The Action
Research Process
The action research process can generally be described as a series of
four steps: planning, action, observing and reflecting on the
results of the action. Depending on the research question, purpose of
the study and number of researchers involved, each of these steps can
be expanded. A single teacher researcher studying a classroom issue
may work through the steps of the process in a relatively short time. In
contrast, a collaborative group of researchers focusing on a school
improvement initiative may engage in an in-depth study taking the
entire school year to complete.
The action research process lends itself to a spiral of cycles, with the
researcher reflecting on each stage of the process. When the results of
the first action have been studied, the researcher then plans the next
series of actions. Each reflective phase yields more information about
the issue and increases the researcher’s understanding. Sometimes the
information gained leads the researcher to refine the question with a
different focus. The most important skill the researcher needs in action
research is the ability to engage in reflection. Reflection moves the
practitioner from one stage to the next; thus, action is based on
reflection. The diagram below illustrates the notion that the action
research process is a series of steps or actions, propelled by reflection.