitioners to follow certain actions and reflection procedures to enable them to improve upon the unsatisfactory situation. The prevalent methods or approaches to action research include the use of […]
• Personal Action Research Plan Rationale for choosing the Wondering Question The choice of the wondering question originates from the researcher’s passion to improve or experiment the teaching strategies and teaching techniques which motivates students.
• Ethics in School-Based Action Research On the basis of this, the current section examines the various ethical deliberations that were applied in the study to examine the impacts of the program.
• Christian Church: The Action Research The penultimate stage is to implement the action plan and eliminate the identified problems. In conclusion, Action Research is a positive tool that allows you to work with the effectiveness of churches.
• Technology and Innovation: Entrepreneurial Action Research Project It is important to have prior information of the technological demands of the market, and ways to beat the existing ones.
• Action Research on Gang Prevention The activities in this approach allow the community to assist the population that is already involved in gang activities and the population that is likely to be involved in the gang activities.
• Hospice Nursing: Evaluating the Use of Participatory Action Research I agree that the hospice nurses help the dying and patients in pain through strategic practices that are evident based under tight regulations.
• Participatory Action Research on Canada’s Environment This discussion shows that a nationwide recycling PAR is required to combat worries about people’s lack of interest in environmental stewardship to preserve the environment.
• Business Engineering: Action Research The parties involved in the action research are committed to finding the solution to the problem of organized crime in Amsterdam.
• System Dynamics and Soft Systems and Action Research Thus, the application of the soft systems method is crucial in terms of the critical evaluation of a system in terms of the possible perceptions and outcomes.
• Action Research Method in Peer-Reviewed Articles The methodology of the study was action design, the use of which aimed at investigating the potential of the flipped classroom model to enhance learners’ academic results and to lead to the more rational use […]
• Action Research Impact on the Organization’s Activities The article by Brydon-Miller, Greenwood, and Maguire introduces readers to the journal “Action Research” and its editorial board, the members of which were the question “Why AR?” With the help of their answers, the authors […]
• Improvement of Participatory Action Research Validity In qualitative research, the researcher’s attitude, opinions, and background information play a significant role in defining the outcomes of the research.
• “Action Research” Process Analysis The author is trying to use action research to critically analyze the conditions for developing sustainable as well as scalable health information systems in third world countries alongside the scalability as well as sustainability of […]
• “All You Need to Know About Action Research” by Mcniff & Whitehead The ‘in here and ‘out here’ world planning requires an action researcher to address his/her concern for the research, the action to take, data type to be gathered, judge how his education influence the research, […]
• Participatory Action Research, Like a Technique of Carrying Out a Research Through Action The participatory action research is therefore a technique used to solve common problems. First, participatory action research, unlike common problem-solving activities, is a scientific study and therefore follows the scientific systematic process.
• Action Research and Organizational Development This would be appropriate in the case of my past organization as the issues affected documents and communication the most. Lurey and Griffin describe the feedback phase as a cooperative one, where the organizational development […]
• Action Research Plan in Education The epistemological, theoretical, and disciplinary perspectives of qualitative research in the context of STEM activities and how the learners respond to the activities provides the rationale to use the qualitative paradigm to address the data […]
• Action Research: Interpreting and Implementing It can be effective to use the time-series research similar to the one implemented to evaluate the effectiveness of the behavioral intervention.
• Action Research in Public Organization Development These are the importance of context understanding, the quality of collaboration between researchers and employees, the quality of the process itself, and the development of collaboration from learning by practice.
• School Improvement Team: Action Research There is a group of five individuals whose seats are never occupied by others, and they tend to be the leaders of the class.
• Students’ Motivation Strategy: Action Research With this in mind, I begin to wonder if a tutor does not cope with his work or that is the problem of motivation.
