Some definitions on Action Research

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Some definitions on Action Research
By Cathy-Dee

How is Action Research Defined?
Action Research is a three-step spiral process of (1) planning which involves reconnaissance; (2) taking actions; and (3) fact-finding about the results of the action.

Kurt Lewin (1947)

Action
Research is the process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions.
Stephen Corey (1953)
Action Research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction.
Carl Glickman (1992)
Action Research is a

fancy way of saying let’s study what’s happening at our school and decide how to make it a better place.

Emily Calhoun (1994)

ACTION RESEARCHDEFINITION: A fancy term for a really great way for teachers to demonstrate their commitmentto lifelong learning, satisfy their curiosity, collaborate with colleagues, inspire their students anddocument their successes. See, for example, authors such as Richard Sagor, Wilfred Carr andStephen Kemmis, Terry Carson, John Elliott, Robin MacTaggart, Richard Schmuck, EmilyCalhoun.THE PROCESS: Perhaps best undertaken by small groups made up of educators from within and fromoutside the school.1.DEFINE THE FOCUS OR PROBLEM; ASK THE RIGHT QUESTIONS.(e.g. "What's thenext thing I have to know more about in my classroom or in my teaching?") Reflection begins.2.COLLECT INFORMATION. Read the literature; consult with colleagues; talk to experts andothers with experience. Reflection continues. So does the reading and the learning.3.MAKE SENSE OF THE INFORMATION. What's relevant? What's do-able? What can bemodified and adapted to suit your circumstances? Be prepared to deal with conflictinginformation. Share your reading and your new skills with colleagues.4.REPORT AND DISCUSS. Share your preliminary conclusions with your group.5.PLAN ACTION. Share your intentions with members of your group. This is where you buildpersonal commitment and group support. Write out your plan.6.TAKE ACTION. Start putting your plan into effect. Begin to `think otherwise' about what'shappening in your classroom. Reflection in action and reflection on action will make your effortsmore purposeful. Journals can help.7.COLLECT INFORMATION. Let your students and your colleagues see you as a learner;gather answers to your own research questions. Document carefully. Meet regularly to share yourexperiences and to re-focus, as necessary.8.ANALYZEAND EVALUATE IN A CONTINUOUS WAY. Use the collective knowledge ofyour group to help you make sense of what's happening and why. Persevere.9.ASSESS YOUR ACHIEVEMENTS. Think about evidence-based practice.10.PUBLISH YOUR RESULTS AND YOUR CONCLUSIONS. Share these with your group. Beprepared to disseminate your report beyond your group, beyond your school. Celebrate.11.FUTURE ACTION. Relax. Take time to consolidate your learning and your gains. Plan toincorporate the action research process into your practice in more comprehensive ways.Action research allows teachers to engage in P.D., model problem solving for their students andtheir colleagues, prepare excellent records of their P.D. plans, and develop high levels of expertisein selected areas of curriculum, instruction and organization. It's a proven way for teachers to takegreater ownership of their continuing education and their school and district professionaldevelopment agendas.David Townsend

Now if you read this, it does agree with much of what you have said HOWEVER, by read the literature does not mean read the research. What it means is if you are going to study a process in your classroom or school you need to know what the literature says. It might simply be a book you read or a program you are researching. Many of us do this when we implement a new program - we want to know if it works, so we read all about the program and what it is supposed to do - collect evidence and data and then make a report on the results. This is very simplified but it is still Action Research.

I really love the way Emily Calhoun puts it!