Action research is a model of
professional development where educators study student learning
related to their own teaching. Richard A. Schmuck (1997) compares action
research to looking into a mirror at oneself taking action. Conducting action
research provides educators with an avenue to reflect on one’s own teaching
practices and engage in self-directed learning with the ultimate goal of
improving student learning. In order for students to reach optimal learning,
teachers must continuously build upon their own knowledge of student learning
and intentionally study their practices that are being implemented in the
classroom.
“Action research is planned
inquiry – a deliberate search for truth, information, or
knowledge” (Schmuck, pg 28, 1997). As a teacher, specific questions to reflect
on include: “Action (teacher) research is a natural extension of good teaching. Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, pg 3, 1999). When teachers conduct action research, they ask themselves a critical question, “Am I making an impact on student learning?” When teachers notice a breakdown in learning, they systematically and intentionally plan instruction to meet the needs of their students. The primary goal of action research is to improve student learning by developing and refining the skill of teaching. This is empowering for teachers, giving them opportunities to grow within their professional role and responsibilities. Action research is a continuous and reflective process where educators make instructional decisions in their classrooms based on student needs reflected by classroom data. The process of action research involves four phases: identifying a classroom problem, developing and implementing an action research plan, collecting and analyzing data, and using and sharing results. Action research never really ends because learning is a cyclical process. An action researcher is always observing, analyzing, designing, assessing, and adjusting. The cyclical nature of action research provides teachers with ongoing opportunities to reflect on and refine their own teaching practices.
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