• Education, Research, and Action: Theory and Methods of Participatory Action Research Beginning with definition of the concepts of Participatory Action Research which includes the little known concept of “participatory research”, this book goes on to describe a number of theories and principles of building viable projects […]
• Empowering and Assessing Social Change of Local Communities Through Participatory Action Research The intention of the research is to facilitate the participation of the local community in identifying the problem and seeking a lasting solution to it.
• Action Research Paradigm Protocol This approach enabled the management of the HCZ to better understand the functioning of this organization as a system and not as a set of separate programs.
• Formulating a Research Question in Action Research The steps involved in defining a research problem include the identification of a broad topic, followed by the identification of a narrow topic.
• Action Research Outline: Does Culturally Responsive Pedagogy Lead to Student Achievement The teachers will proceed and analyze the use of the method and its effectiveness in the lesson. Further analysis of the Cultural Responsive Pedagogy approach towards learning will be initiated.
• Why Should Mainstream Social Researchers Be Interested in Action Research?
• An Action Research Plan for Developing and Implementing The Students’ Listening Comprehension Skills
• Strategic Information Planning: Insights From an Action Research Project in the Financial Services Industry
• Killer Action Research: What Makes People Kill?
• Action Research and Collaborative Management Research: More Than Meets the Eye
• Political Agency and Capabilities Formation Through Participatory Action Research
• Social Policy Paper: Affirmative Action Research
• Action Research in Mathematics Education
• Social Action Research Paper: Illegal Immigration
• The Action Research Plan to Address Chronic Behavior Problems
• Virtual Action Research for Virtual Organisations
• Reviewing and Improving Performance Measurement Systems: An Action Research
• Participatory Methodology and Action Research in the Area of Health
• Action Research and Its Key Working Principles
• The Action Research Cycle Reloaded: Conducting Action Research Across Buyer-Supplier Relationships
• Qualitative Research and Action Research: The Difference Between the Concepts
• The Importance of Action Research in Teacher Education Programs
• How to Develop an Impactful Action Research Program?
• The Collaborative Process in Action Research
• Relationship Between Action Research and Minority
• Action Research of Consumer Behavior in Market Assessment
• Responsibility Diagram Using Action Research to Improve Processes
• Using Participatory Action Research to Build a Priority-Setting Process in a Canadian Regional Health Authority
• Theory Into Practice, Practice to Theory: Action Research in Method Development
• Action Research and New Media: Concepts, Methods and Cases
• Critical Realist Action Research and Humanistic Management Education
• Implementing Leadership Action Research
• The Value of Action Research: Broadening Evidence Base for Teachers
• The Action Research Process and Matrix Marketing
• Participatory Design and Technologies for Sustainable Development: An Approach From Action Research
• Action Research of Plastic on the Environment in the Modern World
• Skills and Challenges in Action Research Making
• Action Research and Curriculum Development With New Education Reforms
• Innovatory Qualifications and Democratic Participation: Experiences and Reflexions Stimulated by an Action Research Project
• Institutionalizing Insider Action Research Initiatives in Organizations: The Role of Learning Mechanisms
• Financing Small and Medium Towns: An Action Research Study From Bemetara Town in India
• Education and Action Research Benefits
• Community Organizing Participatory Action Research
• Customer Satisfaction Action Research
• Organizational Development and Action Research: Management Models
• Funding Sources for Action Research Project on At-Risk Children for Literacy in First Grade
• Knowledge Management Systems and Disaster Management in Malaysia: An Action Research Approach
• Action Research: Literature Exploration
• Needs for Action Research in Agricultural Extension
• Forecast Quality Improvement With Action Research: A Success Story at Pharmaco
• Learning Along With Participatory Action Research: A Finnish Perspective
• Myths About Affirmative Action Research
• Improving Water Distribution for Poverty Reduction in Transition Economies: Results of an Action Research on Central Asian Tertiary Canals
• Introduction and Action Research: Sri Reddy Koranda
• Emerging Action Research Traditions: Rigor in Practice
• Risk Assessment Questions
• Technology Essay Ideas
• Cost Accounting Essay Topics
• Cross-Cultural Management Research Topics
• Data Mining Titles
• Economic Topics
• Economic Crisis Essay Titles
• Digital Transformation Topics
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, March 2). 92 Action Research Essay Topic Ideas & Examples. https://ivypanda.com/essays/topic/action-research-essay-topics/

