action research plan topics

225+ Action Research Topics In Education (Updated 2023)

Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education encompass a wide range of issues that educators can investigate to address specific challenges and enhance their instructional strategies.

From examining the impact of technology integration to exploring innovative assessment methods, action research empowers teachers to develop evidence-based solutions tailored to their unique educational contexts. By conducting small-scale studies, educators can gather data, analyze it, and implement targeted interventions to make tangible improvements in student learning.

In this blog, we will delve into a variety of action research topics in education, exploring how they can empower educators to drive meaningful change and foster a dynamic and effective learning environment for their students.

Format of action research paper in education

Please note that this table provides a general outline and can be customized based on the specific requirements and guidelines of your research paper.

What to consider while selecting action research topics in education

When selecting action research topics in education, it is important to consider several factors to ensure that your research is meaningful, relevant, and feasible. Here are some key considerations to keep in mind:

Personal Interest

Choose action research topics in education that genuinely interests you. When you are passionate about the subject matter, you will be more motivated and engaged throughout the research process.

Educational Context

Consider the specific educational context in which you work or are interested in. Reflect on the challenges, needs, or areas of improvement within that context. Your research should address a problem or issue that is relevant and impactful within the educational setting.

Research Gap

Review existing literature and research in your chosen area to identify any gaps or unanswered questions. Select action research topics in education that contributes to the existing knowledge base and fills a research gap.

Feasibility

Evaluate the feasibility of conducting the research within the available resources, time frame, and constraints. Consider factors such as access to participants, data collection methods, ethical considerations, and potential support from colleagues or institutions.

Relevance and Impact

Choose action research topics in education that have practical implications and can lead to positive changes in teaching practices, student learning, or educational policies. Aim for research that can make a difference in the educational field.

Collaboration Opportunities

Consider if there are opportunities for collaboration with colleagues, researchers, or educational organizations. Collaborative research can provide additional support, expertise, and diverse perspectives.

Ethical Considerations

Ensure that your research topic aligns with ethical guidelines and regulations. Consider the potential impact on participants and ensure their rights, privacy, and confidentiality are protected.

Remember, selecting an action research topic is an important decision, so take the time to thoroughly evaluate and choose a topic that aligns with your goals and the needs of the educational community you serve.

200+ Action research topics in education

• The impact of technology integration on student engagement in the classroom.
• Strategies to improve reading comprehension in elementary school students.
• Enhancing parental involvement in student learning and academic success.
• Investigating the effectiveness of cooperative learning strategies in promoting peer interaction and collaboration.
• Addressing the achievement gap in mathematics between different student groups.
• Examining the impact of inclusive education on the academic and social development of students with disabilities.
• Enhancing critical thinking skills through project-based learning.
• Implementing differentiated instruction to meet the diverse needs of students in the classroom.
• Investigating the effects of homework on student learning and academic performance.
• Promoting positive classroom behavior and reducing disruptive behaviors.
• Assessing the effectiveness of teacher feedback in improving student writing skills.
• Strategies to promote a growth mindset and enhance student motivation.
• Examining the impact of physical activity on student concentration and academic performance.
• Enhancing teacher-student relationships and its impact on student engagement and achievement.
• Investigating the effects of arts integration on student creativity and academic achievement.
• Strategies to support English language learners in mainstream classrooms.
• Examining the impact of peer tutoring on student learning and academic achievement.
• Enhancing teacher collaboration and its impact on instructional practices and student outcomes.
• Investigating the effectiveness of inquiry-based science instruction in promoting student understanding.
• Promoting gender equity in STEM education.
• Examining the impact of mindfulness practices on student well-being and academic success.
• Strategies for reducing test anxiety and promoting test-taking skills.
• Investigating the effects of the classroom environment on student learning and engagement.
• Enhancing student self-regulation skills through metacognitive strategies.
• Promoting multicultural education and inclusivity in the classroom.
• Examining the impact of flipped classroom models on student learning outcomes.
• Strategies for integrating technology effectively in early childhood education.
• Investigating the effects of outdoor education on student engagement and academic achievement.
• Enhancing teacher professional development programs to improve instructional practices.
• Promoting environmental education and sustainable practices in schools.
• Examining the impact of social-emotional learning programs on student behavior and well-being.
• Strategies for supporting students with ADHD in the classroom.
• Investigating the effects of classroom management strategies on student behavior and academic performance.
• Enhancing parental involvement in early childhood education settings.
• Promoting digital literacy skills among students.
• Examining the impact of peer assessment on student learning and achievement.
• Strategies for fostering creativity and innovation in the classroom.
• Investigating the effects of inclusive literature on promoting empathy and cultural understanding.
• Enhancing the use of formative assessment in the classroom.
• Promoting critical media literacy skills among students.
• Examining the impact of outdoor learning on student engagement and academic achievement.
• Strategies for promoting positive social skills and reducing bullying in schools.
• Investigating the effects of flexible seating arrangements on student behavior and learning outcomes.
• Enhancing the use of educational technology in special education settings.
• Promoting student self-efficacy and academic motivation.
• Examining the impact of project-based learning on student problem-solving skills.
• Strategies for promoting positive school climate and student well-being.
• Investigating the effects of parental involvement on student homework completion and academic performance.
• Enhancing teacher feedback practices to improve student learning and achievement.
• Promoting inclusive practices for students with diverse cultural backgrounds.
• Examining the impact of arts education on student creativity and academic success.
• Strategies for supporting students with learning disabilities
• Investigating the effects of gamification on student motivation and engagement.
• Enhancing collaborative learning in online education settings.
• Promoting effective study habits and time management skills among students.
• Examining the impact of parental involvement on early literacy skills development.
• Strategies for promoting positive teacher-student relationships in high school settings.
• Investigating the effects of mindfulness practices on reducing stress and anxiety in students.
• Enhancing student self-esteem and self-confidence through targeted interventions.
• Promoting gender equality in science education.
• Examining the impact of teacher-led professional learning communities on instructional practices and student outcomes.
• Strategies for supporting students with autism spectrum disorder in inclusive classrooms.
• Investigating the effects of project-based learning on student problem-solving skills in mathematics.
• Enhancing cultural competency among educators to meet the needs of diverse student populations.
• Promoting digital citizenship and online safety education.
• Examining the impact of restorative justice practices on reducing disciplinary incidents and promoting a positive school climate.
• Strategies for integrating social justice education across the curriculum.
• Investigating the effects of parental involvement on student transitions from elementary to middle school.
• Enhancing teacher collaboration for effective interdisciplinary instruction.
• Promoting global citizenship and cross-cultural understanding in the classroom.
• Examining the impact of music education on student cognitive development and academic performance.
• Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms.
• Investigating the effects of cooperative learning strategies on improving students’ social skills.
• Enhancing the use of educational technology for students with visual impairments.
• Promoting inclusive practices for students with diverse learning needs.
• Examining the impact of teacher-led professional development on instructional practices and student outcomes.
• Strategies for promoting positive classroom behavior in early childhood settings.
• Investigating the effects of growth mindset interventions on student resilience and academic achievement.
• Enhancing parent-teacher communication for improved student support and academic success.
• Promoting environmental sustainability education in primary schools.
• Examining the impact of outdoor play on children’s physical and cognitive development.
• Strategies for supporting students with English language learning difficulties.
• Investigating the effects of mindfulness practices on reducing test anxiety in students.
• Enhancing the use of educational technology for students with learning disabilities.
• Promoting critical thinking and problem-solving skills in mathematics education.
• Examining the impact of peer mentoring programs on student academic and social-emotional development.
• Strategies for creating inclusive classrooms for students with hearing impairments.
• Investigating the effects of student-led conferences on student ownership of learning.
• Enhancing the use of formative assessment for personalized instruction.
• Promoting positive classroom discourse and student participation.
• Examining the impact of outdoor experiential learning on student environmental awareness and action.
• Strategies for supporting students with emotional and behavioral disorders in inclusive settings.
• Investigating the effects of teacher self-reflection on instructional practices and student outcomes.
• Enhancing the use of assistive technology for students with physical disabilities.
• Promoting media literacy education to develop critical media consumers.
• Examining the impact of service-learning on student civic engagement and social responsibility.
• Strategies for creating inclusive classrooms for students with specific learning disabilities.
• Investigating the effects of inquiry-based science instruction on student scientific inquiry skills.
• Enhancing teacher-parent partnerships for collaborative support of student learning.
• Promoting cultural diversity education in secondary schools.
• Examining the impact of cooperative learning on student academic achievement in science education.
• Strategies for promoting inclusive practices for students with speech and language disorders.
• Investigating the effects of flipped classroom models on student engagement and learning outcomes in social studies.
• Enhancing teacher feedback practices to improve student writing skills in English language arts.
• Promoting social-emotional learning through mindfulness-based interventions in elementary schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in the arts.
• Strategies for supporting students with executive functioning difficulties in the classroom.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in mathematics.
• Enhancing parental involvement in supporting early literacy development at home.
• Promoting inclusive practices for students with physical disabilities in physical education classes.
• Examining the impact of teacher-student relationships on student attendance and classroom behavior.
• Strategies for promoting positive peer relationships and reducing social isolation in middle school.
• Investigating the effects of drama-based pedagogy on student engagement and understanding in literature studies.
• Enhancing the use of educational technology for students with learning difficulties in computer science education.
• Promoting character education and ethical decision-making in schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes.
• Strategies for supporting students with English language learning difficulties in content area classes.
• Investigating the effects of arts integration on student motivation and academic achievement in history education.
• Enhancing family-school partnerships for students with special educational needs.
• Promoting critical digital literacy skills for responsible online information consumption.
• Examining the impact of inclusive physical education on student attitudes towards fitness and physical activity.
• Strategies for supporting students with dyslexia in reading instruction.
• Investigating the effects of outdoor education on student environmental attitudes and behaviors.
• Enhancing the use of educational technology for students with autism spectrum disorder.
• Promoting career readiness and employability skills in high school education.
• Examining the impact of parent-led reading interventions on early literacy skills in kindergarten.
• Strategies for promoting positive teacher-student relationships in online learning environments.
• Investigating the effects of arts integration on student creativity and academic achievement in science education.
• Enhancing teacher collaboration for effective co-teaching in inclusive classrooms.
• Promoting global perspectives and intercultural understanding in social studies education.
• Examining the impact of cooperative learning on student social skills and peer relationships.
• Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in physical education classes.
• Investigating the effects of project-based learning on student problem-solving skills in computer science.
• Enhancing cultural competence among educators for working with diverse student populations.
• Promoting digital citizenship and online safety in digital media literacy education.
• Examining the impact of restorative practices on reducing disciplinary incidents and fostering a positive school climate.
• Strategies for supporting students with emotional and behavioral challenges in mainstream classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in mathematics education.
• Enhancing parent-teacher communication for effective student support and academic success.
• Promoting environmental sustainability education in secondary schools.
• Examining the impact of outdoor experiential learning on student STEM (science, technology, engineering, and mathematics) interest and career aspirations.
• Strategies for creating inclusive classrooms for students with visual impairments.
• Investigating the effects of student-led conferences on student self-evaluation and goal setting.
• Enhancing the use of formative assessment for personalized instruction in physical education.
• Promoting positive classroom management strategies.
• Examining the impact of cooperative learning on student academic achievement in foreign language education.
• Strategies for promoting inclusive practices for students with autism spectrum disorder in inclusive classrooms.
• Investigating the effects of blended learning models on student engagement and learning outcomes in mathematics.
• Enhancing teacher feedback practices to improve student oral communication skills in language arts.
• Promoting social-emotional learning through mindfulness-based interventions in high schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in technology education.
• Strategies for supporting students with learning difficulties in inclusive science classrooms.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in social studies.
• Enhancing parental involvement in supporting numeracy development at home.
• Promoting inclusive practices for students with sensory impairments in inclusive classrooms.
• Examining the impact of teacher-student relationships on student motivation and academic achievement in physical education.
• Strategies for promoting positive peer relationships and reducing bullying in high schools.
• Investigating the effects of arts integration on student motivation and academic achievement in mathematics education.
• Enhancing the use of educational technology for students with learning difficulties in science education.
• Promoting character education and ethical decision-making in elementary schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes in music education.
• Strategies for supporting students with English language learning difficulties in mathematics classes.
• Investigating the effects of arts integration on student creativity and academic achievement in social-emotional learning.
• Enhancing family-school partnerships for students with special educational needs in inclusive settings.
• Promoting critical digital literacy skills for responsible online communication in language arts education.
• Examining the impact of inclusive physical education on student attitudes towards physical fitness and well-being.
• Strategies for supporting students with dyscalculia in mathematics instruction.
• Investigating the effects of outdoor education on student environmental knowledge and sustainability practices.
• Enhancing the use of educational technology for students with hearing impairments in inclusive classrooms.
• Promoting career exploration and development in middle school education.
• Examining the impact of parent-led science experiments on student interest and learning outcomes in science education.
• Strategies for promoting positive teacher-student relationships in virtual learning environments.
• Investigating the effects of arts integration on student creativity and academic achievement in language arts.
• Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive classrooms.
• Promoting global citizenship and cultural competence in foreign language education.
• Examining the impact of cooperative learning on student social-emotional development and well-being.
• Strategies for supporting students with physical disabilities in adaptive physical education classes.
• Investigating the effects of project-based learning on student problem-solving skills in engineering education.
• Enhancing cultural competence among educators for working with diverse student populations in social studies.
• Promoting digital literacy skills for responsible online research and information evaluation.
• Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in middle schools.
• Strategies for supporting students with emotional and behavioral challenges in inclusive classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in language arts.
• Enhancing parent-teacher communication for effective collaboration and student support in mathematics education.
• Promoting environmental sustainability education in primary schools through cross-curricular integration.
• Examining the impact of outdoor experiential learning on student ecological literacy and environmental stewardship.
• Strategies for creating inclusive classrooms for students with cognitive impairments.
• Investigating the effects of student-led conferences on student self-reflection and goal-setting in science education.
• Enhancing the use of formative assessment for personalized instruction in social studies.
• Promoting positive classroom management strategies for students with attention deficit hyperactivity disorder (ADHD).
• Examining the impact of cooperative learning on student academic achievement in physical sciences.
• Strategies for promoting inclusive practices for students with speech and language difficulties in inclusive classrooms.
• Investigating the effects of blended learning models on student engagement and learning outcomes in language arts.
• Enhancing teacher feedback practices to improve student presentation skills in communication studies.
• Promoting social-emotional learning through mindfulness-based interventions in middle schools.
• Examining the impact of project-based learning on student creativity and problem-solving skills in fine arts.
• Strategies for supporting students with learning difficulties in inclusive social-emotional learning programs.
• Investigating the effects of differentiated instruction on student motivation and academic achievement in physical education.
• Enhancing parental involvement in supporting STEM (science, technology, engineering, and mathematics) education at home.
• Promoting inclusive practices for students with intellectual disabilities in inclusive classrooms.
• Examining the impact of teacher-student relationships on student motivation and academic achievement in music education.
• Strategies for promoting positive peer relationships and fostering social-emotional development in high schools.
• Investigating the effects of arts integration on student motivation and academic achievement in physical sciences.
• Enhancing the use of educational technology for students with learning difficulties in social studies education.
• Promoting character education and ethical decision-making in secondary schools.
• Examining the impact of teacher self-efficacy on instructional practices and student outcomes in physical education.
• Strategies for supporting students with English language learning difficulties in science classes.
• Investigating the effects of arts integration on student creativity and academic achievement in physical education.
• Enhancing family-school partnerships for students with special educational needs in inclusive physical education settings.
• Promoting critical digital literacy skills for responsible online communication in social studies education.
• Strategies for supporting students with dysgraphia in writing instruction.
• Investigating the effects of outdoor education on student environmental knowledge and sustainable practices in science education.
• Enhancing the use of educational technology for students with visual impairments in inclusive classrooms.
• Promoting career exploration and development in high school education.
• Examining the impact of parent-led math activities on student interest and learning outcomes in mathematics education.
• Investigating the effects of arts integration on student creativity and academic achievement in social sciences.
• Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive physical education settings.
• Promoting global citizenship and cultural competence in history education.
• Examining the impact of cooperative learning on student social-emotional development and well-being in language arts.
• Strategies for supporting students with physical disabilities in inclusive arts education classes.
• Investigating the effects of project-based learning on student problem-solving skills in computer programming education.
• Enhancing cultural competence among educators for working with diverse student populations in mathematics education.
• Promoting digital literacy skills for responsible online communication and information sharing.
• Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in high schools.
• Strategies for supporting students with emotional and behavioral challenges in inclusive language arts classrooms.
• Investigating the effects of growth mindset interventions on student academic resilience in social sciences.
• Enhancing parent-teacher communication for effective collaboration and student support in science education.
• Promoting environmental sustainability education in elementary schools through interdisciplinary integration.

