Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill
Prentice Hall.
… is systematic inquiry done by teachers
(or other individuals in the teaching/learning
environment) to gather information aboutand subsequently improve- how their
particular schools operate, how they teach,
and how well their students learn.
Chapter 1: Understanding Action Research
Action Research
Focus Area
Data Collection
Data Analysis &
Interpretation
Action Planning
Teaching
Objectives
Implement lesson
Reflect on whether students
achieved objectives
Reflect on Lesson
Reflect on how today’s lesson
affects tomorrow’s lesson
The Dialectic Action Research Plan
Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill
Prentice Hall.
Identify an
Area of Focus
Develop an
Action Plan
Collect Data
Analyze and
Interpret Data
Steps to Planning an
Action Research Project
To Do:
1. Select an appropriate area of focus.
2. Do reconnaissance.
3. Review related literature.
4. Write and research plan to guide your
work.
1. Criteria for Selecting a
General Idea/Area of Focus:
Take a statement/observation and turn it
into a Research Question. It should…
• Involve teaching and learning and should focus on
your own practice
• Be something within your locus of control
• Be something you feel passionate about
• Be something you would like to change or improve
Steps to create a good
Area of Focus
• Identify a problem or situation you would
like to change or improve.
Example: My ESL students don’t like to read in English.
• Turn that problem into a question.*
Example: What reading strategies can a ESL teacher use
to motivate her students to enjoy reading in English?
* This question will guide your reconnaissance and
eventually your development of final research questions.
2. Reconnaissance
Explore your own understanding of your Area
of Focus.
Write a Reflective Memo
3. Review of Related Literature
Search for others’ theories and research on
your topic.
• Write a Theoretical Framework of theories
that support your study.
• Write a Literature Review of research studies
that pertain to your study.
4. Create a Research Plan:
A research plan summarizes your
action research thoughts in a plan
that will guide you through your
classroom research work.
Steps for writing a good
Research Plan
1.
2.
3.
4.
5.
Write (re-write) an area-of-focus statement
Define variables
Develop research questions
Describe the intervention or innovations
Describe the membership of the action
research group
6. Describe negotiations that need to be
undertaken
7. Develop a timeline
8. Develop a statement of resources
9. Develop data collection ideas
10.Develop a triangulation matrix
Step 1: Area of Focus Statement
An Area of Focus Statement …
• Defines the purpose of your study
• Identifies the variables that you will
study
* In the following samples of Area of Focus Statements, try to
identify…
1. The structure and key words
2. The variables
Samples: Area of Focus Statements
What do these have in common?
1.
The purpose of this study is to describe the effects of
an integrated problem-solving mathematics curriculum
on student transfer of problem-solving skills and the
retention of basic math facts and functions.
2.
The purpose of this study is to describe the impact of
bringing audience members into an interactive
relationship with teen theater productions on
participants’ abilities to identify issues and incorporate
solutions to similar problems in their own lives.
3.
The purpose of this study is to describe the effects of
student-led conferences on parent and student
satisfaction with the conferencing process.
Area of Focus Statement
Key words
“The purpose of this study is to…”
… describe the effects of… on…
… describe the impact of… on…
Step 2: Define the Variables
A Variable…
• Is a characteristic of your study that is subject
to change.
In the following samples of Area of Focus Statements, try to…
1. Identify the variables
2. Notice how specifically they are written
Samples: Area of Focus Statements/Variables
What are the variables?
1.
The purpose of this study is to describe the effects of
an integrated problem-solving mathematics curriculum
on student transfer of problem-solving skills and the
retention of basic math facts and functions.
2.
The purpose of this study is to describe the impact of
bringing audience members into an interactive
relationship with teen theater productions on
participants’ abilities to identify issues and incorporate
solutions to similar problems in their own lives.
3.
The purpose of this study is to describe the effects of
student-led conferences on parent and student
satisfaction with the conferencing process.
Define the Variables
Write definitions of what you will
really focus on in the study.
Make definitions clear and specific to your
study. Think….
• What does the variable LOOK like?
