The Stages Of The Action Research Cycle

The school in which I conducted my action research cycle is a large public school consisting of 560 students located in Western Sydney. I was placed in a composite year 3/4 class of 27 students with high achieving abilities. At this school, the Stage two cohort are assessed and placed into three groups based on their abilities. The class I was assigned was the highest with mixed abilities. My mentor teacher was well trained in current teaching pedagogy, in particular Newman’s strategies for critical thinking and incorporating these into routines. There were high expectations placed on the students both academically and behaviourally, including allowing students to take risks in their learning, demonstrate their problem solving skills and reasoning,

The strategy has three stages: diagnosis, design and implementation, each subdivided into several steps (see Mayon-White 1993: 136).

The first step in the process is to identify and define the problem at hand. During this step, all the information is gathered and looked over. This allows for the problem to be clearly identified and hopefully making the whole process easier. Step two of the process is to begin generating possible solutions. In this step, managers can begin formulating one or several potential solutions (Lombardi, Schermerhorn, & Kramer). Before going onto step three, some additional information may be required, because step three is when a plan of action is chosen. In the fourth step, the chosen plan is implemented. It is the responsibility of the manager to make sure this portion goes smoothly. Everyone on the team should know exactly what they should be doing. The final step in the process is to review the results. In reviewing the outcome of the action plan that has been chosen, you may find things that need to be altered and you may find things that are going perfectly. At this point the appropriate changes should be made.

Based on my prior knowledge and this week’s resource, I see a little clear why action research can help me address the needs of my students better. This week I have learned the difference between action research/teacher inquiry and education traditional research. Also, I have learned the relationship between action research and teacher professional growth and decision making. Last, I have been able to see what teacher inquiry/action research look like, how they are similar and different.

Participatory action research is defined as the approach in research which is mainly focused and empathizes on action. This approach towards research is fundamentally aligned with the understanding of the world by trying to change it. One of the key reasons due to which PAR is mainly viewed as being controversial is because it intends to confront the existing status quo and affair of things in which they have been operating for a long period of

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

Apply principals of effective teaching based on educational theory, laws, county and school policy, and ethical practice in the comprehensive

Finally, action is the last step in the process before the process begins again. Action is the considered response from the organization to answer the need or experience that was discovered during the experience portion of the cycle. While on the surface this appears to be a simple four step process, however, when used to the fullest extent the cycle of examination never really stops, the ministry is always at one point or the other within the cycle. (1)

The steps that were involves was step one conducting and analysis, step 2 building a relationship, step 6 develop strategies and step 8 develop and implement action plans.

The fourth phase is strategic issues in which participants create a methodical list of the most important issues that the community is dealing with. The issues are identified by looking at the results from the assessments and figuring out how those issues have an effect on the attainment of the shared vision. In phase five which is goals/strategies, the participants take the strategic issues recognized in the prior phase and make goal statements related to those issues. Then broad strategies are established in order to address the issues and achieve the goals related to the community's vision. This phase causes the development and implementation of an interrelated set of strategy assertions. The action cycle phase involves three activities: planning, implementation, and evaluation. This is the phase where results are produced as the action

STAGE 4, discussion of strategy options: This is when the team brainstorms possible interventions for the student and decides and best intervention(s). For example, modification in behavior management. The

The next step involves a master plan that specifies the method and procedure for collecting and analyzing the needed information. This is the design that will provide the plan of action or framework for the research. Joe decision about which method he will adopt will be base on his budget, for instance, he can survey his target market segment using questioners which could provide insight into their behavior pattern, or he can take less expensive approach by accessing secondary data that have descriptive

The use of a team with a common project or problem leads to an action learning program which looks remarkably like action research.

The strength of the stage two: define the issue is that you’re able determine problem presented by your client and plan the ways you to solve those problems and carry out your research.

Werkman.R and Boonstra J, ‘Action research as a method for improving the effectivity of change processes and stimulating learning in organizations’, retrieved 31 December 2015