Tips to write appealing action research paper in education

Here are some tips to write an appealing action research paper in education:

• Select a Relevant and Engaging Topic: Choose action research topics in education that is relevant to the field of education and aligns with your interests and goals. Select a topic that has practical implications and can contribute to improving educational practices.
• Clearly Define the Problem: Clearly define the problem or issue you want to address through your action research. Provide a concise and focused problem statement that highlights the specific area you aim to investigate.
• Set Clear Objectives: State clear and measurable objectives for your research. Identify what you want to achieve through your study and how you plan to measure your outcomes.
• Conduct a Literature Review: Conduct a thorough review of existing literature related to your research topic. Identify gaps in current knowledge and highlight how your research will contribute to filling those gaps.
• Use a Rigorous Research Design: Choose an appropriate research design that aligns with your research objectives. Consider whether a quantitative, qualitative, or mixed-methods approach is most suitable for your study.
• Collect and Analyze Data: Collect relevant data through appropriate methods, such as surveys, interviews, observations, or document analysis. Use rigorous data analysis techniques to derive meaningful findings from your data.
• Reflect and Take Action: Reflect on your findings and consider their implications for educational practice. Based on your findings, develop actionable recommendations or interventions that can be implemented to address the identified problem.
• Write Clearly and Concisely: Present your research in a clear and concise manner. Use appropriate academic language and structure your paper logically. Clearly explain your methodology, findings, and conclusions.
• Support Findings with Evidence: Use evidence from your data analysis to support your findings and conclusions. Use graphs, charts, or quotes from participants to enhance the credibility of your research.
• Discuss Limitations and Future Directions: Acknowledge the limitations of your study and discuss areas for future research. Address any potential biases or challenges that may have influenced your findings.
• Consider the Audience: Keep in mind the intended audience for your research paper, which may include educators, researchers, or policymakers. Write in a way that engages and appeals to your target audience.
• Revise and Edit: Proofread your paper for any grammatical or spelling errors. Revise your content to ensure clarity and coherence. Seek feedback from peers or mentors to improve the quality of your paper.

Remember, an appealing action research paper in education is one that not only presents valuable findings but also offers practical insights and recommendations for improving educational practices.

In conclusion, action research topics in education provide a powerful framework for addressing real-world issues and improving teaching and learning practices. This research approach empowers educators to take an active role in identifying challenges, implementing interventions, and evaluating their impact within their own classrooms or educational settings. 

