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 -
Action Research
progressive problem solving led by individuals working with others in teams
Kurt Lewin,MIT,1944

Typically, action research is undertaken in a school setting.

It is a reflective process that allows for inquiry and discussion as components of the
research. Often, action research is a collaborative activity among colleagues
searching for solutions to everyday, real problems experienced in schools, or
looking for ways to improve instruction and increase student achievement. Rather
than dealing with the theoretical, action research allows practitioners to address
those concerns that are closest to them, ones over which they can exhibit some
influence and make change.
http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf

 -
Action Research
progressive problem solving led by individuals working with others in teams
Kurt Lewin,MIT,1944

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 -
Action Research
progressive problem solving led by individuals working with others in teams
Kurt Lewin,MIT,1944

Action Research
Educational action research is inquiry conducted by teachers into their
own teaching (Cullen et al 2010). The aim is to improve educational
practice through teachers involvement in research into their own
professional activities. Engagement with the wider evidence base relating
to the educational problem being investigated plays an important role in
action research, but its key focus is, of necessity, local: teachers
undertake research in order to improve their own educational
understandings and practices, and the situations in which they teach
(Carr and Kemmis 1986).
Capobianco and Lehman (2006: 126) define action research as a
systematic, self-reflective inquiry aimed at constructing knowledge about
ones practice with the major goals of improving and coming to a better
understanding of that practice, and Lebak and Tinsley (2010) describe it as
a methodology that allows teachers to investigate and evaluate their own
work, and to put theory into practice.

Action Research
It is generally presented as a cyclical process whereby teachers
plan, act, collect data, assess it, reflect, implement new practice and
then begin the cycle again (Cullen et al. 2010).
This also can be seen as a formalized process of experiential
learning, in which concrete experience provides the basis for
observation, critical reflection, theory-building and the application
and testing of new understandings in new situations.
Kolbs broad definition of experiential learning, as the process
whereby knowledge is created through the transformation of
experience (Kolb 1984: 38) applies equally to action research.
While action research can be conducted by individual teachers
working alone, the approach often reported in the literature reviewed
here is collaborative, with teachers working together to seek
solutions to common challenges within a critical community.

ACTION RESEARCH-BIBLIOGRAPHY
Capobianco, B. & Lehman, J. (2006). Integrating Technology to Foster
Inquiry in an Elementary Science Methods Course: An Action Research
Study of One Teacher Educator's Initiatives in a PT3 Project, The Journal
of Computers in Mathematics and Science Teaching, 25(2), 123.

Capobianco, B. (2007). A Self-Study of the Role of Technology in

Promoting Reflection and Inquiry-Based Science Teaching, Journal of
Science Teacher Education, 18(2), 271.

Cullen, T., Akerson, V. & Hanson, D. (2010). Using Action Research to

Engage K-6 Teachers in Nature of Science Inquiry as Professional
Development, Journal of Science Teacher Education, 21(8), 971.

 10,11,12,13
SPSS


.- .
Psycharis ,S (2009). ICT and Its Applications to Education. Editors.
Papazisis(https://www.papazisi.gr/Default.asp). ISBN. 978-960-02-2318-7
1st Volume
Psycharis ,S (2010). ICT and Its Applications to Education. Editors.
Papazisis(https://www.papazisi.gr/Default.asp). ISBN:978-960-02-2434-4