action research vs study

Action Research vs. Research

What's the difference.

Action research and traditional research both involve systematic investigation and data collection to address a specific problem or question. However, the key difference lies in their approach and purpose. Action research is more focused on practical application and problem-solving within a specific context, often involving collaboration with stakeholders to implement and evaluate solutions in real-time. On the other hand, traditional research tends to be more theoretical and generalizable, aiming to contribute to the broader body of knowledge in a particular field. Both approaches have their strengths and limitations, and the choice between them depends on the goals and objectives of the research project.

Further Detail

Action research is a type of research that is conducted by practitioners in order to solve real-world problems within their own context. It involves a systematic process of inquiry that is collaborative, reflective, and iterative. On the other hand, research is a broader term that refers to the systematic investigation of a topic in order to establish facts and reach new conclusions. It can be conducted in various fields and disciplines, using different methodologies and approaches.

The main purpose of action research is to improve practice and bring about positive change in a specific context. It is often used by educators, social workers, and healthcare professionals to address issues within their own organizations or communities. In contrast, the purpose of research is to generate new knowledge, test hypotheses, and contribute to the existing body of literature in a particular field. It is often conducted by academics, scientists, and researchers who are looking to advance their understanding of a topic.

Action research typically involves a cyclical process of planning, acting, observing, and reflecting. It is characterized by a participatory and collaborative approach, where stakeholders are actively involved in the research process. Researchers often work closely with practitioners to co-create knowledge and develop solutions to practical problems. On the other hand, traditional research follows a more linear and structured approach, where researchers collect data, analyze findings, and draw conclusions based on established methodologies and theories. It is often more detached and objective compared to action research.

Action research tends to focus on specific issues or problems within a particular context. It is often driven by the need to address practical challenges and improve outcomes in real-world settings. Researchers in action research are more concerned with the immediate impact of their work and the relevance of their findings to the stakeholders involved. In contrast, traditional research may have a broader focus, seeking to explore general trends, theories, or phenomena that have implications beyond a specific context. Researchers in traditional research are often more interested in theoretical frameworks and generalizability of their findings.

The outcomes of action research are often tangible and practical, such as the implementation of new practices, policies, or interventions that lead to positive change in a specific context. Action researchers aim to improve the lives of individuals or communities by addressing real-world problems and challenges. In contrast, the outcomes of traditional research are typically more theoretical and academic, such as the publication of research papers, the development of new theories, or the advancement of knowledge in a particular field. Traditional researchers aim to contribute to the scholarly discourse and expand the understanding of a topic.

One of the main challenges of action research is the potential bias or subjectivity that may arise from the close collaboration between researchers and practitioners. Researchers in action research must navigate the complexities of working within a specific context while maintaining objectivity and rigor in their research process. They must also balance the needs and perspectives of different stakeholders involved in the research. On the other hand, traditional research may face challenges related to generalizability, validity, and reliability of findings. Researchers in traditional research must ensure that their methods are robust and their conclusions are based on sound evidence.

In conclusion, action research and traditional research are two distinct approaches to conducting research, each with its own strengths and limitations. Action research is characterized by its focus on practical problem-solving, collaborative approach, and tangible outcomes. It is often used by practitioners to address real-world issues within their own context. On the other hand, traditional research is characterized by its theoretical focus, structured approach, and academic outcomes. It is often used by researchers to generate new knowledge and contribute to the scholarly discourse. Both approaches have their place in the research landscape and can complement each other in advancing our understanding of the world.

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Action Research: Steps, Benefits, and Tips

Introduction

History of action research, what is the definition of action research, types of action research, conducting action research.

Action research is an approach to qualitative inquiry in social science research that involves the search for practical solutions to everyday issues. Rooted in real-world problems, it seeks not just to understand but also to act, bringing about positive change in specific contexts. Often distinguished by its collaborative nature, the action research process goes beyond traditional research paradigms by emphasizing the involvement of those being studied in resolving social conflicts and effecting positive change.

The value of action research lies not just in its outcomes, but also in the process itself, where stakeholders become active participants rather than mere subjects. In this article, we'll examine action research in depth, shedding light on its history, principles, and types of action research.

Tracing its roots back to the mid-20th century, Kurt Lewin developed classical action research as a response to traditional research methods in the social sciences that often sidelined the very communities they studied. Proponents of action research championed the idea that research should not just be an observational exercise but an actionable one that involves devising practical solutions. Advocates believed in the idea of research leading to immediate social action, emphasizing the importance of involving the community in the process.

