In schools, 

action research refers to a wide variety of evaluative, investigative, and analytical

research methods designed to diagnose problems or weaknesses—whether organizational,
academic, or instructional—and help educators develop practical solutions to address them
quickly and efficiently. Action research may also be applied to programs or educational
techniques that are not necessarily experiencing any problems, but that educators simply want
to learn more about and improve. The general goal is to create a simple, practical, repeatable
process of iterative learning, evaluation, and improvement that leads to increasingly better
results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry, since it typically
follows a predefined process that is repeated over time. A simple illustrative example:

 Identify a problem to be studied

 Collect data on the problem
 Organize, analyze, and interpret the data
 Develop a plan to address the problem
 Implement the plan
 Evaluate the results of the actions taken
 Identify a new problem
 Repeat the process

 Unlike more formal research studies, such as those conducted by universities

and published in peer-reviewed scholarly journals, action research is typically
conducted by the educators working in the district or school being studied—the
participants—rather than by independent, impartial observers from outside
organizations. Less formal, prescriptive, or theory-driven research methods are
typically used when conducting action research, since the goal is to address
practical problems in a specific school or classroom, rather than produce
independently validated and reproducible findings that others, outside of the
context being studied, can use to guide their future actions or inform the design
of their academic programs. That said, while action research is typically focused
on solving a specific problem (high rates of student absenteeism, for example) or
answer a specific question (Why are so many of our ninth graders failing math?),
action research can also make meaningful contributions to the larger body of
knowledge and understanding in the field of education, particularly within a
relatively closed system such as school, district, or network of connected
organizations.
 The term “action research” was coined in the 1940s by Kurt Lewin, a German-American
social psychologist who is widely considered to be the founder of his field. The basic
principles of action research that were described by Lewin are still in use to this day.

Reform
Educators typically conduct action research as an extension of a particular school-
improvement plan, project, or goal—i.e., action research is nearly always a school-
reform strategy. The object of action research could be almost anything related to
educational performance or improvement, from the effectiveness of certain teaching
strategies and lesson designs to the influence that family background has on student
performance to the results achieved by a particular academic support strategy or
learning program—to list just a small sampling.

 Kurt Lewin, then a professor a MIT, first coined the term "action research" in 1944. In his 1946
paper "Action Research and Minority Problems" he described action research as "a comparative
research on the conditions and effects of various forms of social action and research leading to
social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action
and fact-finding about the result of the action".

Action research in organization development[edit]

Wendell L. French and Cecil Bell define organization development (OD) at one point as
"organization improvement through action research". [17] If one idea can be said to summarize OD's
underlying philosophy, it would be action research as it was conceptualized by Kurt Lewin and later
elaborated and expanded on by other behavioral scientists. Concerned with social change and,
more particularly, with effective, permanent social change, Lewin believed that the motivation to
change was strongly related to action: If people are active in decisions affecting them, they are more
likely to adopt new ways. "Rational social management", he said, "proceeds in a spiral of steps, each
of which is composed of a circle of planning, action and fact-finding about the result of action". [18]

 Unfreezing: first step.

 Changing: The situation is diagnosed and new models of behavior are explored and
tested.
 Refreezing: Application of new behavior is evaluated, and if reinforcing, adopted.

Figure 1: Systems model of action-research process

Lewin's description of the process of change involves three steps:[18] Figure 1 summarizes the steps
and processes involved in planned change through action research. Action research is depicted as a
cyclical process of change.

1. The cycle begins with a series of planning actions initiated by the client and the
change agent working together. The principal elements of this stage include a
preliminary diagnosis, data gathering, feedback of results, and joint action planning.
In the language of systems theory, this is the input phase, in which the client system
becomes aware of problems as yet unidentified, realizes it may need outside help to
effect changes, and shares with the consultant the process of problem diagnosis.
 2. The second stage of action research is the action, or transformation, phase. This
stage includes actions relating to learning processes (perhaps in the form of role
analysis) and to planning and executing behavioral changes in the client
organization. As shown in Figure 1, feedback at this stage would move via Feedback
Loop A and would have the effect of altering previous planning to bring the learning
activities of the client system into better alignment with change objectives. Included
in this stage is action-planning activity carried out jointly by the consultant and
members of the client system. Following the workshop or learning sessions, these
action steps are carried out on the job as part of the transformation stage. [19]
3. The third stage of action research is the output or results phase. This stage includes
actual changes in behavior (if any) resulting from corrective action steps taken
following the second stage. Data are again gathered from the client system so that
progress can be determined and necessary adjustments in learning activities can be
made. Minor adjustments of this nature can be made in learning activities via
Feedback Loop B (see Figure 1).
Major adjustments and reevaluations would return the OD project to the first or planning stage for
basic changes in the program. The action-research model shown in Figure 1 closely follows Lewin's
repetitive cycle of planning, action, and measuring results. It also illustrates other aspects of Lewin's
general model of change. As indicated in the diagram, the planning stage is a period of unfreezing,
or problem awareness.[18] The action stage is a period of changing, that is, trying out new forms of
behavior in an effort to understand and cope with the system's problems. (There is inevitable overlap
between the stages, since the boundaries are not clear-cut and cannot be in a continuous process).
The results stage is a period of refreezing, in which new behaviors are tried out on the job and, if
successful and reinforcing, become a part of the system's repertoire of problem-solving behavior.
Action research is problem centered, client centered, and action oriented. It involves the client
system in a diagnostic, active-learning, problem-finding and problem-solving process.

Action research involves a systematic process of examining the evidence. The results of this
type of research are practical, relevant, and can inform theory. Action research is different
than other forms of research as there is less concern for universality of findings, and more
value is placed on the relevance of the findings to the researcher and the local
collaborators.

This chart demonstrates the difference between traditional research and action research. Traditional research is a
means to an end - the conclusion. They start with a theory, statistical analysis is critical and the researcher does not
insert herself into the research.
Action research is often practiced by teachers who remain in the middle of the research process. They are looking for
ways to improve the specific situation for their students. Statistics may be collected but they are not the point of the
research.

  Traditional Research Action Research

Purpose To draw conclusions. Focus is on advancing knowledge in To make decisions. Focus is on the improvement
the field. Insights may be generalized to other settings. of educational practice. Limited generalizability.

Context Theory: Hypotheses/research questions derive from more Practice: Research questions derive from
general theoretical propositions. practice. Theory plays secondary role.

Data Rigorous statistical analysis. Focus on practical, not statistical significance

Analysis

Sampling Random or representative sample. Students with whom they work.

Action Research is a method of systematic enquiry that teachers undertake as
researchers of their own practice. The enquiry involved in Action Research is a
process involving the following key steps (McNiff, 2013. p. 90).

We review our current practice;

 Identify an issue we wish to investigate;

 Ask focused questions about how we can investigate it;
 Imagine a way forwards;
 Try it out an intervention), and take stock of what happens (evaluation);
 Modify our plan in light of what we have found, and continue with the action;
 Evaluate the modified action;
 Reconsider what we are doing in light of the evaluation. 

This can then lead to a new action–reflection cycle.

The start of the process is usually an issue or situation that, as a teacher, you
want to change. You will be supported in turning this 'interesting problem'
into a 'researchable question' and then developing actions to try out. You will
draw on the findings of other researchers to help develop actions and
interpret the consequences.

As an action researcher, or teacher-researcher, you will generate research.

Enquiring into your practice will inevitably lead you to question the
assumptions and values that are often overlooked during the course of
normal school life. Assuming the habit of inquiry can become an ongoing
commitment to learning and developing as a practitioner. As a teacher-
researcher you assume the responsibility for being the agent and source of
change.