Action research methods were proposed by Kurt Lewin in 1946, as a research technique in social
psychology. More recently, Donald Schön (1983) described the reflective practitioner as one who thinks systematically about practice. Classroom Action Research is systematic, yet less formal, research conducted by practitioners to inform their action. The goal of CAR is to improve your own teaching in your own classroom (or your department or school). While there is no requirement that the CAR findings be generalized to other situations, as in traditional research, the results of classroom action research can add to the knowledge base. Classroom action research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis. Validity is achieved through the triangulation of data. The focus is on the practical significance of findings, rather than
statistical or theoretical significance. Findings are usually disseminated through brief reports or presentations to local colleagues or administrators. Most teachers, from pre-school through university level, can be taught the methods of action research in a single course, a series of workshops, or through extensive mentoring (Mettetal, 2000). For more information on traditional educational research, see texts such as Educational Research (Gay and Airasian, 2000).
Action research methods were proposed by Kurt Lewin in 1946, as a research technique in socialpsychology. More recently, Donald Schön (1983) described the reflective practitioner as one who thinks systematically about practice. Classroom Action Research is systematic, yet less formal, research conducted by practitioners to inform their action. The goal of CAR is to improve your own teaching in your own classroom (or your department or school). While there is no requirement that the CAR findings be generalized to other situations, as in traditional research, the results of classroom action research can add to the knowledge base. Classroom action research goes beyond personal reflection to use informal research practices such as a brief literature review, group comparisons, and data collection and analysis. Validity is achieved through the triangulation of data. The focus is on the practical significance of findings, rather thanstatistical or theoretical significance. Findings are usually disseminated through brief reports or presentations to local colleagues or administrators. Most teachers, from pre-school through university level, can be taught the methods of action research in a single course, a series of workshops, or through extensive mentoring (Mettetal, 2000). For more information on traditional educational research, see texts such as Educational Research (Gay and Airasian, 2000).
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