Action Research Strategies for K-12 Classrooms

Teachers Contribute to Knowledge About Learning or Behavior Problems

Mar 27, 2009

Teachers who research and document their use of instructional strategies and academic or behavioral interventions can contribute greatly to what is known about education.

Good teachers are reflective practitioners who are constantly in search of ways to improve their techniques or to reach students with special academic or behavioral needs. By conducting their own action research projects, elementary through high school teachers are in a unique position to contribute to the growing body of knowledge about what works in K-12 classrooms.

Framing the Question

Begin by focusing on a question of particular interest. It could be a student whose poor behavior is impacting learning, or maybe it is how to teach difficult content more effectively. Begin by brainstorming the problems or issues present in the classroom, and choose one that is significant to student progress. Rephrase the problem as an open-ended question, including specifics on the behavior or interventions that will be studied. Review current literature on the topic.

Designing the Study

Because it is conducted in a classroom setting, rather than in a controlled environment, action research is often qualitative in nature or a combination of both qualitative and quantitative study. Qualitative studies focus on descriptive data that is interpreted more holistically, while quantitative studies produce numeric data that is analyzed statistically. Once the primary question has been determined, brainstorm auxiliary questions specific to the information that will be collected.

For example, if the primary question is on the effects of reading aloud to 5th grade students, auxiliary questions might focus on student growth in vocabulary, comprehension, and motivation to read. Auxiliary questions become the basis for choosing appropriate qualitative or quantitative methods for data collection. Decide who will be the subject of the study (individual student, small group, or whole class) and get permission from parents or guardians before beginning.

Data Collection

If the study is purely descriptive, choose a combination of data collection methods that provide the most well-rounded view of what is occurring in the classroom or with the particular student. Qualitative methods include documented observations, anecdotal records, interviews, collection of artifacts, photographs, logs, self-reported surveys and checklists, and others.

If the study is of an academic or behavioral intervention, it is necessary to establish baseline data before trying the new technique. Baseline levels can be established quantitatively through a related pre-test, or qualitatively through documentation of the frequency and/or severity of the target behavior. Effects are measured after the intervention has been implemented by using the same measures in a post-test fashion.

Analysis and Interpretation

Data analysis and interpretation require patience and a willingness to look for underlying patterns and meaning behind the results. Begin to organize the data by summarizing the results. Look for effects and attempt to quantify any changes through percentages, frequencies, or other concrete measures. When interpreting data, focus on the patterns that emerge and use the instincts all teachers have about their students’ progress to offer possible explanations for what has occurred.

Disseminating Action Research

Sharing action research helps improve education for all students. Write up the study according to the style required by a related journal (many use APA guidelines, which are available in manual form or online). Results may also be disseminated through local, state, or national conference presentations.

Teachers who engage in action research are not only improving their own practice, but also taking their professionalism to a higher level by contributing to what all educators know about teaching and learning.

Chiseri-Strater, Elizabeth and Sunstein, Bonnie. What Works?: A Practical Guide to Teacher Research. Portsmouth, NH: Heinemann, 2006.

Hubbard, Ruth and Power, Brenda. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers (Revised). Portsmouth, NH: Heinemann, 2003.

The copyright of the article Action Research Strategies for K-12 Classrooms in Classroom Issues is owned by Barbara Abromitis. Permission to republish Action Research Strategies for K-12 Classrooms in print or online must be granted by the author in writing.