Difference Between Action Research And Action Learning

Action research is known of other terms which include participatory speech, collaborative inquiry, emancipatory research, action learning and contextual action research; however they differ in various contexts. In simple terms, action research can be defined as “Learning by doing”, a number of people identify a problem, ways to resolve it, assess their efforts, if they aren’t successful, and they give it a try.

on the theory and practice in adult learning and action research. This creates a kind of social space in organization that is important in the facilitation of a practice-based example. Making it

In order for a researcher to conduct an action research analysis several factors must be determined. The specific purpose for the research, the components, and stakeholders. My action research project is to address a specific problem my agency has with employee retention within the patrol division during the past three years. In conducting a critical mass analysis it is important to determine who has influence and can assist with making suggestions on changes or give necessary data. Stringer (2007) states, "action research is a systematic approach to investigation

Lastly, I believe that students would benefit from conducting an action research project in a group versus completing a project alone. During our program we learned about allowing for different formats during assessment or classroom activities. Therefore, I believe that some students may have preferred working with a group on such a significant project. The fact that students would be allowed to work with people from different backgrounds and with different personality types to complete a project would equate with real world experience. The opportunity to work with people is why the practicum is such a valuable experience.

So according to Stringer, the key to action research is to bridge the gap between the groups that are at odds with one another. Effective dialogue and negotiation is the critical piece to finding a solution that is

Action – Action learning is a dynamic process that consists of using current knowledge and experience to answer questions that will benefit the members and organization (Marquardt, 2011).

Action research began in the late 19th and early 20th century during the large idea that education must be viewed as a science. Because of Great Britain and their teacher research movement during the 1960s, action research began to change into a teacher-led curriculum reform. At some point in the 1980s, qualitative researchers were not in total agreement and pursued internal validity. They felt inquiring based on “trustworthiness” is more appropriate for a better research. Thus, the birth of professionalism created hierarchy between universities and schools. Even with professionalism changing the problem-solving framework over problem framing, scientific knowledge over personal knowledge, and facts over values, the No Child Left Behind Act created high stakes testing that de-emphasized many action research practices (Anderson, page 53). This is controversial in the sense that politics always played a role in either defending action research or going against it.

Ernest T. Stringer’s notoriety stems from his successful and innovative educational and community development programs that have spanned across the globe. Stringer, a renowned teacher and widely influential researcher has served numerous capacities in government, business, and community-based organizations. The Fourth Edition of Stringer’s book Action Research discusses several strategies for approaching action research. Highlighting skills and tools needed to conduct action research, the book provides simple examples and models to guide researchers through the action research process. This book is a valuable resource in the doctorate of education program and other areas and

Mcniff J & Whitehead J All you need to know about action research. 2nd ed. London: Sage Publications; 2011.

Team learning is the process of team development and team alignment that increases team capacity, and it enables the team to operate as an effective unit. Team learning starts with team vision and continues to build upon it. The team as a unit is critical to allow for team decision-making, a staple of the modern business environment. Team learning comprises of three dimensions. First, teams need to possess insightful thinking about complex issues. Next, teams need to respond with an innovative and coordinated effort to address the issues. Finally, to execute the effort, coordination is needed across teams, which means team learning need to propagate throughout the organization. The way teams achieve this is through dialogue and discussion, the foundations of team learning (Senge, 2006).

Moreover, action research consists of four stages: planning, acting, developing, and reflecting (Mertler, 2014), and each stage will be utilized to address my identified PoP, retention. During the present planning stage, I have identified my PoP, gathered information about retention, reviewed scholarly literature about retention and curriculum theories, and developed my research plan (2014). Once my research plan is approved and all requirements have been fulfilled to continue this DP (University of South Carolina, 2015), the next stage is acting (Mertler, 2014). During the acting stage, I will collect and analyze data gathered during the implementation of my research plan (2014). Once the acting stage has been completed, I will consult my colleagues in the STEM department and the students who participated in the study to develop a plan of action (2014). The development of a plan of action will provide strategies to address the identified PoP (2014). After a plan of action is developed, the reflecting stage will include sharing and communicating the study’s results with the participants as well as the faculty and staff of OCTC (2016). The reflecting stage also provides an opportunity to review the process and make other adjustments which illustrates the iterative process of continually reviewing practices to make improvements in action research (Efron & Ravid, 2013). During this Action Research study, it is important to acknowledge that the

I considered using a case study approach to the research, which would provide deep understanding to perceptions. It allows one aspect to be studied in depth (Bell, 2010) however this option was dismissed as it did not allow for changes in practice and their evaluation. If I were to examine the reasons for the decline in enjoyment of lessons from year 7 to year 8, a case study would be the preferred mode of enquiry. I feel that action research is the most appropriate research methodology as it allows changes in practice based on evidence gathered. It enhances the operation and processes on a department or school backed by the collection of data (Denscombe, 2010). McNiff and Whitehead (2011) state that it allows practitioners to investigate and evaluate their work. Action research allows researchers to improve their practice, and their

There are two types of action research: critical action research and practical action research. In critical action research, the researcher attempts to address major societal issues, such as sexism, racism, or other types of injustice within an educational system (Lodico, Spaulding, & Voegtle, 2010). In contrast, practical action research involves making changes to educational systems, but the changes are smaller and happen

This type of learning can provide students with more understanding than can be taught in a classroom or read in a textbook. Research challenges students to engage in the process of identifying and evaluating major issues and trends impacting businesses and society. Students also explore potential business implications that can drive innovation (The Boyer Commission).

your research can be action-driven and can be planned to guide practices, policies and procedures to have