By engaging in systematic inquiry, educators can generate valuable insights, evidence-based strategies, and meaningful changes that positively influence student outcomes. Action research promotes a reflective and collaborative approach, encouraging teachers to continuously refine their instructional methods, adapt to diverse student needs, and create inclusive learning environments. 

Ultimately, action research in education empowers educators to be agents of change, fostering innovation and improvement in education while enhancing student engagement, achievement, and well-being.

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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.

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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.

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Classroom Practice

Action Research Guide and Examples for Teachers

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.

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• 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
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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

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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.

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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 July 30, 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.

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How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

• Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
• Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
• Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

• Focus on areas of growth, not deficiency:  “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
• Foster a culture of inquiry:  Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
• Build structures for teacher collaboration:  Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

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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.

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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.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

• Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
• Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
• Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
• Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
• Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

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.

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2 Action Research as a Process for Professional Learning and Leadership

ESSENTIAL QUESTIONS

• What is the role of action research in professional learning and leadership?
• What are the educational contexts that action research takes place?
• What are the critiques of action research as a methodology?
• What are the basic stages of an action research project?

In the previous chapter, we were able to explore the idea of action research, the purpose of action research, and the theoretical underpinnings of action research. Hopefully, you now have a good understanding of the landscape of action research and the contours in which it can take shape in educational contexts. It is important to emphasize that the primary aim of conducting action research in an educational context is to study and improve upon an educator’s, or group of educators’, practice. This chapter will explore some of the practical aspects of action research, in particular, the forethought and planning required to engage in a successful action research experience.

As we begin to transition from the theoretical to the more practical aspects of action research, we want to provide a few questions to consider:

• How does the epistemological, ontological, and theoretical basis of action research fit with your pedagogical philosophy in the classroom? Will using action research require any paradigmatic shifts in how you approach your pedagogy?
• What are the pedagogical benefits of using action research in your educational context?
• What are the most significant affordances and challenges of using action research in your educational context?

After considering the questions above, we think it is important from a practical standpoint to consider and situate action research as part of an educator’s responsibility to professional learning and leadership.

Action Research as Professional Learning and Leadership 

Thus far, we have made the case that action research is a useful methodology for educators because it formalizes a process you already use to improve your pedagogy; but how does it benefit you as a professional and your professional identity? In Becoming Critical Carr and Kemmis (2003) list characteristics of action research that make it integral to critical professional learning for educators. We have summarized their five characteristics of action research as a methodology for educators:

Five Characteristics of Action Research as a Methodology for Educators

• action research rejects positivist notions of rationality, objectivity, and truth and instead has an openness to competing possibilities for effective pedagogical practice in educational contexts;
• action research employs educators’ reflective and interpretive categories, and uses the language of educators as a basis for educators to explore and develop their own pedagogical theorizing;
• action research allows educators’ unrealized self-understandings to be discerned by analyzing their own practices and understandings;
• action research connects reflection to action, enabling educators to overcome barriers to pedagogical change through awareness of social and systemic factors influencing their educational context;
• action research involves deep consideration of theory and practice and to demonstrate this critically self-reflective action, researchers develop and organize knowledge in which truth is evidenced through its relation to practice.

To synthesize these five characteristics in terms of practical knowledge, we think it is important to now consider a “so what?” type of question. After learning these characteristics, why would an educator engage in action research for the purpose of professional learning or leadership? The following five principles correspond to the five characteristics above:

Why an Educator would Engage in Action Research

• the development of an educator’s pedagogy is not about developing a set of “surefire” technical competencies; it is concerned with finding the most effective practices for the students in their educational context;
• one way for educators to be consistently informed on pedagogy and increase their skills is through actively being involved in a culture of inquiry that dually relies on the latest educational research and their own classroom to spark new inquiry;
• by doing action research, educators are engaged in the process of hypothesizing, theorizing, and developing self-knowledge related specifically to their practice;
• when educators engage in action research, they develop agency and gain control of knowledge, and address questions for themselves, instead of being subservient to the knowledge enacted on their educational context;
• when educators are engaged in research, educators are naturally engaged in educational theorizing because they are reflecting on practice systematically and critically, to close the distance between educational theory practice, which many educators feel (Hopkins, 2003).

Professional learning in education takes many forms. Action research is unique in the realm of professional learning because it is tailored to the educator’s real time pedagogical foci, issues, or needs. Professional learning opportunities often fail to meet the expectations of educators because they are meant for large groups of teachers, either based on a school, topic, subject, or course. Even at the course level of professional learning, while the content may be the same for each teacher, the students and educational context are different for each teacher – which creates unique challenges that educators want to address through their professional learning. One advantage of traditional professional learning sessions is the group aspect, or collaborative thinking that takes place. Action research is flexible enough that collaborative inquiry could be part of the process, and educators could include colleagues as part of their research. In many ways, action research not only contributes to professional learning, but also provides professional leadership to colleagues.

Professional leadership in education, or teacher leadership, also takes many forms. Danielson (2007) lists teacher leadership in her framework for teaching, as one of several professional responsibilities for educators. Educators who engage in action research and share their findings, are working to impact professional learning, and subsequently student learning, beyond their classrooms. Engaged educators who attain and continue to receive recognition in the teaching profession invest a lot of time and energy to stay informed and further develop their skills. Danielson (2007) notes that these educators are in a prime position to exercise leadership among their colleagues. Often times educators view conferences and professional learning sessions as the only opportunities to further develop their skills and become leaders among their colleagues. However, Danielson (2007) goes on to describe a distinguished educator as someone who engages in a combination of seeking “out opportunities for professional development and makes a systematic effort to conduct action research” (105). In this way, professional learning is a part of the action research process that engages educators in reflection and conversations outside of their educational context, while also potentially providing an alternative lens to analyze their data.

Data-driven decision making by administrators, teachers, and teams of educators, often facilitated by teacher leaders, is a prevalent practice in schools that impacts educator performance and student learning. This sort of professional learning through collaborative inquiry provides vital contextual data to improve pedagogy in classrooms and throughout the school. Sagor (2010) defines collaborative action research as ”the team inquiry process, when a group of individuals who are a part of a specific PLC, grade-level, or teacher learning team engage in inquiry and research.” These teams can become a means for collaboratively engaging in action research and developing data that is relative to the school. Data is most valuable to an educational context when it is deeply relatable and relevant to the specific educational context. Data specifically related to the educational context can increase a school’s capacity to focus on curricular and instructional strategies with the greatest potential to support student learning. In an effort to spark professional leadership, and as we discuss the process of action research in future chapters, please discuss with colleagues the potential action research projects in your own classroom and think about how to leverage those toward your school’s PLC, professional learning, or school-wide improvement plans. Thinking about your action research in this way adds another layer of purpose and makes action research a truly valuable process for improvement throughout your educational context.

What Will Action Look Like in My Classroom?

Now that we have discussed the relevance of action research for professional learning and leadership, it may be a little easier to conceptualize an action research project, or perhaps you already have an idea ready to start. O’Leary (2004) provides a useful list of processes related to action research that could help you think about your initial plans. Here are some questions to think about related to the processes of an action research project:

• Does it address a practical problems(s)? Educators typically identify a practical problem in their educational context that has multiple possible ways to be addressed. The impetus to improve professional practice prioritizes change.
• Does it generate knowledge? Generating knowledge promotes change. By addressing this practical problem, you will generate knowledge.
• Does it enact changes in your pedagogy/classroom/school? The changes generated by the knowledge will be useful to enact change relatively close to the conclusion of the research project.
• Is it participatory? Action research is participatory, and the primary researcher is involved in the action, potentially along with other researchers and stakeholders.
• Could it be a cyclical process? Action research is a cyclical process that results from emerging knowledge. Once better situational understanding is gained through research, a change can be implemented and researched again, resulting in an evaluative practice that reciprocates between informed action and critical reflection.

I want to emphasize that this is one of interpretations of the processes involved in the action research process, and you should adapt these basic processes to fit your needs as an educator and researcher. These processes will also become clearer in purpose as we discuss the contexts for action research.

The Contexts for Considering Action Research

Action research can take place in many professional settings and contexts. As we think about some of those contexts we will focus on the most common in educational settings. I have also provided some examples for research in each context.

Improving Classroom Practice

These projects are conducted by educators in their classroom context and focus on pedagogical, curricular, or instructional aspects of their practice. Examples could include:

• How can Socratic questioning improve engagement in class discussions?
• Who participates more in my class?
• How can integrated social studies and ELA lessons improve students’ reading scores?
• Will learning diaries in mathematics lessons enhance students’ conceptual understanding?
• How can Flipgrid help connect student interests to content standards?

Examining an Educational Theme

These projects allow educators to examine new ideas or themes that they have encountered in professional learning opportunities. Examples could include:

• How can I implement personalized learning in my classroom?
• Can I integrate all subjects into a problem-based inquiry project?
• In what ways do Breakout Box activities prepare students for content-based learning?
• Do exercise balls help students focus longer while sitting at their seats?

Educational Context Focus

These projects focus on interaction between humans and the ecological space of the context. Examples could include:

• How can using non-letter grades improve communication with parents?
• How can we increase engagement at parent meetings?
• Does going outside and doing yoga improve student focus in the afternoon?
• What is the effect of eliminating homework?
• Does presenting to community members, outside the school community, improve engagement or motivation for group projects?
• What anti-bullying strategies reduce verbal teasing?

Implementing a New Initiative Based on Policy or Research

These projects are sparked by new policy or research data or are related to district or state-wide initiatives. These are often group or collaborative projects. Examples could include:

• What are the best methods to prepare teachers for a school-wide one-to-one device launch?
• Do weekly meetings help support first-year teachers?
• Adopting the new formative assessment framework for inquiry-based learning.

Critiques of Action Research

Action research is a fairly new form of acceptable educational research; therefore, educators should be aware of some of the common critiques you may hear when presenting or sharing your research. These critiques can also be easily dealt with in the planning and development of your action research project. The following are three of the most common critiques of action research.