"92 Action Research Essay Topic Ideas & Examples." IvyPanda , 2 Mar. 2024, ivypanda.com/essays/topic/action-research-essay-topics/.

IvyPanda . (2024) '92 Action Research Essay Topic Ideas & Examples'. 2 March.

IvyPanda . 2024. "92 Action Research Essay Topic Ideas & Examples." March 2, 2024. https://ivypanda.com/essays/topic/action-research-essay-topics/.

1. IvyPanda . "92 Action Research Essay Topic Ideas & Examples." March 2, 2024. https://ivypanda.com/essays/topic/action-research-essay-topics/.

Bibliography

IvyPanda . "92 Action Research Essay Topic Ideas & Examples." March 2, 2024. https://ivypanda.com/essays/topic/action-research-essay-topics/.

Developing a Plan of Action

The Rose Main Reading Room in the New York Public Library’s Schwarzman Building. | Photo credit: Melinda Reed

The “What” and “How” of the Research Proposal

Central to any research proposal is the methodology – the section that explains HOW you will conduct your research and HOW you will synthesize, process, or analyze the data. In this section, you need to outline in detail the steps that you will take over the allotted research timeframe. Walk us through the project. In doing so, you will convince the reader that you have a clear and feasible plan and that:

• You will be conducting your research to the standards and practices in your discipline
• You have developed a thorough understanding of how to best to fulfill the aims of your study
• You will be ready to go on day one of your research.

As you write, anticipate issues that your reader might raise, and seek proactively to provide the specifics that will address those questions. For instance:

• Are you planning to do interviews? If so, how will you locate these individuals?
• How many people will you be interviewing? How will you structure, conduct, and code the interviews? Have you gone through Institutional Review Board (IRB) training?
• Are you planning to do archival research? If so, which archives and what collections within the archives will you be using? Have you confirmed that you will be able to access these archives?
• Are you planning to do lab research? Will you have the equipment, materials, and space that you need?

Make sure that your methods match the research question and vice versa. If it isn’t clear how your methods will actually allow you to answer your central research question, then you need to determine which component needs to be modified.

What is the Institutional Review Board (IRB)?

If your research involves human subjects, you will need to complete training through – and secure approval from – the Georgetown IRB prior to conducting the research. The IRB is responsible for the scientific and ethical review of all research involving human subjects.

Seek out discipline-specific feedback from your faculty mentor(s)! Given their own scholarly research, they are well positioned to advise on ways of enhancing the feasibility of your proposal.

Access a printable version of this guide here.

How to Write a Research Proposal: (with Examples & Templates)

Table of Contents

Before conducting a study, a research proposal should be created that outlines researchers’ plans and methodology and is submitted to the concerned evaluating organization or person. Creating a research proposal is an important step to ensure that researchers are on track and are moving forward as intended. A research proposal can be defined as a detailed plan or blueprint for the proposed research that you intend to undertake. It provides readers with a snapshot of your project by describing what you will investigate, why it is needed, and how you will conduct the research.  

Your research proposal should aim to explain to the readers why your research is relevant and original, that you understand the context and current scenario in the field, have the appropriate resources to conduct the research, and that the research is feasible given the usual constraints.  

This article will describe in detail the purpose and typical structure of a research proposal , along with examples and templates to help you ace this step in your research journey.  

What is a Research Proposal ?  

A research proposal¹ ,²  can be defined as a formal report that describes your proposed research, its objectives, methodology, implications, and other important details. Research proposals are the framework of your research and are used to obtain approvals or grants to conduct the study from various committees or organizations. Consequently, research proposals should convince readers of your study’s credibility, accuracy, achievability, practicality, and reproducibility.   

With research proposals , researchers usually aim to persuade the readers, funding agencies, educational institutions, and supervisors to approve the proposal. To achieve this, the report should be well structured with the objectives written in clear, understandable language devoid of jargon. A well-organized research proposal conveys to the readers or evaluators that the writer has thought out the research plan meticulously and has the resources to ensure timely completion.  

Purpose of Research Proposals  

A research proposal is a sales pitch and therefore should be detailed enough to convince your readers, who could be supervisors, ethics committees, universities, etc., that what you’re proposing has merit and is feasible . Research proposals can help students discuss their dissertation with their faculty or fulfill course requirements and also help researchers obtain funding. A well-structured proposal instills confidence among readers about your ability to conduct and complete the study as proposed.  

