The action research cycle

Action research involves cycles of activity: “The iterative nature of the action inquiry process is perhaps its single most distinguishing characteristic”. (Tripp, 2005: 452)

This cyclic nature is seen by many experts as being absolutely inherent to AR: “Implicit in the term action research is the idea that teachers will begin a cycle of posing questions, gathering data, reflection, and deciding on a course of action.” (Ferrance, 2000: 2)

Ferrance, E. (2000). Action Research Themes in Education   Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

The process is cyclical because what has been learned in each cycle informs the next: so one test of action research is “Is the change process being driven by the analysis and interpretation of adequate, valid, and reliable data?… Action research is an ongoing, repetitive process in which what is achieved in each cycle provides the starting point for further improvement in the next.” (Tripp, 2005: 450-452)

Tripp, D. (2005). Action research: a methodological introduction. Educação e Pesquisa, 31(3), 443-466.

McNiff (1992: 38) summarised Jack Whitehead’s formulation of the action research cycle:

1. •I experience a problem when some of my educational values are denied in practice
   

2. •I imagine a solution of the problem
   

3. •I implement the imagined solution
   

4. •I evaluate the outcomes of my actions
   

5. •I re-formulate my problem in the light of my evaluation
   

McNiff, J. (1992). Action Research: principles and practice. London: Routledge.

Frence (2000: 26) refers to “spiralling cycles” consisting of:

1. •problem identification,
   

2. •systematic data collection,
   

3. •reflection,
   

4. •analysis,
   

5. •data-driven action taken,
   

6. •problem redefinition
   

Ferrance, E. (2000). Action Research, Themes in Education   Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf

Published accounts of AR do not however  always clearly demonstrate this periodicity.

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