Action Research Definition

Action Research in Tripp’s (2005) point of view is a cycle in which one develops practice by systematically changing between taking actions in the field of practice, and inquiring into it. Most developmental processes pursue the same cycle. Problem solving, for example, initiates with recognizing the problem, arranging a solution, realizing it, observing and evaluating its efficiency. Rather than adhering to a more open definition of action research, such as the “Identification of strategies of planned action which are implemented, and then systematically submitted to observation, reflection and change” (Kemmis, 1981), Tripp (2005) has asserted a narrower definition such as, “Action research is a form of action inquiry that employs recognized

It is composed of systematic investigation by any school personnel to collect information about actual, everyday subjects in teaching and learning and employing that information to develop students’ learning and achievement. “Action Research permits educators to find out about their own instructional performances as they observe enhanced students’ learning.” (Rawlinson & Little, 2004). The established focus of teacher research is to increase the teacher’s role as researcher about teaching and learning using systematic classroom research (Cooper, 1990). The teacher researchers are more interested in understanding about a definite context in their own classroom than about more broad functions. In other words, Action Research is conducted by the practice and standards of scientific investigation, but it is not aimed to notify the larger research or educational society. Instead it is a method of acquiring information and searching for knowledge, which will provide one’s own actions. Action Research is “trying out and reflecting on ideas in practice as a means of improvement and as a means of increasing knowledge” (Kemmis&McTaggart, 1982). The information collected using Action Research is monitored strictly to evaluate whether some actions can be carried out to cause positive modifications in the school, faculty, and students. Action Research inquiries look into whether an

The process validates teachers as professional decision makers by putting them in charge of their teaching practices and professional development. It allows teachers to feel in control of their own circumstances while abiding by and realizing national or district authorizations. Autonomous professionals are required to have the aptitude to engage in self-study of their teaching and testing their classroom performances to see if they work. Finally, when teachers engage in Action Research, they achieve definite insights into the individual needs of students—particularly students who struggle to learn in the classroom. Whether teachers are testing new strategies or studying the specific learning difficulties of a certain student, the Action Research process itself can reveal previously hidden pathways to support improved learning for individual children in teacher’s classroom.
Action Research is based on the following statements:
• Teachers and administrators work best on crisis they have recognized for themselves;
• Teachers and administrators become more successful when are encouraged to inspect and evaluate their own work and then judge techniques of working