Research proposals can be written for several reasons:³  

• To describe the importance of research in the specific topic  
• Address any potential challenges you may encounter  
• Showcase knowledge in the field and your ability to conduct a study  
• Apply for a role at a research institute  
• Convince a research supervisor or university that your research can satisfy the requirements of a degree program  
• Highlight the importance of your research to organizations that may sponsor your project  
• Identify implications of your project and how it can benefit the audience  

What Goes in a Research Proposal?    

Research proposals should aim to answer the three basic questions—what, why, and how.  

The What question should be answered by describing the specific subject being researched. It should typically include the objectives, the cohort details, and the location or setting.  

The Why question should be answered by describing the existing scenario of the subject, listing unanswered questions, identifying gaps in the existing research, and describing how your study can address these gaps, along with the implications and significance.  

The How question should be answered by describing the proposed research methodology, data analysis tools expected to be used, and other details to describe your proposed methodology.   

Research Proposal Example  

Here is a research proposal sample template (with examples) from the University of Rochester Medical Center. 4 The sections in all research proposals are essentially the same although different terminology and other specific sections may be used depending on the subject.  

Structure of a Research Proposal  

If you want to know how to make a research proposal impactful, include the following components:¹  

1. Introduction  

This section provides a background of the study, including the research topic, what is already known about it and the gaps, and the significance of the proposed research.  

2. Literature review  

This section contains descriptions of all the previous relevant studies pertaining to the research topic. Every study cited should be described in a few sentences, starting with the general studies to the more specific ones. This section builds on the understanding gained by readers in the Introduction section and supports it by citing relevant prior literature, indicating to readers that you have thoroughly researched your subject.  

3. Objectives  

Once the background and gaps in the research topic have been established, authors must now state the aims of the research clearly. Hypotheses should be mentioned here. This section further helps readers understand what your study’s specific goals are.  

4. Research design and methodology  

Here, authors should clearly describe the methods they intend to use to achieve their proposed objectives. Important components of this section include the population and sample size, data collection and analysis methods and duration, statistical analysis software, measures to avoid bias (randomization, blinding), etc.  

5. Ethical considerations  

This refers to the protection of participants’ rights, such as the right to privacy, right to confidentiality, etc. Researchers need to obtain informed consent and institutional review approval by the required authorities and mention this clearly for transparency.  

6. Budget/funding  

Researchers should prepare their budget and include all expected expenditures. An additional allowance for contingencies such as delays should also be factored in.  

7. Appendices  

This section typically includes information that supports the research proposal and may include informed consent forms, questionnaires, participant information, measurement tools, etc.  

8. Citations  

Important Tips for Writing a Research Proposal  

Writing a research proposal begins much before the actual task of writing. Planning the research proposal structure and content is an important stage, which if done efficiently, can help you seamlessly transition into the writing stage. 3,5  

The Planning Stage  

• Manage your time efficiently. Plan to have the draft version ready at least two weeks before your deadline and the final version at least two to three days before the deadline.
• What is the primary objective of your research?  
• Will your research address any existing gap?  
• What is the impact of your proposed research?  
• Do people outside your field find your research applicable in other areas?  
• If your research is unsuccessful, would there still be other useful research outcomes?  

  The Writing Stage  

• Create an outline with main section headings that are typically used.  
• Focus only on writing and getting your points across without worrying about the format of the research proposal , grammar, punctuation, etc. These can be fixed during the subsequent passes. Add details to each section heading you created in the beginning.   
• Ensure your sentences are concise and use plain language. A research proposal usually contains about 2,000 to 4,000 words or four to seven pages.  
• Don’t use too many technical terms and abbreviations assuming that the readers would know them. Define the abbreviations and technical terms.  
• Ensure that the entire content is readable. Avoid using long paragraphs because they affect the continuity in reading. Break them into shorter paragraphs and introduce some white space for readability.  
• Focus on only the major research issues and cite sources accordingly. Don’t include generic information or their sources in the literature review.  
• Proofread your final document to ensure there are no grammatical errors so readers can enjoy a seamless, uninterrupted read.  
• Use academic, scholarly language because it brings formality into a document.  
• Ensure that your title is created using the keywords in the document and is neither too long and specific nor too short and general.  
• Cite all sources appropriately to avoid plagiarism.  
• Make sure that you follow guidelines, if provided. This includes rules as simple as using a specific font or a hyphen or en dash between numerical ranges.  
• Ensure that you’ve answered all questions requested by the evaluating authority.  

