The primary focus of the book Data Wise (Boudett, City, & Murnane, 2013) is the Data Wise
Improvement Process (first depicted on page 5, and reinforced throughout the book). You likely
noticed some stark similarities between their process and the action research process (Mertler, 2017,
p. 38). Identify and discuss what you see as key similarities and important distinctions between the
two processes.
According to Plano Clark & Creswell (2010), action research designs are systematic
procedures done by practitioners to gather data (both quantitative and qualitative) to improve
some aspect of their professional setting. It generally involves a four- stage procedure. These
stages are: (1) the planning stage; (2) the acting stage; (3) the developing stage; and (4) the
reflecting stage (Mertler, 2020, p.35). These four stages can be broken down into 9 steps. The
Data Wise Improvement Process is similar to Action Research and focuses on developing and
sustaining a culture of inquiry within educational institutions that focuses on student
assessment and relevant personal data (Boudett et al., 2013). However, the Data Wise
Improvement process is a three-stage procedure: (1) prepare; (2) inquire and (3) act, which is
further broken down into 8 steps.
There are two types of action research (1) participatory action research and (2) practical
action research. The former is aimed at improving the quality of lives of people within an
organization or community. The goal is to empower these individuals and to bring about
social change. On the other hand, practical action research is focused on addressing a specific
problem within a particular environment (Mertler, 2020, p.19). It appears, however, that Data
Wise Improvement Process was initiated to solve educational problems, in particular. This is
not to say, however, that it cannot be implemented in other settings.
Notably, both action research and the data wise improvement process are cyclical, iterative,
and recursive although they have different starting points. While Action Research starts with
identifying a problem within an institution or community, the Data Wise Improvement
process starts with collaborative data culture within an educational institution. Yet the key
takeaway is that both approaches involve practitioners solving issues that affect face in the
working work.
References
Boudett, K., City, E., & Murnane, R. (Eds.). (2013). Data wise: A step-by-step guide to using
assessment results to improve teaching and learning (2nd ed.). Harvard Education
Press.
Mertler, C.A. (2020). Action Research: Improving Schools and Empowering Educators (6th).
SAGE Publication Inc.
Plano Clark, V.L.& Creswell, J.W. (2010). Understanding Research: A Consumer’s Guide.
Merill.
Action Research starts planning that r
ey are both cyclic in nature, though their starting points differ. AR starts with planning that revolves
around an observed problem, whereas, DWI begins with an effort to establish a collaborative data
culture within the educational institution. In the case of DWP, once the collaborative basis is
established and data competencies developed, the model transforms into a cyclic process of dataintensive analysis to inform decision-making. AR, on the other hand, is intentionally cyclical right
from the start.
Both the action research process by Mertler (2020) and the data wise improvement process by Boudett
et al. (2013) are cyclical, iterative, and recursive
. These three stages are broken down into 8 steps.
is a three-stage, eight-step process that guides an educational institution toward developing a “culture
of inquiry” that revolves around student assessment and personal data.
If I were to simplify this, I would say it is research done by practitioners to find answers to a
problematic issue within their specific professional environment. Action research generally
Boudett et al. (2013)
These models, however, exhibit similarities and differences in a number of ways. AR is a four-stage,
nine-step process that guides a practitioner-researcher in studying an identified real problem in a real
classroom, whereas DWI is a three-stage, eight-step process that guides an educational institution
toward developing a “culture of inquiry” that revolves around student assessment and personal data.