Conducting Educational Research

INTRODUCTION OF EDUCATIONAL RESEARCH
is generally undertaken by individuals for their own, personal purpose—as opposed
to educational researchers in college, universities or think tanks. Teachers and
school administrators look at a problem in their own classroom/school/district to
be able to gather information and make an informed “action plan.” The purpose is
generally to improve one’s teaching or address a specific, local concern. Is the new
tardy policy working? Is implementing judicious discipline in my history class
helping students learn more deeply about democratic principles? Is using the
student response system a more effective way of formative assessment than using
non-technological means? Action research is not undertaken to have the findings
apply to any situation except the one that is studied.
Mills (2007) categorizes action research into two main types: practical action
research and participatory action research. Practical action research is research
that addresses specific questions in a classroom, school, or district. The purpose
is to improve teaching and learning or provide necessary information to help in
decision making. Participatory action research differs from practical action research
in that it involves a group of people focusing on the same problem (e.g., teachers,
administrators, board members). This group of stakeholders collectively formulates
the research problem, which leads to this type of action research also being dubbed
collaborative action research. Additionally, participation action research attempts
to “improve social practice by changing it” (McTaggart, 1989, Tenet 1). It is an
iterative process of planning, implementing, observing the effects of the implementation,
reflecting on the effects, and revising the action plan.
While there are entire books written just on action research (e.g., Mills, 2007),
the basic research guidelines needed in conducting such a project parallel those
outlined in this text. Depending on your question, you would follow the guidelines
for conducting a qualitative, quantitative or mixed methods study. Once you are
done with your data analysis, action research requires that you take one additional
step. The implications section would be your action plan. Now that you have studied
the issue, what do you propose be done in response to the problem?
A main drawback to conducting action research is that the researcher is an
inherent part of the process, making it harder to maintain objectivity. The major
advantage is action research focuses on self-reflection; and, because you are studying
something that is relevant to your immediate professional practice, it is easy to
keep focused on and enthused about the research question. You will be taking a
systematic and critical look at an issue that will ultimately improve your effectiveness
as a professional. Those of you who will be examining your own teaching practices
or classroom policies may be conducting a study very similar to action research.
NEXT STEPS
Now that you are armed with a basic understanding of why you should know how
research is conducted, why you should learn about designing and conducting your
own research project, and the basic schools of research methodologies, the next
logical step is to begin thinking about your own research project. It’s time to start
drawing on the empowerment that you will get from becoming an educational
researcher.
17