Applications for action research

Over the years, action research has evolved and diversified. From its early applications in social psychology and organizational development, it has branched out into various fields such as education, healthcare, and community development, informing questions around improving schools, minority problems, and more. This growth wasn't just in application, but also in its methodologies.

How is action research different?

Like all research methodologies, effective action research generates knowledge. However, action research stands apart in its commitment to instigate tangible change. Traditional research often places emphasis on passive observation , employing data collection methods primarily to contribute to broader theoretical frameworks . In contrast, action research is inherently proactive, intertwining the acts of observing and acting.

The primary goal isn't just to understand a problem but to solve or alleviate it. Action researchers partner closely with communities, ensuring that the research process directly benefits those involved. This collaboration often leads to immediate interventions, tweaks, or solutions applied in real-time, marking a departure from other forms of research that might wait until the end of a study to make recommendations.

This proactive, change-driven nature makes action research particularly impactful in settings where immediate change is not just beneficial but essential.

Action research is best understood as a systematic approach to cooperative inquiry. Unlike traditional research methodologies that might primarily focus on generating knowledge, action research emphasizes producing actionable solutions for pressing real-world challenges.

This form of research undertakes a cyclic and reflective journey, typically cycling through stages of planning , acting, observing, and reflecting. A defining characteristic of action research is the collaborative spirit it embodies, often dissolving the rigid distinction between the researcher and the researched, leading to mutual learning and shared outcomes.

Advantages of action research

One of the foremost benefits of action research is the immediacy of its application. Since the research is embedded within real-world issues, any findings or solutions derived can often be integrated straightaway, catalyzing prompt improvements within the concerned community or organization. This immediacy is coupled with the empowering nature of the methodology. Participants aren't mere subjects; they actively shape the research process, giving them a tangible sense of ownership over both the research journey and its eventual outcomes.

Moreover, the inherent adaptability of action research allows researchers to tweak their approaches responsively based on live feedback. This ensures the research remains rooted in the evolving context, capturing the nuances of the situation and making any necessary adjustments. Lastly, this form of research tends to offer a comprehensive understanding of the issue at hand, harmonizing socially constructed theoretical knowledge with hands-on insights, leading to a richer, more textured understanding.

Disadvantages of action research

Like any methodology, action research isn't devoid of challenges. Its iterative nature, while beneficial, can extend timelines. Researchers might find themselves engaged in multiple cycles of observation, reflection, and action before arriving at a satisfactory conclusion. The intimate involvement of the researcher with the research participants , although crucial for collaboration, opens doors to potential conflicts. Through collaborative problem solving, disagreements can lead to richer and more nuanced solutions, but it can take considerable time and effort.

Another limitation stems from its focus on a specific context: results derived from a particular action research project might not always resonate or be applicable in a different context or with a different group. Lastly, the depth of collaboration this methodology demands means all stakeholders need to be deeply invested, and such a level of commitment might not always be feasible.

Examples of action research

To illustrate, let's consider a few scenarios. Imagine a classroom where a teacher observes dwindling student participation. Instead of sticking to conventional methods, the teacher experiments with introducing group-based activities. As the outcomes unfold, the teacher continually refines the approach based on student feedback, eventually leading to a teaching strategy that rejuvenates student engagement.

In a healthcare context, hospital staff who recognize growing patient anxiety related to certain procedures might innovate by introducing a new patient-informing protocol. As they study the effects of this change, they could, through iterations, sculpt a procedure that diminishes patient anxiety.

Similarly, in the realm of community development, a community grappling with the absence of child-friendly public spaces might collaborate with local authorities to conceptualize a park. As they monitor its utilization and societal impact, continual feedback could refine the park's infrastructure and design.

Contemporary action research, while grounded in the core principles of collaboration, reflection, and change, has seen various adaptations tailored to the specific needs of different contexts and fields. These adaptations have led to the emergence of distinct types of action research, each with its unique emphasis and approach.

Collaborative action research

Collaborative action research emphasizes the joint efforts of professionals, often from the same field, working together to address common concerns or challenges. In this approach, there's a strong emphasis on shared responsibility, mutual respect, and co-learning. For example, a group of classroom teachers might collaboratively investigate methods to improve student literacy, pooling their expertise and resources to devise, implement, and refine strategies for improving teaching.