• How will I know it when I see it?
The problem is…
TITLE:__________________________ AUTHOR: __________________
Educational Problem: It
is not known if the software program
students use in the lab is actually effective in improving the
pronunciation skills of basic level ESL students.
Research Question: Are
the CALL program Tell Me More
effective in improving the pronunciation skills of Basic ESL
students?
…turned into a question
and
1. Area-of-focus statement: The purpose of this study is…to
find out the
effectiveness of the program Tell Me More in improving the
pronunciation skills of basic level ESL students.
2.
Variable
…turned into an Area
of Focus statement.
Definition (within study)
Effectiveness
of program
If the students’ pronunciation improves
after they use the software, according to
the software’s analysis and students’ own
opinions of their improvement.
Tell Me More
program
Software program designed to help ESL
students individually improve their English
pronunciation through….
Pronunciation
skills
improvement
The ability to create the sounds of words in
English gets better (according to the
software’s analysis and student opinion).
Variables are
determined and
defined according
to the study.
Step 3: Develop Research Questions
Research Questions are…
• Specific questions that guide and
focus your research.
* In the following sample of a Research Plan try to identify…
1. How variable definitions are turned into specific research
questions
2. How the research questions will guide the research and
gather the answers needed.
Variable
Definition (within study)
Effectiveness
If the students’ pronunciation improves after they use
the software, according to the software’s analysis and
the students’ own opinion
Tell Me More
program
Software program designed to help ESL students
improve heir English pronunciation individually.
Pronunciation
skills improvement
The ability to create the sounds of words in English
gets better (according to the software’s analysis and
student opinion).
Variables turn into
research
questions…
3. Research Questions:
1.How does the CALL program Tell Me More help improve
the pronunciation skills of basic level ESL students?
2.How do the students feel about the improvement (or not)
of their pronunciation?
3.Does the students’ pronunciation improve after using the
CALL software Tell Me More?
4. Intervention or innovation: I will… observe
and keep a record of
the students’ performance to see if their pronunciation
improves after using the software. I will survey and hold
informal talks with the students to find out how they feel about
using the software and if they feel that their pronunciation
improves after using it. This information will help the
institute and lab choose appropriate pronunciation
software and shed light onto how to make the best use of
the software.
…which then
determine the
intervention or
innovation that
will occur.
Develop Research Questions
What are your specific questions?
What are you really going to focus on?
• Help focus the data collection plan
• Help validate that you have a workable
way to proceed with your investigation
Step 4: Intervention/Innovation
An Intervention/Innovation is…
• What you will do*, change, or introduce in
your study to improve the educational
problem mentioned.
“I will…”
… implement…
… include…
… incorporate…
* Note: It is also possible to do a descriptive research project whose
intervention is in the action plan for the future.
Step 5: Membership
The members of your study are…
• Anyone who plays a part in your
research.
•
•
•
•
Yourself
Students
Administrator
Parents
Describe the Membership of
the Action Research Group
Who will you be working with?
Why are they important?
What will be each person’s
roles/responsibilities?
5. Membership
Member
Why important
Roles and
responsibilites
Basic level They use the
ESL
software
students
Use the software,
take a survey,
converse with me
Me
Observe, gather
data, take notes,
give surveys, have
conversations with
students
I work in the lab
to observe the
students and help
them if they need
help
Clarifying the
members of the
study…
6. Negotiations
1. I will need to ask the permission of the CCA to do
observations in the Computer lab.
2. I will need to ask the students to take surveys about
their practice with the software in the lab.
…leads to determining
negotiations that must be
made in order to get the
information you need.
Step 6: Negotiations
Negotiations are...
• Conversations and/or permission that
needs take place before you can gather
your data…
– Permission to gather information, hold
interviews, do observations, audiotape,
videotape, use workspace, etc.
– Confirmation of cooperation from others in
any aspect of the study
Describe Negotiations that
Need to be Taken
What negotiations do you have to
undertake with others to implement
your action research plan?
How will you get access to the site?
Do you need permission? From whom? How
will you get it?
