Educational Research Methods
A site to support teaching and learning...
The purpose of action research
Action research, AR, can be characterised by its purpose, priorities and periodicity.
AR is usually considered to be about improving a situation. In professional contexts, this usually means improving some aspect of professional practice. So for classroom teachers, this would often relate to improving the teaching.
“Action research (AR) is characterised in terms of purpose: it is “the study of a social situation with a view to improving the quality of action within it” (Elliott, 1991, p. 69). Whereas much research is carried out to satisfy intellectual curiosity – to explore an interesting phenomenon, or answer an intriguing question – action research is designed to bring about change in a personally experienced situation. This makes AR a common approach to practitioner research in professions such as teaching.” (Taber, 2013: 107)
Elliott, J. (1991). Action Research for Educational Change. Milton Keynes: Open University Press.
“There are many uses for action research. It is used in curriculum development, as a strategy for professional development, as part of pre-service and in-service programs, and in systems planning for schools and districts.” (Ferrance, 2000: 29)
Ferrance, E. (2000). Action Research Themes in Education Retrieved from http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
“AR is not characterised by the particular data collection techniques used, but by the attitude to the knowledge developed. AR may well produce reportable new understandings, and these may be applicable elsewhere, but the aim of the research is to solve a problem or improve a situation.” (Taber, 2013: 107)
Some commentators consider action research should be a social and political act, that is ‘critical action research’.
However, even when collaborative, “Action research is not about doing research on or about people,
It involves people working to improve their skills, techniques, and strategies.” (Ferrance, 2000: 2-3).
This is a personal site of Keith S. Taber to support teaching of educational research methods.
(Dr Keith Taber is Professor of Science Education at the University of Cambridge.)
2015-2019
Taber, K. S. (2013). Classroom-based Research and Evidence-based Practice: An introduction (2nd ed.). London: Sage.