Critique #1: Action research lacks rigor and trustworthiness in comparison to other methodologies…

The rigor of a research project is shaped by the manner in which data collection and analysis are conducted in the research process. For example, rigor can develop in data collection by using a variety of research methods to collect data (discussed further in Chapter 6). Sharing data with critical friends and colleagues, or triangulating the data, would demonstrate rigor in the data analysis process. Issues of trustworthiness are raised around the question: Can you be/maintain objectivity when you are conducting research on your own practice? Trustworthiness can be viewed as the strength of the inference made possible by the given research study. Trustworthiness can be achieved primarily through triangulation of data (multiple sources of data) and a clear description of context, participants, processes, and analysis which allows for transferability as a reader. Maintaining a rigorous data collection and analysis process will help with trustworthiness, but also being clear in your epistemological stance and positionality from the beginning of the project also contributes to trustworthiness. Rigor and trustworthiness can easily be addressed through developing a research plan and sticking to it. Adherence to ethical research (IRB) will also add to trustworthiness, we will discuss this in a later chapter.

Critique #2: Action research findings are not generalizable to other educational contexts…

Generalizability is often a concern for quantitative researchers who are trying to solve problems across large portions of the population. Simply put, the action researcher is not concerned with generalizable data that can provide answers to other educators in different contexts (However, it is great if this happens!). The action researcher is primarily concerned with generating knowledge based on the actions within their own situated context. Action research findings are generalizable only within specific situations and within that specific educational context, which is described and considered as part of the research process. Sharing findings could be applicable to educators who are interested or who are in similar circumstances, either locally, nationally, or globally.

Critique #3: Action research is based on a deficit model…

The problem-solving nature of action research may give an appearance that it is based on a deficit model. This is not necessarily the case; however, if researchers are not conscious of deficit thinking or deficit models of thinking, it is possible to engage in action research based on perceived student deficits. From my perspective, developing strategies for solving a problem within a situation with the sole purpose of improving practice is not rooted in deficit thinking, especially if they really generate knowledge. Regardless, researchers need to be aware of deficit thinking and make sure their research questions do not rely on assumptions about students’ weaknesses based on demographic groupings.

What’s Ahead? Thinking about the Stages of Action Research

The models of action research presented in Chapter 1 all described action research as a cyclical process. It is exciting to think about a cyclical process of professional learning to improve your practice; however, it can also be overwhelming to think about the process. We think it is helpful to have some awareness of what may happen during the project, represented in distinct stages, to provide an overview of the whole process. This will help you plan more efficiently, but we think it is also important to be flexible and understand that your project does not always need to follow that order. Here is what to expect:

• Identifying a topic in the educational context
• Reviewing related literature
• Revising the topic
• Developing a research question
• Plan research activities
• Collect data
• Analyze data
• Action implementation
• Reflection on action
• Report, share, or document.

Each of these steps has some brief considerations, yet I would like to discuss these steps in three broad areas of focus due to the overlap of these considerations.

Topic Development

• Researching in Action

Action Implications

Identifying and developing a topic that is important and relevant to your practice is vitally essential. Your topic not only shapes the area of educational knowledge you will contribute to, but it will also shape your research question. It is usually helpful to identify and write down three to five potential topics. In addition to writing the topic down, describe why each topic is important or relevant to you, your practice, your students, and/or your educational context. Then, if you are still having a hard time deciding on a topic, write down the intended benefits for you, your practice, your students, and/or your educational context. It may also be helpful to discuss your ideas with others, to help focus your thoughts and provide another perspective on the feasibility of completing a study on a particular topic, its relevance and implications for practice.

Once you have identified a topic, it is important to conduct a literature review (discussed fully in Chapter 3) to find out what the field of education has researched in regards to your topic. This will help you understand what we know and don’t know about your topic. Once you have conducted a thorough literature review you will feel capable of potentially revising your topic to reflect the knowledge base, and possibly narrow the scope of your project for your own purposes.

Lastly, you will be able to develop a research question (discussed fully in Chapter 4) based on your topic, the reviewed literature, and your intended outcomes.

Researching Action

After you have thoroughly vetted a topic and developed a research question, you will be ready to begin the process of researching your topic in your educational context. In consideration of your research question, you can begin to plan your research activities—when  and how you will conduct the research in your educational context (Chapter 4). This will include a timeline of activities. You will then begin planning your data collection (Chapter 5) methods and fit those into your timeline. You will also need to think about a proposed process, or order for analyzing your data. This may seem strange; however, it helps contribute to the rigor and validity of your study to have a plan that fits within your epistemological stance.

Once your plan is set, you can begin the data collection process. After data collection, you can begin the analysis of the data (Chapter 6).

After you have analyzed your data, you should have some indication as to implications for your research question. You will have the opportunity to reflect on the research, take action, and eventually share or report your findings. Many of you will have reason to change an action in your educational context, whether it is the following week, the next semester, or next school year. This is where the cyclical process of action research can take shape.

Action Research in Action: A Vignette

As a classroom teacher, I was often engaged in action research without realizing it, and typically this process began from reflection. As a graduate student, weekly reflections on the required readings in my Teachers as Researchers course prompted me to identify issues in my classroom to address, either through pedagogical changes or adjustments to my curriculum. In a less formal way, action research naturally emerged as part of my yearly evaluations with administration. In one particular year, after reflecting on my own practice, I realized (rather, admitted) that my junior-level English students did not enjoy our classroom novel studies, resulting in a lack of engagement and poor performance for many of them. The ‘start and stop’ method—where students read a chapter, then stop to either discuss the chapter or take a quiz—did not replicate how people read books, and it is no wonder that it destroyed my students’ desire to engage with the novels they were assigned. This is where action research emerged—I established a driving question for my own classroom problem: How can I adapt whole novel studies to reflect the natural reading process, take into account each students’ reading level, and improve overall reading performance and engagement?

The next step in this process was to find research that already existed on whole novel studies in the classroom and use that information as a catalyst for my own research. I read several examples of alternative methods to whole novel studies, but most of what I could find was based on a middle school classroom. This was good news! It meant, on a large scale, my action research would have a place in the broad educational context by filling an existing void in the information available to classroom teachers. On a small scale, this meant other teachers in my own department could benefit from what I design since a lack of resources exists in this area.

After reading several examples of alternative methods, I adapted the practices that seemed to fit best with my own students and created my own version of how to work with whole novels in the high school English classroom. I implemented this method in two different courses, one of which was considered an ‘advanced’ course, with students at all different reading levels. I tracked their progress in multiple ways and recorded the information on spreadsheets for future use. After a successful first attempt at changing my practice, I presented the findings to my colleagues at a department meeting, and many adapted my method to use in their own classrooms.

Though this example of action research does not reflect a formalized project, it speaks to how teachers naturally engage in the process of questioning and problem-solving to create change for their students. It also demonstrates the value in what teachers discover in their own classrooms. Researchers are often criticized for being too far removed from classroom practice to really understand what teachers need; but teacher researchers have the opportunity to be their own guide and to potentially influence teacher praxis in positive and practical ways.

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.

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Action Research

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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.

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Action Research

What is action research.

Action research is a methodology that emphasizes collaboration between researchers and participants to identify problems, develop solutions and implement changes. Designers plan, act, observe and reflect, and aim to drive positive change in a specific context. Action research prioritizes practical solutions and improvement of practice, unlike knowledge generation, which is the priority of traditional methods.  

© New Mexico State University, Fair Use

Why is Action Research Important in UX Design?

Action research stands out as a unique approach in user experience design (UX design), among other types of research methodologies and fields. It has a hands-on, practical focus, so UX designers and researchers who engage in it devise and execute research that not only gathers data but also leads to actionable insights and solid real-world solutions. 

The concept of action research dates back to the 1940s, with its roots in the work of social psychologist Kurt Lewin. Lewin emphasized the importance of action in understanding and improving human systems. The approach rapidly gained popularity across various fields, including education, healthcare, social work and community development.  

Kurt Lewin, the Founder of social psychology.

© Wikimedia Commons, Fair Use

In UX design, the incorporation of action research appeared with the rise of human-centered design principles. As UX design started to focus more on users' needs and experiences, the participatory and problem-solving nature of action research became increasingly significant. Action research bridges the gap between theory and practice in UX design. It enables designers to move beyond hypothetical assumptions and base their design decisions on concrete, real-world data. This not only enhances the effectiveness of the design but also boosts its credibility and acceptance among users—vital bonuses for product designers and service designers. 

At its core, action research is a systematic, participatory and collaborative approach to research . It emphasizes direct engagement with specific issues or problems and aims to bring about positive change within a particular context. Traditional research methodologies tend to focus solely on the generation of theoretical knowledge. Meanwhile, action research aims to solve real-world problems and generate knowledge simultaneously .  

Action research helps designers and design teams gather first-hand insights so they can deeply understand their users' needs, preferences and behaviors. With it, they can devise solutions that genuinely address their users’ problems—and so design products or services that will resonate with their target audiences. As designers actively involve users in the research process, they can gather authentic insights and co-create solutions that are both effective and user-centric.  

Moreover, the iterative nature of action research aligns perfectly with the UX design process. It allows designers to continuously learn from users' feedback, adapt their designs accordingly, and test their effectiveness in real-world contexts. This iterative loop of planning, acting, observing and reflecting ensures that the final design solution is user-centric. However, it also ensures that actual user behavior and feedback validates the solution that a design team produces, which helps to make action research studies particularly rewarding for some brands. 

Designers can continuously learn from users’ feedback in action research and iterate accordingly.

© Fauxels, Fair Use

What is The Action Research Process?

