Rischelle Shaw
GEDU 601
Research: Traditional vs. Action
When one thinks of research, traditional research, that which is conducted by researchers and reflects a concern for objectivity and establishing generalized truths by looking at what others are doing while not getting personally involved, is usually what comes to mind. Traditional research involves surveys, deductive processes, testing pre-specified concepts/hypotheses, objectivity, numbers, a more breadth of information across a large number of cases, fixed response options, statistical tests, validity and reliability (largely dependant on the measurement device or instrument used), a heavier time expenditure on the planning phase than on the analysis phase, and is considered more generalizable (Differences). Another kind of research, however, exists – action research. Although both types of research involve data collection, inquiry and problem solving, they are quite different.
As with traditional research, one can find numerous definitions for action research. Schmuck suggests that action research is “the study of a real school situation with a view to improve the quality of actions and results within it. Action research offers a means for changing current practice toward better practice. Its aim is to improve one’s professional judgment and to give insightinto how better to achieve desirable educational goals” (Schmuck, 2006). When educators look to improve their practices, they may consider traditional research, but more often than not, they utilize action research.
Educators choose to use action research for numerous reasons. Action research is relevant to the participants and done by or for the educator(s). Traditional research is conducted by an outside person with usually no connection to the school, therefore making the findings of the research more technical. Although action research is seen as less technical and shows a correlation between ideas instead of a cause and effect relationship, it does involve triangulation. Triangulation is a powerful tool that allows the person(s) conducting the action research to look at different points of view and several variables. Teaching is a very complex process, which may not necessarily be understood as well by an outsider conducting research. Educators, therefore, are the best people to choose to conduct research in this situation, as they are more knowledgeable regarding every aspect of the situation that is being researched.
There are seven steps to action research: 1) select a focus, 2) clarify theories, 3) generate research questions, 4) collect data (triangulation), 5) analyze the data, 6) present the results and 7) take informed action (Sagor, 2000). Action research, by no means, should be considered any less valuable or relevant than research done traditionally, as the process for conducting action research is thorough, well thought out and complete.
Action research also has three approaches: individual teacher research, collaborative action research and schoolwide action research. Individual research is carried about by a single teacher, collaborate action research is conducted by a volunteer group working with a university professor and staff development officer, and schoolwide action research involves an entire faculty in conjunction with a school consortium (Calhoun, 1993). Of the three approaches, schoolwide research is thought to be the best because it involves the most triangulation and has a broader range of effect.
Although schools still look to traditional research for answers to problems, action research should not be overlooked because of its numerous aforementioned benefits and advantages.
References
Calhoun, E.F. (1993). “Action research: three approaches.” Educational Leadership 51, 2: 62-65.
Differences between qualitative and quantitative research methods. (n.d.). Retrieved December 5, 2009, from Center for Disease Control website:
Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and School Improvement.
Schmuck, R. (2006). Practical action research for change (2nd Edition). Arlington, VA: Corwin Press.