Participatory action research

Participatory action research (PAR) goes a step further in dissolving the barriers between the researcher and the researched. It actively involves community members or stakeholders not just as participants, but as equal partners in the entire research process. PAR is deeply democratic and seeks to empower participants, fostering a sense of agency and ownership. For instance, a participatory research project might involve local residents in studying and addressing community health concerns, ensuring that the research process and outcomes are both informed by and beneficial to the community itself.

Educational action research

Educational action research is tailored specifically to practical educational contexts. Here, educators take on the dual role of teacher and researcher, seeking to improve teaching practices, curricula, classroom dynamics, or educational evaluation. This type of research is cyclical, with educators implementing changes, observing outcomes, and reflecting on results to continually enhance the educational experience. An example might be a teacher studying the impact of technology integration in her classroom, adjusting strategies based on student feedback and learning outcomes.

Community-based action research

Another noteworthy type is community-based action research, which focuses primarily on community development and well-being. Rooted in the principles of social justice, this approach emphasizes the collective power of community members to identify, study, and address their challenges. It's particularly powerful in grassroots movements and local development projects where community insights and collaboration drive meaningful, sustainable change.

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Engaging in action research is both an enlightening and transformative journey, rooted in practicality yet deeply connected to theory. For those embarking on this path, understanding the essentials of an action research study and the significance of a research cycle is paramount.

Understanding the action research cycle

At the heart of action research is its cycle, a structured yet adaptable framework guiding the research. This cycle embodies the iterative nature of action research, emphasizing that learning and change evolve through repetition and reflection.

The typical stages include:

• Identifying a problem : This is the starting point where the action researcher pinpoints a pressing issue or challenge that demands attention.
• Planning : Here, the researcher devises an action research strategy aimed at addressing the identified problem. In action research, network resources, participant consultation, and the literature review are core components in planning.
• Action : The planned strategies are then implemented in this stage. This 'action' phase is where theoretical knowledge meets practical application.
• Observation : Post-implementation, the researcher observes the outcomes and effects of the action. This stage ensures that the research remains grounded in the real-world context.
• Critical reflection : This part of the cycle involves analyzing the observed results to draw conclusions about their effectiveness and identify areas for improvement.
• Revision : Based on the insights from reflection, the initial plan is revised, marking the beginning of another cycle.

Rigorous research and iteration

It's essential to understand that while action research is deeply practical, it doesn't sacrifice rigor . The cyclical process ensures that the research remains thorough and robust. Each iteration of the cycle in an action research project refines the approach, drawing it closer to an effective solution.

The role of the action researcher

The action researcher stands at the nexus of theory and practice. Not just an observer, the researcher actively engages with the study's participants, collaboratively navigating through the research cycle by conducting interviews, participant observations, and member checking . This close involvement ensures that the study remains relevant, timely, and responsive.

Drawing conclusions and informing theory

As the research progresses through multiple iterations of data collection and data analysis , drawing conclusions becomes an integral aspect. These conclusions, while immediately beneficial in addressing the practical issue at hand, also serve a broader purpose. They inform theory, enriching the academic discourse and providing valuable insights for future research.

Identifying actionable insights

Keep in mind that action research should facilitate implications for professional practice as well as space for systematic inquiry. As you draw conclusions about the knowledge generated from action research, consider how this knowledge can create new forms of solutions to the pressing concern you set out to address.

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What is action research and how do we do it?

In this article, we explore the development of some different traditions of action research and provide an introductory guide to the literature., contents : what is action research ·  origins · the decline and rediscovery of action research · undertaking action research · conclusion · further reading · how to cite this article . see, also: research for practice ..

In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research-oriented toward the enhancement of direct practice. For example, Carr and Kemmis provide a classic definition:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162).

Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. As a way of working it is very close to the notion of reflective practice coined by Donald Schön (1983).

The second tradition, perhaps more widely approached within the social welfare field – and most certainly the broader understanding in the USA is of action research as ‘the systematic collection of information that is designed to bring about social change’ (Bogdan and Biklen 1992: 223). Bogdan and Biklen continue by saying that its practitioners marshal evidence or data to expose unjust practices or environmental dangers and recommend actions for change. In many respects, for them, it is linked into traditions of citizen’s action and community organizing. The practitioner is actively involved in the cause for which the research is conducted. For others, it is such commitment is a necessary part of being a practitioner or member of a community of practice. Thus, various projects designed to enhance practice within youth work, for example, such as the detached work reported on by Goetschius and Tash (1967) could be talked of as action research.

