approaches to action research

Action research is a process that teachers can use in their classrooms at their schools to address instructional questions and challenges. The focus and level of participation among school and district colleagues depends on the level of support, needs, and interests of the teacher(s) and school. Emily Calhoun (1993) described three approaches of action research: individual teacher research, collaborative action research, and school-wide action research. Even though the approaches are different, the process of action research remains the same. This process uses data to identify classroom/school problems, creates and implements a plan of action, collects and analyzes data, and makes instructional decisions to continuously improve student learning.

Individual teacher research focuses on studying a problem or issue within a single classroom. The teacher who engages in individual teacher research may or may not have support from their colleagues and administration to share, brainstorm, and dialogue about their topic of action research. Therefore, although one teacher may become involved in action research, support from knowledgeable educators at the school or district site is important for successful teacher research to occur. Also, universities, educational agencies, and districts encourage teacher action research by providing ongoing professional development related to the needs of the action research process of the individual teacher researcher. These resources may also provide different venues for sharing the successes of the action research.

Collaborative action research focuses on studying a problem or issue within one or more classrooms. Teachers may collaborate and work together to study a particular problem in many different ways:
• co-teachers in one classroom instructing a specific group of students;
• a team of teachers focusing on a grade level issue;
• a teacher and district, educational agency, or university personnel learning and studying a particular instructional practice; or
• a group of teachers in the same school studying the same instructional concern.
This collaborative action research approach fosters a more collaborative effort because more than one teacher is involved in a specific area of study. Opportunities for sharing and dialoguing are more likely to occur.

School-wide action research is a school reform initiative. Every faculty member of the school is involved in studying a specific issue identified from school data. This approach requires a great deal of support from the administrators and lead teachers/personnel, but the results can lead to school-wide change. Successful school-wide action research is directly related to initiatives contained within the school improvement plan.

An environment that is most supportive of the action research process provides the following:
• A venue for sharing the action research process (topics, strategies, results, barriers, benefits, etc.),
• A school or environment that fosters teacher learning including, professional development and coaching (lead coach or peer coach),
• Planned time to re-analyze their action research, and
• A supportive environment including administration.
Adapted from Watson & Stevenson (1989), McKay, (1992)

VIEW Examples of Action Research Approaches