Key Takeaways   

Here’s a summary of the main points about research proposals discussed in the previous sections:  

• A research proposal is a document that outlines the details of a proposed study and is created by researchers to submit to evaluators who could be research institutions, universities, faculty, etc.  
• Research proposals are usually about 2,000-4,000 words long, but this depends on the evaluating authority’s guidelines.  
• A good research proposal ensures that you’ve done your background research and assessed the feasibility of the research.  
• Research proposals have the following main sections—introduction, literature review, objectives, methodology, ethical considerations, and budget.  

Frequently Asked Questions  

Q1. How is a research proposal evaluated?  

A1. In general, most evaluators, including universities, broadly use the following criteria to evaluate research proposals . 6  

• Significance —Does the research address any important subject or issue, which may or may not be specific to the evaluator or university?  
• Content and design —Is the proposed methodology appropriate to answer the research question? Are the objectives clear and well aligned with the proposed methodology?  
• Sample size and selection —Is the target population or cohort size clearly mentioned? Is the sampling process used to select participants randomized, appropriate, and free of bias?  
• Timing —Are the proposed data collection dates mentioned clearly? Is the project feasible given the specified resources and timeline?  
• Data management and dissemination —Who will have access to the data? What is the plan for data analysis?  

Q2. What is the difference between the Introduction and Literature Review sections in a research proposal ?  

A2. The Introduction or Background section in a research proposal sets the context of the study by describing the current scenario of the subject and identifying the gaps and need for the research. A Literature Review, on the other hand, provides references to all prior relevant literature to help corroborate the gaps identified and the research need.  

Q3. How long should a research proposal be?  

A3. Research proposal lengths vary with the evaluating authority like universities or committees and also the subject. Here’s a table that lists the typical research proposal lengths for a few universities.  

Q4. What are the common mistakes to avoid in a research proposal ?  

A4. Here are a few common mistakes that you must avoid while writing a research proposal . 7  

• No clear objectives: Objectives should be clear, specific, and measurable for the easy understanding among readers.  
• Incomplete or unconvincing background research: Background research usually includes a review of the current scenario of the particular industry and also a review of the previous literature on the subject. This helps readers understand your reasons for undertaking this research because you identified gaps in the existing research.  
• Overlooking project feasibility: The project scope and estimates should be realistic considering the resources and time available.   
• Neglecting the impact and significance of the study: In a research proposal , readers and evaluators look for the implications or significance of your research and how it contributes to the existing research. This information should always be included.  
• Unstructured format of a research proposal : A well-structured document gives confidence to evaluators that you have read the guidelines carefully and are well organized in your approach, consequently affirming that you will be able to undertake the research as mentioned in your proposal.  
• Ineffective writing style: The language used should be formal and grammatically correct. If required, editors could be consulted, including AI-based tools such as Paperpal , to refine the research proposal structure and language.  

Thus, a research proposal is an essential document that can help you promote your research and secure funds and grants for conducting your research. Consequently, it should be well written in clear language and include all essential details to convince the evaluators of your ability to conduct the research as proposed.  

This article has described all the important components of a research proposal and has also provided tips to improve your writing style. We hope all these tips will help you write a well-structured research proposal to ensure receipt of grants or any other purpose.  

References  

• Sudheesh K, Duggappa DR, Nethra SS. How to write a research proposal? Indian J Anaesth. 2016;60(9):631-634. Accessed July 15, 2024. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5037942/  
• Writing research proposals. Harvard College Office of Undergraduate Research and Fellowships. Harvard University. Accessed July 14, 2024. https://uraf.harvard.edu/apply-opportunities/app-components/essays/research-proposals  
• What is a research proposal? Plus how to write one. Indeed website. Accessed July 17, 2024. https://www.indeed.com/career-advice/career-development/research-proposal  
• Research proposal template. University of Rochester Medical Center. Accessed July 16, 2024. https://www.urmc.rochester.edu/MediaLibraries/URMCMedia/pediatrics/research/documents/Research-proposal-Template.pdf  
• Tips for successful proposal writing. Johns Hopkins University. Accessed July 17, 2024. https://research.jhu.edu/wp-content/uploads/2018/09/Tips-for-Successful-Proposal-Writing.pdf  
• Formal review of research proposals. Cornell University. Accessed July 18, 2024. https://irp.dpb.cornell.edu/surveys/survey-assessment-review-group/research-proposals  
• 7 Mistakes you must avoid in your research proposal. Aveksana (via LinkedIn). Accessed July 17, 2024. https://www.linkedin.com/pulse/7-mistakes-you-must-avoid-your-research-proposal-aveksana-cmtwf/  