Action research in UX design involves several stages. Each stage contributes to the ultimate goal: to create effective and user-centric design solutions. Here is a step-by-step breakdown of the process:  

1. Identify the Problem

This could be a particular pain point users are facing, a gap in the current UX design, or an opportunity for improvement.  

2. Plan the Action

Designers might need to devise new design features, modify existing ones or implement new user interaction strategies.  

3. Implement the Action

Designers put their planned actions into practice. They might prototype the new design, implement the new features or test the new user interaction strategies.  

4. Observe and Collect Data

As designers implement the action they’ve decided upon, it's crucial to observe its effects and collect data. This could mean that designers track user behaviors, collect user feedback, conduct usability tests or use other data collection methods.  

5. Reflect on the Results

From the collected data, designers reflect on the results, analyze the effectiveness of the action and draw insights. If the action has led to positive outcomes, they can further refine it and integrate it into the final design. If not, they can go back to plan new actions and repeat the process.  

An action research example could be where designers do the following: 

Identification : Designers observe a high abandonment rate during a checkout process for an e-commerce website. 

Planning : They analyze the checkout flow to identify potential friction points.  

Action : They isolate these points, streamline the checkout process, introduce guest checkout and optimize form fields.  

Observation : They monitor changes in abandonment rates and collect user feedback.  

Reflection : They assess the effectiveness of the changes as these reduce checkout abandonment.  

Outcome : The design team notices a significant decrease in checkout abandonment, which leads to higher conversion rates as more users successfully purchase goods.  

What Types of Action Research are there?

Action research splits into three main types: technical, collaborative and critical reflection.  

1. Technical Action Research

Technical action research focuses on improving the efficiency and effectiveness of a system or process. Designers often use it in organizational contexts to address specific issues or enhance operations. This could be where designers improve the usability of a website, optimize the load time of an application or enhance the accessibility of a digital product.  

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2. Collaborative Action Research

Collaborative action research emphasizes the active participation of stakeholders in the research process. It's about working together to identify issues, co-create solutions and implement changes. In the context of UX design, this could mean that designers collaborate with users to co-design a new feature, work with developers to optimize a process, or partner with business stakeholders to align the UX strategy with business goals.  

3. Critical Reflection Action Research

Critical reflection action research aims to challenge dominant power structures and social injustices within a particular context. It emphasizes the importance of where designers and design teams reflect on the underlying assumptions and values that drive research and decision-making processes. In UX design, this could be where designers question the design biases, challenge the stereotypes, and promote inclusivity and diversity in design decisions.  

What are the Benefits and Challenges of Action Research?

Like any UX research method or approach, action research comes with its own set of benefits and challenges.  

Benefits of Action Research

Real-world solutions.

Action research focuses on solving real-world problems. This quality makes it highly relevant and practical. It allows UX designers to create solutions that are not just theoretically sound but also valid in real-world contexts.  

User Involvement

Action research involves users in the research process, which lets designers gather first-hand insights into users' needs, preferences and behaviors. This not only enhances the accuracy and reliability of the research but also fosters user engagement and ownership long before user testing of high-fidelity prototypes.  

Continuous Learning

The iterative nature of action research promotes continuous learning and improvement. It enables designers to adapt their designs based on users' feedback and learn from their successes and failures. They can fine-tune better tools and deliverables, such as more accurate user personas, from their findings.

Author and Human-Computer Interaction Expert, Professor Alan Dix explains personas and why they are important: 

Challenges of Action Research

Time- and resource-intensive.

Action research involves multiple iterations of planning, acting, observing and reflecting, which can be time- and resource-intensive. 

Complexity of Real-world Contexts

It can be difficult to implement changes and observe their effects in real-world contexts. This is due to the complexity and unpredictability of real-world situations.  

Risk of Subjectivity

Since action research involves close collaboration with stakeholders, there's a risk of subjectivity and bias influencing the research outcomes. It's crucial for designers to maintain objectivity and integrity throughout the research process. 

Ethical Considerations

It can be a challenge to ensure all participants understand the nature of the research and agree to participate willingly. Also, it’s vital to safeguard the privacy of participants and sensitive data.  

Scope Creep

The iterative nature of action research might lead to expanding goals, and make the project unwieldy.  

Generalizability

The contextual focus of action research may limit the extent to which designers can generalize findings from field studies to other settings.  

Best Practices and Tips for Successful Action Research

1. define clear objectives.

To begin, designers should define clear objectives. They should ask the following: 

What is the problem to try to solve? 

What change is desirable as an outcome?  

To have clear objectives will guide their research process and help them stay focused.  

2. Involve Users

It’s vital to involve users in the research process. Designers should collaborate with them to identify issues, co-create solutions and implement changes in real time. This will not only enhance the relevance of the research but also foster user engagement and ownership.  

3. Use a Variety of Data Collection Methods

To conduct action research means to observe the effects of changes in real-world contexts. This requires a variety of data collection methods. Designers should use methods like surveys, user interviews, observations and usability tests to gather diverse and comprehensive data. 

UX Strategist and Consultant, William Hudson explains the value of usability testing in this video: 

4. Reflect and Learn

Action research is all about learning from action. Designers should reflect on the outcomes of their actions, analyze the effectiveness of their solutions and draw insights. They can use these insights to inform their future actions and continuously improve the design.  

5. Communicate and Share Findings

Lastly, designers should communicate and share their findings with all stakeholders. This not only fosters transparency and trust but also facilitates collective learning and improvement.  

What are Other Considerations to Bear in Mind with Action Research?

Quantitative data.

Action research involves both qualitative and quantitative data, but it's important to remember to place emphasis on qualitative data. While quantitative data can provide useful insights, designers who rely too heavily on it may find a less holistic view of the user experience. 

Professor Alan Dix explains the difference between quantitative and qualitative data in this video: 

User Needs and Preferences

Designers should focus action research on understanding user needs and preferences. If they ignore these in favor of more technical considerations, the resulting design solutions may not meet users' expectations or provide them with a satisfactory experience.  

User Feedback

It's important to seek user feedback at each stage of the action research process. Without this feedback, designers may not optimize design solutions for user needs. For example, they may find the information architecture confusing. Additionally, without user feedback, it can be difficult to identify any unexpected problems that may arise during the research process.  

Time Allocation

Action research requires time and effort to ensure successful outcomes. If designers or design teams don’t permit enough time for the research process, it can lead to rushed decisions and sloppy results. It's crucial to plan ahead and set aside enough time for each stage of the action research process—and ensure that stakeholders understand the time-consuming nature of research and digesting research findings, and don’t push for premature results. 

Contextual Factors

Contextual factors such as culture, environment and demographics play an important role in UX design. If designers ignore these factors, it can lead to ineffective design solutions that don't properly address users' needs and preferences or consider their context.  

Professor Alan Dix explains the need to consider users’ culture in design, in this video: 

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Overall, in the ever-evolving field of UX design, this is one methodology that can serve as a powerful research tool for driving positive change and promoting continuous learning. Since to do action research means to actively involve users in the research process and research projects, and focus on real-world problem-solving, it allows designers to create more user-centered designs. These digital solutions and services will be more likely to resonate with the target users and deliver exceptional user experiences.  

Despite its challenges, the benefits of action research far outweigh the risks. Action research is therefore a valuable approach for UX designers who are keen on creating a wide range of impactful and sustainable design solutions. The biggest lesson with action research is to ensure that user needs and preferences are at the center of the research process. 

Learn More about Action Research  

Take our User Research: Methods and Best Practices course.  

Take our Master Class Radical Participatory Design: Insights From NASA’s Service Design Lead with Victor Udoewa, Service Design Lead, NASA SBIR/STTR Program. 

Read more in-depth information in 3 things design thinking can learn from action research by Amin Mojtahedi, PhD . 

Find additional insights in What Technical Communicators and UX Designers Can Learn From Participatory Action Research by Guiseppe . 

Discover more insights and tips in Action Research: Steps, Benefits, and Tips by Lauren Stewart .

Questions related to Action Research

Action research and design thinking are both methodologies to solve problems and implement changes, but they have different approaches and emphases. Here's how they differ:  

Objectives  

Action research aims to solve specific problems within a community or organization through a cycle of planning, action, observation and reflection. It focuses on iterative learning and solving real-world problems through direct intervention.  

Design thinking focuses on addressing complex problems by understanding the user's needs, re-framing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach in prototyping and testing. It emphasizes innovation and the creation of solutions that are desirable, feasible and viable.  

Process  

Action research involves a cyclic process that includes:  

- Identify a problem.  

- Plan an action.  

- Implement the action.  

- Observe and evaluate the outcomes.  

- Reflect on the findings and plan the next cycle. 

Design thinking follows a non-linear, iterative process that typically includes five phases:  

- Empathize: Understand the needs of those you're designing for.  

- Define: Clearly articulate the problem you want to solve.  

- Ideate: Brainstorm a range of creative solutions.  

- Prototype: Build a representation of one or more of your ideas.  

- Test: Return to your original user group and test your idea for feedback.  

User Involvement  

Action research actively involves participants in the research process. The participants are co-researchers and have a direct stake in the problem at hand.  

Design thinking prioritizes empathy with users and stakeholders to ensure that the solutions are truly user-centered. While users are involved, especially in the empathy and testing phases, they may not be as deeply engaged in the entire process as they are in action research.  

Outcome  

Action research typically aims for practical outcomes that directly improve practices or address issues within the specific context studied. Its success is measurable by the extent of problem resolution or improvement.  

Design thinking seeks to generate innovative solutions that may not only solve the identified problem but also provide a basis for new products, services or ways of thinking. The success is often measurable in terms of innovation, user satisfaction and feasibility of implementation.  

In summary, while both action research and design thinking are valuable in addressing problems, action research is more about participatory problem-solving within specific contexts, and design thinking is about innovative solution-finding with a strong emphasis on user needs. 

