Disclaimer: Remember that action research is a dynamic, flexible process and that no blueprint exists for how to proceed.

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2. 3. 4. 5. 6. 7.

Identifying an aspect of the educational practice to improve Planning an action Implementing the action Collecting the data Reflecting on the action (before, during and after the action) Taking further action Developing the second cycle of action research

Begin with a general idea that needs some form of improvement or change Decide on a battle, not the whole war where impact can be made. Reconnaisance - Locate resources /Fact finding to help address the problem
Library Colleagues Knowledgeable people in the field

Literature review

Decide on a general plan of action to address the issue Break the general plan into achievable steps
From a range of possible practical solutions, decide on

Before taking the first action step Devise a way to monitor the effects of the first action step Research methodology
Research questions Research ethics

what you consider to be the most suitable or best solution and arrange them

Plan a strategy for gathering data Who can provide data? How many people are needed? What individuals need to access? The rapport and support you can expect to obtain from them Determine the type of data Quantitative, Qualitative or both How many questions are needed? How much time and resources do you have? Who are your participants? What sources of information are available? How will the data inform you of your steps success or failure?

Advice: For first attempt at action research, limit data collection so that you have a manageable amount of information to analyze

Experiencing (Through observation and fieldnotes) Participation observation

Enquiring
(When the researcher asks)
Informal interview Structured formal interview Questionnaires Standardised tests

Examining
(Using and making records)
Archival documents

Journals
Maps
Audio and videotapes

Privileged, active observer

Passive observer

Artifacts
Fieldnotes

Attitude scales Likert/Semantic differential

Consult your original objectives or research questions that you sought to answer Reflect on what you have learnt at each step Examine the quality of the information Analyse the differences between quantitative and qualitative data

In some cases, you will not achieve an adequate solution and you will need to try out another solution, possibly the second solution on your list.

Examine the quality of the information Evaluate the data Amend your general plan Amend your general idea Repeat the whole process

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Cohen, L., L. Manion and K. Morrison. (2011). Research Methods in Education. (7th Ed.) London: Routledge