Kurt Lewin is generally credited as the person who coined the term ‘action research’:

The research needed for social practice can best be characterized as research for social management or social engineering. It is a type of action-research, a comparative research on the conditions and effects of various forms of social action, and research leading to social action. Research that produces nothing but books will not suffice (Lewin 1946, reproduced in Lewin 1948: 202-3)

His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’ ( ibid. : 206). The basic cycle involves the following:

This is how Lewin describes the initial cycle:

The first step then is to examine the idea carefully in the light of the means available. Frequently more fact-finding about the situation is required. If this first period of planning is successful, two items emerge: namely, “an overall plan” of how to reach the objective and secondly, a decision in regard to the first step of action. Usually this planning has also somewhat modified the original idea. ( ibid. : 205)

The next step is ‘composed of a circle of planning, executing, and reconnaissance or fact-finding for the purpose of evaluating the results of the second step, and preparing the rational basis for planning the third step, and for perhaps modifying again the overall plan’ ( ibid. : 206). What we can see here is an approach to research that is oriented to problem-solving in social and organizational settings, and that has a form that parallels Dewey’s conception of learning from experience.

The approach, as presented, does take a fairly sequential form – and it is open to a literal interpretation. Following it can lead to practice that is ‘correct’ rather than ‘good’ – as we will see. It can also be argued that the model itself places insufficient emphasis on analysis at key points. Elliott (1991: 70), for example, believed that the basic model allows those who use it to assume that the ‘general idea’ can be fixed in advance, ‘that “reconnaissance” is merely fact-finding, and that “implementation” is a fairly straightforward process’. As might be expected there was some questioning as to whether this was ‘real’ research. There were questions around action research’s partisan nature – the fact that it served particular causes.

The decline and rediscovery of action research

Action research did suffer a decline in favour during the 1960s because of its association with radical political activism (Stringer 2007: 9). There were, and are, questions concerning its rigour, and the training of those undertaking it. However, as Bogdan and Biklen (1992: 223) point out, research is a frame of mind – ‘a perspective that people take toward objects and activities’. Once we have satisfied ourselves that the collection of information is systematic and that any interpretations made have a proper regard for satisfying truth claims, then much of the critique aimed at action research disappears. In some of Lewin’s earlier work on action research (e.g. Lewin and Grabbe 1945), there was a tension between providing a rational basis for change through research, and the recognition that individuals are constrained in their ability to change by their cultural and social perceptions, and the systems of which they are a part. Having ‘correct knowledge’ does not of itself lead to change, attention also needs to be paid to the ‘matrix of cultural and psychic forces’ through which the subject is constituted (Winter 1987: 48).

Subsequently, action research has gained a significant foothold both within the realm of community-based, and participatory action research; and as a form of practice-oriented to the improvement of educative encounters (e.g. Carr and Kemmis 1986).

Exhibit 1: Stringer on community-based action research

A fundamental premise of community-based action research is that it commences with an interest in the problems of a group, a community, or an organization. Its purpose is to assist people in extending their understanding of their situation and thus resolving problems that confront them….

Community-based action research is always enacted through an explicit set of social values. In modern, democratic social contexts, it is seen as a process of inquiry that has the following characteristics:

• It is democratic , enabling the participation of all people.

• It is equitable , acknowledging people’s equality of worth.

• It is liberating , providing freedom from oppressive, debilitating conditions.

• It is life enhancing , enabling the expression of people’s full human potential.

(Stringer 1999: 9-10)

Undertaking action research

As Thomas (2017: 154) put it, the central aim is change, ‘and the emphasis is on problem-solving in whatever way is appropriate’. It can be seen as a conversation rather more than a technique (McNiff et. al. ). It is about people ‘thinking for themselves and making their own choices, asking themselves what they should do and accepting the consequences of their own actions’ (Thomas 2009: 113).

The action research process works through three basic phases:

Look -building a picture and gathering information. When evaluating we define and describe the problem to be investigated and the context in which it is set. We also describe what all the participants (educators, group members, managers etc.) have been doing.

Think – interpreting and explaining. When evaluating we analyse and interpret the situation. We reflect on what participants have been doing. We look at areas of success and any deficiencies, issues or problems.

Act – resolving issues and problems. In evaluation we judge the worth, effectiveness, appropriateness, and outcomes of those activities. We act to formulate solutions to any problems. (Stringer 1999: 18; 43-44;160)

The use of action research to deepen and develop classroom practice has grown into a strong tradition of practice (one of the first examples being the work of Stephen Corey in 1949). For some, there is an insistence that action research must be collaborative and entail groupwork.

Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out… The approach is only action research when it is collaborative, though it is important to realise that action research of the group is achieved through the critically examined action of individual group members. (Kemmis and McTaggart 1988: 5-6)

Just why it must be collective is open to some question and debate (Webb 1996), but there is an important point here concerning the commitments and orientations of those involved in action research.

One of the legacies Kurt Lewin left us is the ‘action research spiral’ – and with it there is the danger that action research becomes little more than a procedure. It is a mistake, according to McTaggart (1996: 248) to think that following the action research spiral constitutes ‘doing action research’. He continues, ‘Action research is not a ‘method’ or a ‘procedure’ for research but a series of commitments to observe and problematize through practice a series of principles for conducting social enquiry’. It is his argument that Lewin has been misunderstood or, rather, misused. When set in historical context, while Lewin does talk about action research as a method, he is stressing a contrast between this form of interpretative practice and more traditional empirical-analytic research. The notion of a spiral may be a useful teaching device – but it is all too easy to slip into using it as the template for practice (McTaggart 1996: 249).

Further reading

This select, annotated bibliography has been designed to give a flavour of the possibilities of action research and includes some useful guides to practice. As ever, if you have suggestions about areas or specific texts for inclusion, I’d like to hear from you.

Explorations of action research

Atweh, B., Kemmis, S. and Weeks, P. (eds.) (1998) Action Research in Practice: Partnership for Social Justice in Education, London: Routledge. Presents a collection of stories from action research projects in schools and a university. The book begins with theme chapters discussing action research, social justice and partnerships in research. The case study chapters cover topics such as: school environment – how to make a school a healthier place to be; parents – how to involve them more in decision-making; students as action researchers; gender – how to promote gender equity in schools; writing up action research projects.

Carr, W. and Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research , Lewes: Falmer. Influential book that provides a good account of ‘action research’ in education. Chapters on teachers, researchers and curriculum; the natural scientific view of educational theory and practice; the interpretative view of educational theory and practice; theory and practice – redefining the problem; a critical approach to theory and practice; towards a critical educational science; action research as critical education science; educational research, educational reform and the role of the profession.

Carson, T. R. and Sumara, D. J. (ed.) (1997) Action Research as a Living Practice , New York: Peter Lang. 140 pages. Book draws on a wide range of sources to develop an understanding of action research. Explores action research as a lived practice, ‘that asks the researcher to not only investigate the subject at hand but, as well, to provide some account of the way in which the investigation both shapes and is shaped by the investigator.

Dadds, M. (1995) Passionate Enquiry and School Development. A story about action research , London: Falmer. 192 + ix pages. Examines three action research studies undertaken by a teacher and how they related to work in school – how she did the research, the problems she experienced, her feelings, the impact on her feelings and ideas, and some of the outcomes. In his introduction, John Elliot comments that the book is ‘the most readable, thoughtful, and detailed study of the potential of action-research in professional education that I have read’.

Ghaye, T. and Wakefield, P. (eds.) CARN Critical Conversations. Book one: the role of the self in action , Bournemouth: Hyde Publications. 146 + xiii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: dialectical forms; graduate medical education – research’s outer limits; democratic education; managing action research; writing up.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach , London: Routledge. Argues that educational knowledge is created by individual teachers as they attempt to express their own values in their professional lives. Sets out familiar action research model: identifying a problem, devising, implementing and evaluating a solution and modifying practice. Includes advice on how working in this way can aid the professional development of action researcher and practitioner.

Quigley, B. A. and Kuhne, G. W. (eds.) (1997) Creating Practical Knowledge Through Action Research, San Fransisco: Jossey Bass. Guide to action research that outlines the action research process, provides a project planner, and presents examples to show how action research can yield improvements in six different settings, including a hospital, a university and a literacy education program.

Plummer, G. and Edwards, G. (eds.) CARN Critical Conversations. Book two: dimensions of action research – people, practice and power , Bournemouth: Hyde Publications. 142 + xvii pages. Collection of five pieces from the Classroom Action Research Network. Chapters on: exchanging letters and collaborative research; diary writing; personal and professional learning – on teaching and self-knowledge; anti-racist approaches; psychodynamic group theory in action research.