Take our Design Thinking: The Ultimate Guide course. 

To define the research question in an action research project, start by identifying a specific problem or area of interest in your practice or work setting. Reflect on this issue deeply to understand its nuances and implications. Then, narrow your focus to a question that is both actionable and researchable. This question should aim to explore ways to improve, change or understand the problem better. Ensure the question is clear, concise and aligned with the goals of your project. It must invite inquiry and suggest a path towards finding practical solutions or gaining deeper insights. 

For instance, if you notice a decline in user engagement with a product, your research question could be, "How can we modify the user interface of our product to enhance user engagement?" This question clearly targets an improvement, focuses on a specific aspect (the user interface) and implies actionable outcomes (modifications to enhance engagement). 

Take our Master Class Radical Participatory Design: Insights From NASA’s Service Design Lead with Victor Udoewa, Service Design Lead, NASA SBIR/STTR Program.  

Designers use several tools and methods in action research to explore problems and implement solutions. Surveys allow them to gather feedback from a broad audience quickly. Interviews offer deep insights through personal conversations, focusing on users' experiences and needs. Observations help designers understand how people interact with products or services in real environments. Prototyping enables the testing of ideas and concepts through tangible models, and allows for immediate feedback and iteration. Finally, case studies provide detailed analysis of specific instances and offer valuable lessons and insights. 

These tools and methods empower designers to collect data, analyze findings and make informed decisions. When designers employ a combination of these approaches, they ensure a comprehensive understanding of the issues at hand and develop effective solutions. 

CEO of Experience Dynamics, Frank Spillers explains the need to be clear about the problem that designers should address: 

To engage stakeholders in an action research project, first identify all individuals or groups with an interest in the project's outcome. These might include users, team members, clients or community representatives. Clearly communicate the goals, benefits and expected outcomes of the project to them. Use presentations, reports, or informal meetings to share your vision and how their involvement adds value. 

Involve stakeholders early and often by soliciting their feedback through surveys, interviews or workshops. This inclusion not only provides valuable insights but also fosters a sense of ownership and commitment to the project. Establish regular update meetings or newsletters to keep stakeholders informed about progress, challenges and successes. Finally, ensure there are clear channels for stakeholders to share their input and concerns throughout the project. 

This approach creates a collaborative environment where stakeholders feel valued and engaged, leading to more meaningful and impactful outcomes. 

To measure the impact of an action research project, start by defining clear, measurable objectives at the beginning. These objectives should align with the goals of your project and provide a baseline against which you can measure progress. Use quantitative metrics such as increased user engagement, sales growth or improved performance scores for a tangible assessment of impact. Incorporate qualitative data as well, such as user feedback and case studies, to understand the subjective experiences and insights gained through the project. 

Conduct surveys or interviews before and after the project to compare results and identify changes. Analyze this data to assess how well the project met its objectives and what effect it had on the target issue or audience. Document lessons learned and unexpected outcomes to provide a comprehensive view of the project's impact. This approach ensures a holistic evaluation, combining numerical data and personal insights to gauge the success and influence of your action research project effectively. 

Take our Master Class Design KPIs: From Insights to Impact with Vitaly Friedman, Senior UX consultant, European Parliament, and Creative Lead, Smashing Magazine. 

When unexpected results or obstacles emerge during action research, first, take a step back and assess the situation. Identify the nature of the unexpected outcome or obstacle and analyze its potential impact on your project. This step is crucial for understanding the issue at hand. 

Next, communicate with your team and stakeholders about the situation. Open communication ensures everyone understands the issue and can contribute to finding a solution. 

Then, consider adjusting your research plan or design strategy to accommodate the new findings or to overcome the obstacles. This might involve revisiting your research questions, methods or even the design problem you are addressing. 

Always document these changes and the reasons behind them. This documentation will be valuable for understanding the project's evolution and for future reference. 

Finally, view these challenges as learning opportunities. Unexpected results can lead to new insights and innovations that strengthen your project in the long run. 

By remaining flexible, communicating effectively, and being willing to adjust your approach, you can navigate the uncertainties of action research and continue making progress towards your goals. 

Professor Alan Dix explains externalization, a creative process that can help designers to adapt to unexpected roadblocks and find a good way forward: 

Action research can significantly contribute to inclusive and accessible design by directly involving users with diverse needs in the research and design process. When designers engage individuals from various backgrounds, abilities and experiences, they can gain a deeper understanding of the wide range of user requirements and preferences. This approach ensures that the products or services they develop cater to a broader audience, including those with disabilities. 

Furthermore, action research allows for iterative testing and feedback loops with users. This quality enables designers to identify and address accessibility challenges early in the design process. The continuous engagement helps in refining designs to be more user-friendly and inclusive. 

Additionally, action research fosters a culture of empathy and understanding within design teams, as it emphasizes the importance of seeing the world from the users' perspectives. This empathetic approach leads to more thoughtful and inclusive design decisions, ultimately resulting in products and services that are accessible to everyone. 

By prioritizing inclusivity and accessibility through action research, designers can create more equitable and accessible solutions that enhance the user experience for all. 

Take our Master Class How to Design for Neurodiversity: Inclusive Content and UX with Katrin Suetterlin, UX Content Strategist, Architect and Consultant. 

To ensure the reliability and validity of data in action research, follow these steps: 

Define clear research questions: Start with specific, clear research questions to guide your data collection. This clarity helps in gathering relevant and focused data. 

Use multiple data sources: Collect data from various sources to cross-verify information. This triangulation strengthens the reliability of your findings. 

Apply consistent methods: Use consistent data collection methods throughout your research. If conducting surveys or interviews, keep questions consistent across participants to ensure comparability. 

Engage in peer review: Have peers or experts review your research design and data analysis. Feedback can help identify biases or errors, and enhance the validity of your findings. 

Document the process: Keep detailed records of your research process, including how you collected and analyzed data. Documentation allows others to understand and validate your research methodology. 

Test and refine instruments: If you’re using surveys or assessment tools, test them for reliability and validity before using them extensively. Pilot testing helps refine these instruments, and ensures they accurately measure what they intend to. 

When you adhere to these principles, you can enhance the reliability and validity of your action research data, leading to more trustworthy and impactful outcomes. 

Take our Data-Driven Design: Quantitative Research for UX course.  

To analyze data collected during an action research project, follow these steps: 

Organize the data: Begin by organizing your data, categorizing information based on types, sources or research questions. This organization makes the data manageable and prepares you for in-depth analysis. 

Identify patterns and themes: Look for patterns, trends and themes within your data. This might mean to code qualitative data or use statistical tools for quantitative data to uncover recurring elements or significant findings. 

Compare findings to objectives: Match your findings against the research objectives. Assess how the data answers your research questions or addresses the issues you set out to explore. 

Use software tools: Consider using data analysis software, especially for complex or large data sets. Tools like NVivo for qualitative data or SPSS for quantitative data can simplify analysis and help in identifying insights. 

Draw conclusions: Based on your analysis, draw conclusions about what the data reveals. Look for insights that answer your research questions or offer solutions to the problem you are investigating. 

Reflect and act: Reflect on the implications of your findings. Consider how they impact your understanding of the research problem and what actions they suggest for improvement or further investigation. 

This approach to data analysis ensures a thorough understanding of the collected data, allowing you to draw meaningful conclusions and make informed decisions based on your action research project. 

Professor Ann Blandford, Professor of Human-Computer Interaction, UCL explains valuable aspects of data collection in this video: 

Baskerville, R. L., & Wood-Harper, A. T. (1996). A critical perspective on action research as a method for information systems research . Journal of Information Technology, 11(3), 235-246.   

This influential paper examines the philosophical underpinnings of action research and its application in information systems research, which is closely related to UX design. It highlights the strengths of action research in addressing complex, real-world problems, as well as the challenges in maintaining rigor and achieving generalizability. The paper helped establish action research as a valuable methodology in the information systems and UX design fields.  

Di Mascio, T., & Tarantino, L. (2015). New Design Techniques for New Users: An Action Research-Based Approach . In Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 83-96). ACM. 

This paper describes an action research project that aimed to develop a novel data gathering technique for understanding the context of use of a technology-enhanced learning system for children. The authors argue that traditional laboratory experiments struggle to maintain relevance to the real world, and that action research, with its focus on solving practical problems, is better suited to addressing the needs of new ICT products and their users. The paper provides insights into the action research process and reflects on its value in defining new methods for solving complex, real-world problems. The work is influential in demonstrating the applicability of action research in the field of user experience design, particularly for designing for new and underserved user groups. 

Villari, B. (2014). Action research approach in design research . In Proceedings of the 5th STS Italia Conference A Matter of Design: Making Society through Science and Technology (pp. 306-316). STS Italia Publishing.  

This paper explores the application of action research in the field of design research. The author argues that design is a complex practice that requires interdisciplinary skills and the ability to engage with diverse communities. Action research is presented as a research strategy that can effectively merge theory and practice, linking the reflective dimension to practical activities. The key features of action research highlighted in the paper are its context-dependent nature, the close relationship between researchers and the communities involved, and the iterative process of examining one's own practice and using research insights to inform future actions. The paper is influential in demonstrating the value of action research in addressing the challenges of design research, particularly in terms of bridging the gap between theory and practice and fostering collaborative, user-centered approaches to design.  

Brandt, E. (2004). Action research in user-centred product development . AI & Society, 18(2), 113-133.  

