Action research has long been the research method used in education and in many organizations for the purpose improving the art of teaching and leading
Action research has long been the research method used in
education and in many organizations for the purpose improving the
art of teaching and leading. However, there are those that strongly
criticize this research method. Proponents of traditional research
methods argue that the data that is collected in action research is
not reliable and does not yield valid results in part, because of
possible research bias (Mckay & Marshall, 2001). Initial Post:
Read the articles from Fitchman-Dana (n.d) and Eikeland (2003) and
explain in your post how action research will benefit your
setting/organization by granting teachers and other leaders the
ability to identify and solve their own problems. Consider, too,
the arguments opposing the use of action research as a validated
research methodology. The second article is a controversial
narrative where the author responds to a previous writing which has
highlighted the reasons that action research is not a viable
research method. Post your summary of the importance of action
research as depicted in these articles and what points resonate
during the implementation of your research.
Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database. Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research. Retrieved from http://www.aasa.org/content.aspx?id=12826 Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Responses will be most effective if they ask a question about your peer’s experiences and the benefits of your action research project. Your responses may offer additional resource for consideration that supports an alternative viewpoint and critical thinking skills. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
Eikeland, O. (2003). Unmet challenges and unfulfilled promises in action research. Concepts & Transformation, 8(3), 265-273. Retrieved from EBSCOhost database. Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research. Retrieved from http://www.aasa.org/content.aspx?id=12826 Guided Response: Respond to at least two peers. In your responses, consider asking questions of your peers about their responses to encourage further conversation. Responses will be most effective if they ask a question about your peer’s experiences and the benefits of your action research project. Your responses may offer additional resource for consideration that supports an alternative viewpoint and critical thinking skills. Again, though two responses is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you including the instructor to further the conversation while also giving you opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
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