Step 7: Timeline
A timeline...
• Guides and organizes your research
• Keeps you on track
Develop a Timeline
Who will be doing what and when?*
*Hint: Work backwards in time!
Phase 1 (July-Nov): Identity area focus, review literature
develop research questions,
reconnaissance.
Phase 2 (date-date)…
Phase 3 (date-date)…
(July-Nov)
Phase 1
(date)
(date)
Phase 2
Phase 3
Step 8: Resources
Resources are...
• Materials you will need in order to perform
your research study.
– All researchers need a journal and pencil!
– Technology- video camera, tape recorder,
computer, etc. (Don’t forget batteries!)
– Graphic organizers, class documents, etc.
Step 9: Data Collection Ideas
Data that…
• Answers your research questions
• Provides evidence for your reflections
on what you are researching
• Can be supported by other sources of
data (triangulation of data)
Develop Data Collection Ideas
What kind of data will provide you
the evidence you need?
From what source will you get it?
Naturally occurring data:
test scores, attendance records, writing samples,
portfolios, anecdotal records,...
Other types of data:
interviews, surveys, questionnaires, videotapes,
audiotapes, maps, photos, observations,…
7. Timeline
Date
Feb 23
Feb-May
May 18
Jun 2
Jun 12
All this work
requires…
Action
Start gathering data
Gather data and analyze it
Draw conclustions and write
up paper
Create powerpoint
Presentation
…a timeline for
completion…
(Hint: count backwards)
8. Statement of Resources:
• Notebook/pencil for fieldnotes & journal
• Survey
• Questions for informal conversations
…a list of what
you’ll need…
9. Data Collection Ideas:
Information needed
How does
pronunciation
improve with
TMM?
Students feelings
about
pronunciation
improvement
Does pronunciation
improve with
TMM?
How get it
Observation and fieldnotes of improvement as
analyzed by the program and through surveys
and informal conversations with students.
Surveys and informal conversations with the
students.
Observation and fieldnotes of improvement as
analyzed by the program.
…and ideas
on how to
best get the
information
you need to
answer your
research
questions.
3. Research Questions:
1.How does the CALL program Tell Me More help improve
the pronunciation skills of basic level ESL students?
2. How do the students feel about the improvement (or
not) of their pronunciation?
3. Does the students’ pronunciation improve after using
the CALL software Tell Me More?
Research
questions
should be
directly
related to…
9. Data Collection Ideas:
Information needed
How does
pronunciation
improve with
TMM?
Students feelings
about
pronunciation
improvement
Does pronunciation
improve with
TMM?
How get it
Observation and fieldnotes of improvement as
analyzed by the program and through surveys
and informal conversations with students.
Surveys and informal conversations with the
students.
Observation and fieldnotes of improvement as
analyzed by the program.
…the data
collection
ideas
…and the data
sources from
which data are
gathered
Step 10: Develop Triangulation Matrix
A Triangulation Matrix…
• Shows various data sources that will be
used to answer each research
question.
• Assures that your findings will be
supported by multiple sources
* In the following samples of a Triangulation Matrix, try to
identify…
1. The variables which became research questions
2. The data sources that will answer those questions
Sample 1: Triangulation Matrix
Methods of Data Collection

Sample 2: Triangulation Matrix
Methods of Data Collection
Research
Questions
Source 1
Source 2
Source 3
How does
pronunciation
improve with
TMM?
Direct
observations and
field notes
Participant
observations and
field notes
Students feelings
about
pronunciation
improvement
Direct
observations and
field notes
Participant
observations and
field notes
Surveys and
informal
interviews
Does
pronunciation
improve with
TMM?
Direct
observations and
field notes
Participant
observations and
field notes
Surveys and
informal
interviews
PUT THE
INTO
Don’t stop there…
Write an Action Research Paper!
Why?
• The process of writing requires the writer
to clarify meaning.
• The act of putting information on paper for
your peers and teachers necessitates
honesty, accuracy, clarity, and thought.
• Research, once written, can be shared with
a wider audience.