This paper reports on the use of action research to introduce new user-centered work practices in two commercial product development projects. The author argues that the growing complexity of products and the increasing importance of quality, usability, and customization demand new collaborative approaches that involve customers and users directly in the development process. The paper highlights the value of using action research to support these new ways of working, particularly in terms of creating and reifying design insights in representations that can foster collaboration and continuity throughout the project. The work is influential in demonstrating the applicability of action research in the context of user-centered product development, where the need to bridge theory and practice and engage diverse stakeholders is paramount. The paper provides valuable insights into the practical challenges and benefits of adopting action research in this domain. 

1. Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice . SAGE Publications.  

This comprehensive handbook is considered a seminal work in the field of action research. It provides a thorough overview of the history, philosophical foundations, and diverse approaches to action research. The book features contributions from leading scholars and practitioners, covering topics such as participatory inquiry, critical action research, and the role of action research in organizational change and community development. It has been highly influential in establishing action research as a rigorous and impactful research methodology across various disciplines. 

 2. Stringer, E. T. (2013). Action Research (4th ed.) . SAGE Publications.  

This book by Ernest T. Stringer is a widely recognized and accessible guide to conducting action research. It provides clear, step-by-step instructions on the action research process, including gathering information, interpreting and explaining findings, and taking action to address practical problems. The book is particularly valuable for novice researchers and practitioners in fields such as education, social work, and community development, where action research is commonly applied. Its practical approach and real-life examples have made it a go-to resource for those seeking to engage in collaborative, solution-oriented research. 

3. McNiff, J. (2017). Action Research: All You Need to Know (1st ed.) . SAGE Publications.   

This book by Jean McNiff provides a comprehensive guide to conducting action research projects. It covers the key steps of the action research process, including identifying a problem, developing an action plan, implementing changes, and reflecting on the outcomes. The book is influential in the field of action research as it offers practical advice and strategies for practitioners across various disciplines, such as education, healthcare, and organizational development. It emphasizes the importance of critical reflection, collaboration, and the integration of theory and practice, making it a valuable resource for those seeking to engage in rigorous, transformative research. 

Answer a Short Quiz to Earn a Gift

What is a primary characteristic of action research in UX design?

• It drives practical changes through iterative cycles.
• It focuses solely on theoretical knowledge.
• It relies on external consultants to dictate changes.

Which type of action research improves system efficiency and effectiveness?

• Collaborative Action Research
• Critical Reflection Action Research
• Technical Action Research

What role do stakeholders play in collaborative action research?

• They participate actively in co-creating solutions.
• They provide financial support only.
• They review and approve final designs.

How do users in action research benefit the design process?

• They help make sure designs meet actual user needs and preferences.
• They help speed up the design process significantly.
• They limit the scope of design innovations.

What is the purpose of the reflection stage in the action research process?

• To document the research process for publication only
• To evaluate the effectiveness of actions and plan further improvements
• To finalize the product design without further changes

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Literature on Action Research

Here’s the entire UX literature on Action Research by the Interaction Design Foundation, collated in one place:

Learn more about Action Research

Take a deep dive into Action Research with our course User Research – Methods and Best Practices .

How do you plan to design a product or service that your users will love , if you don't know what they want in the first place? As a user experience designer, you shouldn't leave it to chance to design something outstanding; you should make the effort to understand your users and build on that knowledge from the outset. User research is the way to do this, and it can therefore be thought of as the largest part of user experience design .

In fact, user research is often the first step of a UX design process—after all, you cannot begin to design a product or service without first understanding what your users want! As you gain the skills required, and learn about the best practices in user research, you’ll get first-hand knowledge of your users and be able to design the optimal product—one that’s truly relevant for your users and, subsequently, outperforms your competitors’ .

This course will give you insights into the most essential qualitative research methods around and will teach you how to put them into practice in your design work. You’ll also have the opportunity to embark on three practical projects where you can apply what you’ve learned to carry out user research in the real world . You’ll learn details about how to plan user research projects and fit them into your own work processes in a way that maximizes the impact your research can have on your designs. On top of that, you’ll gain practice with different methods that will help you analyze the results of your research and communicate your findings to your clients and stakeholders—workshops, user journeys and personas, just to name a few!

By the end of the course, you’ll have not only a Course Certificate but also three case studies to add to your portfolio. And remember, a portfolio with engaging case studies is invaluable if you are looking to break into a career in UX design or user research!

We believe you should learn from the best, so we’ve gathered a team of experts to help teach this course alongside our own course instructors. That means you’ll meet a new instructor in each of the lessons on research methods who is an expert in their field—we hope you enjoy what they have in store for you!

All open-source articles on Action Research

An Introduction to Action Research

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Cognitive Maps in UX | IxDF

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Suggested Topics for an Action Research Project

Scott wolfenden, 28 jun 2018.

Action research isn't about searching for information or digging into library research books, but it involves teachers systematically searching for ways to improve their skills, techniques and strategies, how things can be done better and more effectively in the classroom or school. Teachers and schools need to periodically ask what can improve the level of teaching and close gaps. This research can be done on an individual level, by a team with a group of teachers, as well as with administrators. Action research can also be initiated on a school or district level.

Explore this article

• Personalizing Instruction
• Parental Involvement
• Electronic Devices in the Classroom and School

1 Personalizing Instruction

One topic for action research that can be initiated is how to personalize instruction to match the diverse needs of students. Each student has unique skills and needs in education. Howard Gardener's theory of multiple intelligences considers the idea that every child learns differently. Some are visually oriented; others are auditorily adept; and some do better with hands-on projects. A research project might be a fine way to instruct one student, but building a model or putting together a poster might be a better way of reaching another student. By discussing the distinctive needs of individual students at team meetings or after school within grade levels between teachers of various disciplines, a consensus on how to help individual students can be achieved.

2 Parental Involvement

Another action research project can be what can be done in the classroom or on the school level for parents to be more involved with their children's education. You can ask if you as the teacher are able to communicate with parents easily, and are the parents comfortable communicating with you. Do you have access to phone numbers and addresses of all parents, and, if not, how can that situation be rectified?

Another topic for action research is homework. Are students completing their homework, and if a significant percentage are not, what can the teacher or grade level team do to help parents better oversee and help with their children's homework routine? What can be done to increase the quality of their homework? Communicate with the parents to see if they are involved with the children's homework, and if they know whether or not their children are doing their homework regularly.

4 Electronic Devices in the Classroom and School

Some classrooms and schools have strict policies on the use of electronic devices during the school day, in the classroom, in the hallways and on school property in general. Other schools and classrooms are more liberal and adopt the attitude that as long as the student doesn't "get into trouble" and finishes his work, it isn't of importance. One grade-school principal stated that the school had declared a figurative "war on electronic devices" for texting and listening to music in the school, because these proved to be distracting to students, infringing on their ability to concentrate and do meaningful schoolwork. Examination of school and classroom policies on electronic devices, music media units and hand-held video games, then, is a potent topic for an action research activity for individual teachers, schools and even school districts.

• 1 Indiana University: Human Intelligence - Howard Gardener

About the Author

Scott Wolfenden began writing in 2006 on the subject of mental health. He has written a book on ADHD, children's mental health, education and parenting partially based on experience teaching in public schools. He blogs for Learning Things, an educational products website. He graduated from Thomas Edison State College with a Bachelor of Arts in social science and additional coursework in psychology.

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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.
• 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 […]
• 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.
• 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.
• 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 […]
• 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.
• 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.
• 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 […]
• 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.
• 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 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
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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/  

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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.  

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APA format: Basic Guide for Researchers

The future of academia: how ai tools are changing the way we do research, you may also like, the ai revolution: authors’ role in upholding academic..., the future of academia: how ai tools are..., how to choose a dissertation topic, how to write a phd research proposal, how to write an academic paragraph (step-by-step guide), five things authors need to know when using..., 7 best referencing tools and citation management software..., maintaining academic integrity with paperpal’s generative ai writing..., research funding basics: what should a grant proposal....

Project 2025’s Plan to Eliminate Public Schools Has Already Started

P roject 2025, the policy agenda for Former President Trump’s potential first year back in the White House published by the far right conservative think tank the Heritage Foundation, has been making waves recently. Some of the many destructive proposals within the agenda include the elimination of the U.S. Department of Education —along with federal education funding and any civil rights protections—and the diversion of public money to private school voucher programs instead.

Make no mistake: The goal is to end public education. But dismantling our public schools isn’t just the plan if Trump is reelected—it is already happening.

We are on the brink of a new wave of public school closures , another step in the decades-long project to divest and dismantle the institution of public school. Disguised as “school choice,” federal, state, local, and private actors have prioritized paying for  private and charter schools, hoarding educational resources for the haves and depleting resources for the have-nots.

The policies that Project 2025 plans to prioritize—government payments to families sending their children to private school and creation of new charter schools that are run like businesses—have expanded in the last few years, starving public school districts that serve all students of already insufficient resources. In the 2023-24 school year, at least 70 school districts, including in San Antonio, Texas , Jackson, Mississippi , and Wichita, Kansas , announced permanent closures of public schools, impacting millions of students. These districts are resorting to the harmful, discriminatory, and ineffective so-called ‘solution’ of closing schools in Black and Latine communities, stripping those communities of their local public schools.

Read More: Everything Biden and Trump Have Said About the Controversial Project 2025

Here’s how it works: Concerned about shrinking enrollments and budget crises, district leaders conclude that they must close schools, often without any evidence or analysis that it would save money—and, indeed, it hasn’t been shown to save money unless coupled with mass layoffs. They hire consultants who come up with “utilization” rates and then recommend closing schools with the lowest rates to “rightsize” the district—their euphemism for their misguided belief that school facility usage should be guided by arbitrary numbers instead of meeting communities where they are.

The problem is that “utilization”—a school’s enrollment over its supposed capacity—is stacked against schools that have experienced historic underfunding and disinvestment in facilities repairs, curricula, extracurricular opportunities, and staff. These same schools disproportionately serve Black and Latine students, English Learner students, students with disabilities, and students living in poverty.