Whyte, W. F. (ed.) (1991) Participatory Action Research , Newbury Park: Sage. 247 pages. Chapters explore the development of participatory action research and its relation with action science and examine its usages in various agricultural and industrial settings

Zuber-Skerritt, O. (ed.) (1996) New Directions in Action Research , London; Falmer Press. 266 + xii pages. A useful collection that explores principles and procedures for critical action research; problems and suggested solutions; and postmodernism and critical action research.

Action research guides

Coghlan, D. and Brannick, D. (2000) Doing Action Research in your own Organization, London: Sage. 128 pages. Popular introduction. Part one covers the basics of action research including the action research cycle, the role of the ‘insider’ action researcher and the complexities of undertaking action research within your own organisation. Part two looks at the implementation of the action research project (including managing internal politics and the ethics and politics of action research). New edition due late 2004.

Elliot, J. (1991) Action Research for Educational Change , Buckingham: Open University Press. 163 + x pages Collection of various articles written by Elliot in which he develops his own particular interpretation of action research as a form of teacher professional development. In some ways close to a form of ‘reflective practice’. Chapter 6, ‘A practical guide to action research’ – builds a staged model on Lewin’s work and on developments by writers such as Kemmis.

Johnson, A. P. (2007) A short guide to action research 3e. Allyn and Bacon. Popular step by step guide for master’s work.

Macintyre, C. (2002) The Art of the Action Research in the Classroom , London: David Fulton. 138 pages. Includes sections on action research, the role of literature, formulating a research question, gathering data, analysing data and writing a dissertation. Useful and readable guide for students.

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project , London: Routledge. Practical guidance on doing an action research project.Takes the practitioner-researcher through the various stages of a project. Each section of the book is supported by case studies

Stringer, E. T. (2007) Action Research: A handbook for practitioners 3e , Newbury Park, ca.: Sage. 304 pages. Sets community-based action research in context and develops a model. Chapters on information gathering, interpretation, resolving issues; legitimacy etc. See, also Stringer’s (2003) Action Research in Education , Prentice-Hall.

Winter, R. (1989) Learning From Experience. Principles and practice in action research , Lewes: Falmer Press. 200 + 10 pages. Introduces the idea of action research; the basic process; theoretical issues; and provides six principles for the conduct of action research. Includes examples of action research. Further chapters on from principles to practice; the learner’s experience; and research topics and personal interests.

Action research in informal education

Usher, R., Bryant, I. and Johnston, R. (1997) Adult Education and the Postmodern Challenge. Learning beyond the limits , London: Routledge. 248 + xvi pages. Has some interesting chapters that relate to action research: on reflective practice; changing paradigms and traditions of research; new approaches to research; writing and learning about research.

Other references

Bogdan, R. and Biklen, S. K. (1992) Qualitative Research For Education , Boston: Allyn and Bacon.

Goetschius, G. and Tash, J. (1967) Working with the Unattached , London: Routledge and Kegan Paul.

McTaggart, R. (1996) ‘Issues for participatory action researchers’ in O. Zuber-Skerritt (ed.) New Directions in Action Research , London: Falmer Press.

McNiff, J., Lomax, P. and Whitehead, J. (2003) You and Your Action Research Project 2e. London: Routledge.

Thomas, G. (2017). How to do your Research Project. A guide for students in education and applied social sciences . 3e. London: Sage.

Acknowledgements : spiral by Michèle C. | flickr ccbyncnd2 licence

How to cite this article : Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [ https://infed.org/mobi/action-research/ . Retrieved: insert date] .

© Mark K. Smith 1996; 2001, 2007, 2017

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What is Action Research?

Action research involves a systematic process of examining the evidence. The results of this type of research are practical, relevant, and can inform theory. Action research is different than other forms of research as there is less concern for universality of findings, and more value is placed on the relevance of the findings to the researcher and the local collaborators.

Riel, M. (2020). Understanding action research. Center For Collaborative Action Research, Pepperdine University.  Retrieved January 31, 2021 from the Center for Collaborative Action Research.  https://www.actionresearchtutorials.org/  

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The short video below by John Spencer provides a quick overview of Action Research.

How is Action Research different?

This chart demonstrates the difference between traditional research and action research. Traditional research is a means to an end - the conclusion. They start with a theory, statistical analysis is critical and the researcher does not insert herself into the research.

Action research is often practiced by practitioners like teachers and librarians who remain in the middle of the research process. They are looking for ways to improve the specific situation for their clientele or students. Statistics may be collected but they are not the point of the research.

Adapted from: Mc Millan, J. H. & Wergin. J. F. (1998). Understanding and evaluating educational research. Prentice-Hall, Inc.

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