Action Research
Lisa Nix
Walden University

Dr. Sandra Browning, Instructor
EDUC-6733G-2, Action Research for Educators
November 5, 2013

Action Research To an educator the words action research can paint a picture of a fast paced world where the educator is a superhero type personality that is on a mission to improve and save the world of education. To a degree, this is true as devoted educators strive to grow in knowledge, learn new applicable strategies, and improve instructional design for all students. Although educators do not wear the cape of a superhero, they do wear upon them the trust and hope of the students, dedication to their profession, and the responsibility to provide an enriching-productive learning environment for all students. As teachers strive to accomplish all of this, action research is a tool that will allow an educator’s voice to be heard regarding what takes place in the classroom, what works, why it works, or what doesn’t work for the students. Many teachers are using action research as an effective tool to self-reflect on their teaching practices while collecting data to improve classroom instruction (Schmuck, 1997). Traditional educational research is usually performed by non-educators such as scientist or university researchers that are in classrooms. These researchers are usually deemed “experts” in their field, but they have not actually taught in a classroom and bring teaching experiences to their expertise. These types of traditional researchers are good for reading about theory and practice, but classrooms depending on location vary quite differently (LeMaire, 2010). On paper, traditional educational research tends to have a one size fits all trend, but action research allows a more customizable approach to instruction as teachers make decisions from collected data, analyze student performance, and collaborate with colleagues about implemented strategies that did or did not work for all students or a particular group of students. As educators begin this process, they can make better decisions to improve instruction and differentiate it to meet the needs of all students. Differentiated instruction is presented in a format that allows students to make sense of the content without changing it or watering it down (Dana & Yendol-Hoppey, 2009). The case studies depict three diverse scenarios and information of action research performed by educators. The purpose of each research study was to improve learning for students and to collect data about why some students do well and others may not succeed even though they are within the same school building. The action research student #2, provides a more personable look into the teaching practices of an individual educator. Barbara Williams provides a narrative of how she changed her approach and teaching practices for her new student, Davonte. Williams (2007) shares her experiences of modifying her approach to teaching and responding to Davonte to make him a part of her classroom learning community. By observing and taking notes, Williams knew how to respond to Davonte’s easily triggered levels of frustration and his reluctance to participate in class. By Williams taking an active role in research of her own rather than relying on traditional educational research, she was able to communicate effectively with Davonte and to provide opportunities for Davonte to express himself in a comfortable way academically.

Walden University M.S. in Education Program
Formative Evaluative Criteria for Applications and Reflective Essays
Quality of Work Submitted

Work reflects graduate-level critical, analytical thinking.
A: Exemplary Work
A = 4.00; A- = 3.75

All of the previous, in addition to the following:
B: Graduate Level Work
B+ = 3.50; B = 3.00;
B- = 2.75
All of the previous, in addition to the following:
C: Minimal Work

C+ = 2.50; C = 2.00;
C- = 1.75
F: Work Submitted but Unacceptable
F = 1.00
Adherence to