Closing schools is demonstrably harmful—and has real-life impact. Research on the mass urban school closures from 2012 to 2014 overwhelmingly found that academic outcomes suffered , particularly for low-performing students. A May 2024 study from Brown University linked the experience of a school closure to “decreases in post-secondary education attainment, employment, and earnings at ages 25–27.” Additionally, closures force families to travel farther to get to schools that are not in their communities, making it harder to form relationships with staff, join extracurriculars, or get involved in parent organizations.

These communities are also often the first to lose access to the benefits of neighborhood public schools, which act as essential gathering places for social services and community resources like adult education, polling locations, a place to hold community meetings, and access to democratic community control through school board elections.

There are more equitable and educationally sound approaches than the lazy, unjust, self-sabotaging—and all too common—approach of spending money on consultants to tell districts what they have already decided to do: close the schools they value least, relying on metrics that target symptoms of their systemic neglect, and playing into the conservative agenda to make public schools obsolete.

Districts have better options to address budget woes. They can start a community-driven process to reshape the budget, wherein multiple stakeholders—rather than a selected few—play an active role in setting district budget priorities. Districts can also employ community-led assessments of how they use buildings, allowing school communities, particularly those historically marginalized, to request the resources, support, and spaces they need.

At the very least, districts should integrate equity requirements into school closure proposals, for instance, by incorporating community-based equity audits into decision-making. States can also follow California’s lead by requiring and robustly enforcing equity safeguards for any decisions to close schools.

Young people and their communities deserve better than districts repeatedly making the same mistakes. District leaders must stop listening to expensive consultants and closing much-loved and needed schools, and instead, must listen to the communities they serve and focus on solutions that put students first. Local, state and federal governments must fully and equitably fund public schools—schools obligated to take and educate everyone—and stop diverting money to a system of charter and private schools where students and families are forced to compete for a limited pool of high quality resources for a select few.

Project 2025 is not an inevitability—it is a call to action for anyone who cares about public education in this country. Our public school system requires more resources to create better school environments for everyone. We need investment in our public schools—not closures.

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Complete Your Emergency Action Plan by Aug. 30

The Emergency Management Team is pleased to announce that the Emergency Action Plan (EAP) template is now available and needs to be complete d by all building coordinators. This critical document ensures that our departments are prepared for various emergency situations and can respond effectively. The EAP will help us coordinate our efforts, protect our community, and ensure safety across all campus locations.

Please find the EAP template and additional resources on our Emergency Management page . We request that all building coordinators complete and submit their EAPs by Friday, Aug. 30.

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Senate’s Failure to Expand the Child Tax Credit Deepens America’s Child Poverty and Hunger Crisis

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Jordan Baker                                                                        [email protected] 202-640-1118

Statement attributable to Crystal FitzSimons, Interim President, Food Research & Action Center (FRAC) 

WASHINGTON, August 1, 2024  — In an incredible blow to millions of families, the Senate failed to advance the Tax Relief for American Families and Workers Act this afternoon. This decision leaves families around the nation without vital support to purchase food and to help make ends meet. The Child Tax Credit (CTC) improvements in the bill, which overwhelmingly passed in the House (357–70) with bipartisan support earlier this year, would benefit approximately 16 million of the 19 million children currently excluded from the full or any CTC and lift an estimated 400,000 children above the poverty line immediately and an additional 100,000 children by 2025.

National anti-hunger organizations had  urged  the Senate to advance, debate, and quickly pass this bill and to oppose any amendments that could limit the impact of the CTC for families struggling against poverty, the root cause of hunger. While this tax package falls short of the comprehensive improvements made through the COVID-19 relief American Rescue Plan Act, it would have been a significant step helping to address our nation’s child poverty and hunger crisis.

The expanded CTC  is a proven tool  for addressing hunger and its root causes. During the COVID-19 pandemic, it provided a lifeline for families with children to put food on the table, pay housing expenses, and pay for child care. The CTC expired at the start of 2022, and households with children reported a 25 percent increase in not having enough to eat.

Our nation’s families need an expanded and inclusive CTC. Investing in families by strengthening the CTC is vital to creating a more prosperous, nourished, and equitable nation.

The Food Research & Action Center urges the Senate leadership to continue to push for CTC improvements in the coming months.

The  Food Research & Action Center  improves the nutrition, health, and well-being of people struggling against poverty-related hunger in the United States through advocacy, partnerships, and by advancing bold and equitable policy solutions. To learn more, visit  FRAC.org  and follow us on  X (formerly Twitter),   Facebook,  and  Instagram .

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WASHINGTON, August 1, 2024 — In an incredible blow to millions of families, the Senate failed to advance the Tax Relief for American Families and Workers Act this afternoon. This decision leaves families around the nation without vital support to purchase food and to help make ends meet.

WASHINGTON, July 24, 2024 — A significant number of anti-hunger organizations across the U.S. that were surveyed about partnering with health care providers to connect patients to federal nutrition programs emphasized the need for additional investments to reach more patients with health-promoting programs. This is according to a new report, Food as Medicine Survey Findings: How Anti-Hunger Organizations Partner With Health Care Providers to Address Food Insecurity, released today by the Food Research & Action Center (FRAC). 

WASHINGTON, July 9, 2024 — The Food Research & Action Center (FRAC) and more than 1,400 national, state, and local organizations representing communities from across the country, are urging Congress to prioritize protecting and strengthening the Supplemental Nutrition Assistance Program (SNAP) in the upcoming Farm Bill and any other legislative vehicles moving forward. 

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Draft Revised Management Plan for the Guana Tolomato Matanzas National Estuarine Research Reserve

A Notice by the National Oceanic and Atmospheric Administration on 08/02/2024

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Office for Coastal Management, National Ocean Service, National Oceanic and Atmospheric Administration, Department of Commerce.

Request for comments.

The National Oceanic and Atmospheric Administration (NOAA) is soliciting comments from the public regarding a proposed revision of the management plan for the Guana Tolomato Matanzas National Estuarine Research Reserve. A management plan provides a framework to guide a reserve's programs, track progress toward meeting its goals, and identify potential opportunities or changes in direction. It is also used to guide programmatic evaluations of a reserve. Management plan revisions are required at least every five years. This draft revised management plan is intended to replace the Guana Tolomato Matanzas National Estuarine Research Reserve management plan, which was approved in 2009.

Comments must be received at the appropriate address (see ADDRESSES ) on or before September 3, 2024.

The draft revised management plan can be downloaded or viewed at: https://floridadep.gov/​sites/​default/​files/​GTM-NERR-Management-Plan.pdf . It is also available by sending a written request to the point of contact identified below (see FOR FURTHER INFORMATION CONTACT ).

You may submit comments by email to [email protected] . Include “Comments on draft Guana Tolomato Matanzas Management Plan” in the subject line of the message. NOAA will accept anonymous comments, however, the written comments NOAA receives are considered part of the public record, and the entirety of the comment, including the name of the commenter, email address, attachments, and other supporting materials, will be publicly accessible. Sensitive personally identifiable information, such as account numbers and Social Security numbers, should not be included with the comment. Comments that are not related to the Management Plan for the Guana Tolomato Matanzas National Estuarine Research Reserve, or that contain profanity, vulgarity, threats, or other inappropriate language will not be considered.

Stephanie Robinson, on contract with NOAA's Office for Coastal Management, [email protected] , (843) 481-0190.

Pursuant to 15 CFR 921.33(c) , Florida must revise the management plan for the Guana Tolomato Matanzas National Estuarine Research Reserve at least every five years. If approved by NOAA, the revised management plan for the Guana Tolomato Matanzas National Estuarine Research Reserve will replace the plan previously approved in 2009.

Management plans outline a reserve's strategic goals and objectives; administrative structure; programs for conducting research and monitoring, education, and training; resource protection, restoration, and manipulation plans; public access and visitor use plans; consideration for future land acquisition; and facility development to support reserve operations. In particular, this draft revised management plan for the Guana Tolomato Matanzas reserve focuses on changes to the strategic plan, physical boundaries, and enhanced programmatic alignment across the reserve's sectors.

Since the last management plan, the Guana Tolomato Matanzas National Estuarine Research Reserve received approval for an expansion of the site's boundary—March 2020—to include the City of St. Augustine's sovereign submerged lands within the Matanzas River and Salt Run, the state sovereign submerged lands along the Matanzas and Tolomato Rivers that connect the City of St. Augustine portion to the previous boundary, and the Marshview parcel in the southern portion of the reserve. In addition, the reserve completed several facility construction projects: the Princess Place Legacy House and Cabins for visiting investigator use; a freshwater wetland boardwalk; a freshwater marsh boardwalk on the Guana Preserve Yellow Trail; and a storage facility (pole barn). The reserve also installed redesigned interpretive displays at the Visitor Center and along several trails within the reserve. The revised management plan, once approved, would serve as the guiding document for the 75,761-acre Guana Tolomato Matanzas National Estuarine Research Reserve for the next five years.

NOAA's Office for Coastal Management analyzes the environmental impacts of the proposed approval of this management plan in accordance with the National Environmental Policy Act of 1969 (NEPA), as amended, 42 U.S.C. 4321 et seq., and the Council on Environmental Quality Regulations for Implementing the Procedural Provisions of NEPA ( 40 CFR 1500-1508 (2022)). The public is invited to comment on the draft revised management plan. NOAA will take these comments into consideration when deciding whether to approve the revised management plan in whole or in part.

Authority: 16 U.S.C. 1451 et seq.; 15 CFR 921.33 .

Keelin S. Kuipers,

Deputy Director, Office for Coastal Management, National Ocean Service, National Oceanic and Atmospheric Administration.

[ FR Doc. 2024-17057 Filed 8-1-24; 8:45 am]

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