Paperpal is a comprehensive AI writing toolkit that helps students and researchers achieve 2x the writing in half the time. It leverages 21+ years of STM experience and insights from millions of research articles to provide in-depth academic writing, language editing, and submission readiness support to help you write better, faster.  

Get accurate academic translations, rewriting support, grammar checks, vocabulary suggestions, and generative AI assistance that delivers human precision at machine speed. Try for free or upgrade to Paperpal Prime starting at US$19 a month to access premium features, including consistency, plagiarism, and 30+ submission readiness checks to help you succeed.  

Experience the future of academic writing – Sign up to Paperpal and start writing for free!  

Related Reads:

How to write a phd research proposal.

• What are the Benefits of Generative AI for Academic Writing?
• How to Avoid Plagiarism When Using Generative AI Tools
• What is Hedging in Academic Writing?  

How to Write Your Research Paper in APA Format

The future of academia: how ai tools are changing the way we do research, you may also like, dissertation printing and binding | types & comparison , what is a dissertation preface definition and examples , how to write your research paper in apa..., how to choose a dissertation topic, how to write an academic paragraph (step-by-step guide), maintaining academic integrity with paperpal’s generative ai writing..., research funding basics: what should a grant proposal..., how to write an abstract in research papers..., how to write dissertation acknowledgements.

• Biodiversity
• Cities & society
• Land & water
• All research news
• All research topics
• Learning experiences
• Programs & partnerships
• All school news
• All school news topics
• In the media
• For journalists

New climate and sustainability research efforts will focus on eight ‘Solution Areas’

The Stanford Doerr School of Sustainability will establish new research initiatives under topics including climate, water, energy, food, nature, and cities.

The Stanford Doerr School of Sustainability has selected eight interconnected Solution Areas to focus its research efforts over the next decade. This new research plan amplifies the school’s ability to translate Stanford research into large-scale solutions and inform key decision makers in policy and business.

Selected based on extensive faculty input and assessment of where Stanford can make the most meaningful impact, the eight areas are: climate; water; energy; food; risk, resilience, and adaptation; nature; cities; and platforms and tools for monitoring and decision making. 

“Solution Areas identify and leverage the critical junctions between the most pressing global sustainability challenges and the areas where Stanford has the talent and expertise to find solutions,” said Dean Arun Majumdar. “This collaborative all-campus approach expands and strengthens our commitment to using all the power we have – the knowledge, the education, the talent, the innovation, the resources, the influence – to build a thriving planet for future generations.” 

‘Integrative Projects’ and ‘Flagship Destinations’

In each Solution Area, the school plans to build two types of research initiatives. One type, called Integrative Projects, will be managed by the school’s institutes, including the Stanford Woods Institute for the Environment , the Precourt Institute for Energy , and a planned Sustainable Societies Institute. 

Integrative Projects will be organized around decade-long research themes and dedicated to creating solutions through interdisciplinary collaboration, engagement with partners beyond Stanford, identifying significant knowledge gaps, and understanding systems.

According to Chris Field , the Perry L. McCarty Director of the Stanford Woods Institute for the Environment and a professor in the Stanford Doerr School of Sustainability and the School of Humanities and Sciences , the new commitment to these areas “will provide both resources and coordination that expand Stanford faculty’s capacity to deliver sustainability solutions at scale.” 

A second type of research initiative, called Flagship Destinations, is managed by Stanford’s Sustainability Accelerator . Flagship Destinations are targets for the pace and scale of work to address challenges facing Earth, climate, and society. For example, the school’s first Flagship Destination, announced in 2023 , calls for enabling the removal of billions of tons of planet-warming gases annually from Earth’s atmosphere by the middle of this century. By working backward from sustainability targets in consultation with faculty and external experts, this initiative seeks to rapidly translate Stanford research into policy and technology solutions. Additional Flagship Destinations will be announced later this week.

