Research about

Teaching and Learning

This is a resource site for teachers who are interested in conducting research about teaching and learning, both formal (more traditional) research and informal action research. It is also the information site for three North Central Indiana teacher-researcher initiatives.

Comparison of Formal and Action Research Methods

Resources for Teacher-researchers

Information on local teacher-researcher initiatives

Action research is applied research done to answer a specific practical problem, which results in action. In comparison to traditional research which aims to generalize its findings, action research is primarily concerned with relevance to the specific site in which it occurs (Hitchcock & Hughes, 1995). Action researchers typically triangulate data, using both quantitative and qualitative data sources. Results are shared with those directly affected, so that they may take action based on the findings.

Action research methods were first proposed by Lewin in 1946, as a research technique in social psychology. They have frequently been used by applied researchers in evaluation and assessment situations. More recently, action research has become prevalent in the field of education. Earlier studies were conducted primarily by university researchers who shared their findings with the educators. However, there has been a clear and steady trend towards encouraging K-12 teachers and administrators to conduct their own research, with university professors acting as research consultants as needed. The scope of these research projects ranges from school-wide questions conducted by teams of teachers and administrators to small projects carried out by an individual teacher in his or her own classroom.

Classroom action research is research on pedagogy which is specific to a particular classroom or small set of classrooms. Although we know a great deal about good teaching in general (APA guidelines), every teaching situation is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors. To achieve excellence in teaching, a teacher must find out what works best for him or herself in each particular teaching situation. Reflective teaching is a good start, but classroom action research helps a teacher systematically analyze what is happening in the classroom. In addition to research on the individual classroom, CAR can be conducted at the departmental level to examine an entire program or curriculum.

Comparing Formal Research and Action Research

	Classroom Action Research is research designed to help a teacher find out what is happening in his or her own classroom, and to use that information to take action for future improvement.
	Formal research on Teaching and Learning is research designed to test theories and gain knowledge that can be generalized to many teaching settings.

Which type is for you?

Which type of research should you try? The main consideration is your GOALS. If your goal is to improve your own teaching, then Action Research is appropriate. If your goal is a publishable research article, then formal research may be your best choice. This is not to say that action research is never published or that formal research cannot improve your teaching, but each model has particular strengths.