Whereas Integrative Projects are designed to produce knowledge and evidence that can eventually lead to solutions, Flagship Destination projects are intended to help verify and demonstrate that well-studied solutions can succeed at large scale so they can be launched out of Stanford and implemented for the benefit of humanity and our planet. Scalable solutions nurtured and launched through these projects could take the form of policy frameworks, open-source platforms, nonprofit organizations, new for-profit companies, and ongoing collaborations all committed to addressing pressing sustainability challenges.

“By working together in these Solution Areas across disciplines and with collaborators beyond the university, we maximize our ability to have positive impacts on the timeframe and scale needed for the planet and humanity,” said Scott Fendorf , senior associate dean for integrative initiatives and the Terry Huffington Professor in the Stanford Doerr School of Sustainability. 

Workshops will be held with faculty and external experts to develop research strategies for each Solution Area on a rolling basis. Strategy workshops, opportunities to provide input on future Integrative Projects, and requests for proposals (open to all Stanford faculty) will be announced in the coming months.

Related message from leadership: Read a letter to faculty about the new Solution Areas from Dean Majumdar with Precourt Institute for Energy director William Chueh; Stanford Woods Institute for the Environment director Chris Field; Accelerator faculty director Yi Cui and executive director Charlotte Pera; and Integrative Initiatives associate dean Jenna Davis and senior associate dean Scott Fendorf.

Media Contacts

Josie garthwaite, explore more.

New report on Stanford Doerr School of Sustainability affiliates programs

The Industrial Affiliates Review Committee established in February 2024 has released its report on all industrial affiliates programs in the school, identifying gaps and possible solutions for aligning with university guidelines.

Sharing risk to avoid power outages in an era of extreme weather

Heat waves, droughts, and fires place growing stress on the West’s electric grid. Stanford research suggests that more integrated management of electricity resources across the region could significantly reduce the risk of power outages and accelerate the transition to clean energy.

Electric reactor could cut industrial emissions

Researchers have developed a new thermochemical reactor that can generate the immense heat needed for industrial processes using electricity instead of fossil fuels.

Reinventing Our Future: Strategic Action Plan Progress

August 23, 2022

In 2020-2021 and amid a pandemic, the development of the university’s latest Strategic Action Plan began in support of New York Tech’s mission to provide career-oriented professional education, to offer access to opportunity to all qualified students, and to support research and scholarship that benefit the larger world. The far-reaching initiative has brought together the entire New York Tech community to forge a plan for a prosperous and sustainable future.

A multidisciplinary steering committee of faculty, staff, and students led the plan’s development under the leadership of co-chairs Executive Vice President and Chief Operating Officer Jerry Balentine, D.O., and former Provost and Vice President for Academic Affairs, Junius Gonzales, M.D. Now in its implementation stage, the plan is being led by Associate Professor N. Sertac Artan, Ph.D. , and Associate Provost Francesca Fiore, Ed.D. , co-chairs of the action implementation committee.

They, along with Planning Support Specialist Erikka Vaughan, Ph.D. , sat down with New York Tech News to talk about the immediate and longer-term goals and the status of planning efforts as the new academic year begins. 

How were the implementation leaders and team(s) determined? What are the immediate and longer-term goals and initial deliverables of the group/s? Francesca Fiore (FF) : Implementation leaders and team(s) were determined based on their interests and experiences in each of the plan’s four priority areas: optimize student success, drive innovation and discovery with diverse talent, sharpen institutional identity, and fortify institutional viability. Within each priority area, there are several objectives and actions.

There’s a lot of work to do, but luckily, we are not starting from scratch. Our first year will be focused on scaling work that may already be in progress, such as identifying obstacles to student persistence and root causes for the ways that New York Tech contributes to these obstacles. In the long-term, we will look at making changes in policies and procedures to comprehensively address potential obstacles in an equitable way, helping to put the infrastructure in place for success. Some of our other longer-term goals include creating a new institutional vision and values, ensuring engagement from faculty, staff, students, and alumni in strategic planning and implementation, and developing interdisciplinary communities of practice at New York Tech 

What is the timeframe for the strategic action plan implementation? Sertac Artan (SA) : The strategic action plan will be implemented over five years. Right now, we are focusing on prioritizing action items for year 1, the 2022-2023 academic year. The implementation teams will ultimately shape and finalize which actions will begin at the start of this fall semester, but one key action for the overall action implementation committee is creating inclusive and representative implementation processes that include faculty, staff, students, administrators, alumni, and community members.

What has happened so far? FF: A lot! It’s been a busy and productive summer. We’ve worked on finalizing the structure and composition of the teams, developed guiding principles for our work ahead, prioritized action items, created a process to support actions with funding, and have begun to develop key performance indicators.

SA: The cross-cutting themes in the strategic plan are equity consciousness, operational efficiency, and digital transformation, and we are trying to practice and model these themes throughout this process. 

Who else is on the committee? Who has volunteered? FF: The committee includes students, faculty, staff, and alumni. We’ve received over 90 volunteers and nominations and are excited to see such strong interest among our community to participate in this important work.

At this time, a faculty and staff member are co-chairs of each committee. How was that determined? Are there plans to add others in the community? FF: The strategic plan touches on all parts of the institution, and we wanted to reflect that in the composition of the committees and the co-chairs. Co-chairs were selected based on each member’s interest and experiences in the plan’s four priority goals and with an eye towards ensuring representation across campuses, schools, and colleges. Lucky for us, there was such a high level of interest and such a diversity of backgrounds in the volunteers. Community members who are interested in participating—either through joining a committee or through some other way—are welcome to reach out.

SA: We cannot stress it enough. Those who are interested in volunteering should reach out. The more, the merrier. We are all learning from each other through this process.

Measuring Success

Erikka Vaughan, Ph.D., joined New York Tech as planning support specialist in the Office of Academic Affairs in August 2020 to directly support New York Tech’s strategic planning initiatives. She spoke to New York Tech News about the role of the Strategic Action Plan implementation committee and the key performance indicators that will help to measure the plan’s progress and overall success.

What is the role of the implementation committee? The overarching role of the action implementation committee is to ensure that the plan happens, and that it happens in the way that the plan proposes—centering equity, operational efficiency and resource effectiveness, and digital transformation across all goals and objectives. People often describe how plans can wind up sitting on shelves without having true impact. We feel strongly that this will not be the case with this plan. We want to make sure that it is active, engaging, well-communicated, and serves as a framework for supporting positive change across New York Tech and in its respective local and regional communities.

Can you talk about key performance indicators for the Strategic Action Plan? We are still finalizing the key performance indicators that we will follow for the plan. Many, many were proposed, but the oversight team and the full action implementation committee will carefully finalize the planned metrics that we will follow as a community to assess progress on the plan. In many cases, we plan to leverage the use of data New York Tech currently collects and the results of past and future surveys. We also recognize that the numbers won’t tell the whole story. We would like to hold open forums and town halls to ensure there is awareness of actions being implemented and to get feedback on how different stakeholders are experiencing the resulting changes.

Can people still get involved in the strategic planning process? Yes! Recruitment for the teams is an ongoing process, and we expect the teams will evolve through the implementation of the strategic plan, with year one being an opportunity to identify synergy across different areas, campuses, and units. If anyone remains interested in directly supporting the implementation effort or helping with other efforts and events, they can reach out to us at [email protected] . But ultimately, everyone is involved in the plan’s implementation, even if not on a formal team. Every interaction with a student is an opportunity to optimize student success, every connection with a colleague is an opportunity to drive innovation and discovery with diverse talent. We all contribute to New York Tech’s identity and sharing what that means, and the capacity to build partnerships starts with the relationships we all develop.

Learn more about the Strategic Action Plan and how to join the committee.

These interviews were edited and condensed.

By Bessie Nestoras Knoblauch

More Features

An Alumnus’ Commitment to the Environment

Vancouver Faculty Win University-Sponsored Research Awards in New Program

Studying Climate Change One Degree at a Time

News Byte: Architecture Program Awarded for DEI Efforts

Related topics.