EDU 694 Week 1- Discussion
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Ashford University - California *
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Feb 20, 2024
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Good evening, Dr. Up, and fellow students, Traditional research, whether qualitative, quantitative, or mixed methods, takes a systematic approach to data collection and analysis, providing a rigorous understanding of educational phenomena. According to Mertler, C, traditional educational research is often carried out by researchers who are at some distance from the environment they are analyzing. This approach can benefit me by offering deep, generalizable knowledge, which can influence my teaching practice and benefit my student population by implementing evidence-backed strategies.
However, action research stands out for its more participatory and applied approach.
The ability to actively engage in research-based reflection and decision-making, adapting practices in real time, could be particularly beneficial for me and my students. This could lead to immediate and targeted improvements in my educational environment, addressing concrete challenges and improving the quality of teaching. Although both approaches have their merits, action research can offer a closer connection between research and practice, promoting meaningful change in the classroom. The choice between approaches will depend on the nature and specific objectives of the research, as well as the willingness and collaboration of the educators involved.
Comparison between Traditional Educational Research and Action Research
Traditional Educational Research
The primary goal of traditional educational research is “to explain or help understand educational
issues, questions, and processes” (
Mertler, C. 2020). - Qualitative Research
Focuses on understanding complex phenomena through the interpretation of non-numerical data, such as interviews, observations, and text analysis.
-
Quantitative investigation
Use numerical data to establish statistical patterns and relationships, using surveys, standardized tests, and statistical analysis.
- Mixed Methods
Combines qualitative and quantitative approaches to gain a more complete understanding of a problem.
Action Research
The main goal of action research is to address local-level problems of practice with the anticipation of finding immediate answers to questions or solutions to those problems (Mertler, C. 2020).
- It seeks to improve educational practice through reflection, action, and continuous evaluation.
- Educators actively participate in the research process, applying practical changes based on their
findings and evaluating their impact.
Definition
Action research involves collaboration among educators and ongoing research to improve educational practice.
Advantages and Limitations
of Action Research and Traditional Research
Aspect
Traditional Educational Research
Action Research Advantages
Methodological rigor
Immediate practical
relevance
Generalization of results
Active participation of
teachers
Far-reaching
Adaptability to local contexts
Disconnection between theory and practice
Possible lack of
generalization
Limitations Little teacher participation
It takes time and
collaboration
Little immediate applicability
Risk of bias due to
subjectivity
The choice between traditional research and action research depends on the specific objectives and contexts, and both are valuable for educational advancement.
Regarding action research, according to Mertler, C, it is described as any systematic study carried out by educators, administrators, counselors, or other people with a personal interest in the process or context of teaching and learning. The purpose of this research is to gather information about the functioning of your specific schools, their teaching methods, and the learning process of students. (2020). I perceive that my target group of students could benefit from experiencing a more personalized approach tailored to their specific needs.
Active participation in action research processes allows for a more direct connection between theory and practice, which could lead to more effective interventions and adjustments that benefit student learning and development.
Thank you and have a great night!
References Mertler, C. A. (2020).
Action research: Improving schools and empowering educators
(6th ed.). SAGE Publications.
Good evening, Verna,
Thank you for your contribution to this discussion.
You pointed out something interesting, “
A highly interactive method, action research is often used in the social sciences, particularly in educational settings. Particularly popular with educators as a form of systematic inquiry, it prioritizes reflection and bridges the gap between theory and practice. George, T. (2023, June 22).”
Action research is a highly interactive methodological approach that plays a fundamental role in the social sciences, especially in the educational field. This method has gained popularity among educators as a form of systematic research that seeks to improve educational practices while emphasizing the importance of reflection and seeking to bridge the gap between academic theory
and practical application in the classroom. The interactivity of action research implies active participation by researchers, usually educators, in their work environment. Through continuous cycles of observation, reflection, and action, we seek to understand and address the specific challenges facing educational practice. This process allows for continuous and adaptive improvement.
The prioritization of reflection in action research highlights the importance of critically analyzing
one's practice and lived experiences. This deep reflection not only contributes to the professional development of the educator but also facilitates a richer and more contextualized understanding of educational problems. One of the most notable aspects of action research is its ability to bridge the gap between theory and practice. By integrating systematic reflection into evidence-
based decision making, educators can translate theoretical principles into practical actions that directly benefit students. As described in George's article (June 22, 2023) that you provided, it suggests that action research continues to be relevant and valuable today. However, to evaluate its applicability in specific contexts, it is important to consider the changing dynamics of the educational environment and the evolving needs of students.
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Do you have any personal experience with action research, or have you seen examples of how it has positively impacted educational decision-making?
Thank you and have a great night!
References
George, T. (2023, June 22).
What is action Research? | Definition & Examples
. Scribbr.
https://www.scribbr.com/methodology/action-research/
Good evening, Billie,
Thank you for your contribution to this discussion.
You pointed out something interesting, “
Action research is a continual process of observing and collecting data. By reviewing the data, it will allow me to evaluate myself and my classroom to make changes.”
Action research, in its essence, is presented as a continuous and systematic process that involves observation and data collection in the educational environment, "for description, explanation, generation, and prediction." (Rabeya K. & Muhammad S., 2013).
This method provides educators with a valuable tool to evaluate both their performance and the functioning of their classrooms, to implement significant improvements. The initial observation phase in action research involves careful attention to different aspects of the learning environment. Data collection during this stage can be carried out through various techniques, such as recording lectures, taking notes, and reviewing teaching materials. Reviewing and analyzing this data are crucial steps that allow educators to gain a clearer view of their pedagogical practices. By critically examining the data collected, patterns, areas of strength, and potential opportunities for improvement can be identified. This evidence-guided self-reflection provides a solid foundation for informed decision making.
The personal and classroom evaluation resulting from the action research lays the foundation for the implementation of specific changes and adaptations in the teaching-learning process.
These changes are guided by the intention to improve the quality of education provided and address the specific needs of students. In the professional context, action research becomes a strategic tool for the continuous development of the educator. By taking a data- and reflection-
driven approach, teachers can hone their pedagogical skills, adapt to changing classroom dynamics, and ultimately optimize the learning experience for their students.
What are some specific examples of changes you have made in your classroom because of reviewing and evaluating data collected through the action research process?
Thank you and have a great night!
References
Rabeya Khatun and Muhammad Salahuddin. "How School Teachers Can Benefit from Action Research: A Case Study" (2013). Education, Health & Behavior Studies Student Publications. 11. https://commons.und.edu/cgi/viewcontent.cgi?article=1011&context=ehb-stu
Good evening, Michael,
Thank you for your contribution to this discussion.
You pointed out something interesting, “
As noted in a brief article by Patricia Phelps, “the primary goal of the learning environment should be to engage teachers and learners in the process of thinking” (2020).
Patricia Phelps' focus on the primary goal of the learning environment highlights the importance of actively involving teachers and students in the thinking process. This approach highlights the need to create educational environments that encourage reflection, dialogue, and critical thinking, thus contributing to the integral development of participants. The engagement of teachers and students in the thinking process implies a dynamic interaction with the learning content. Teachers, as facilitators, play a key role in designing strategies that stimulate reflection and promote an active learning environment. At the same time, students are encouraged to question, analyze, and actively apply the knowledge acquired.
The term "thought process" implies deep consideration of information, and this goes beyond simple memorization. Rather than focusing exclusively on the transmission of knowledge, the learning environment that Phelps advocates highlights the importance of cultivating higher cognitive skills, such as critical analysis, problem-solving, and informed decision-making. This perspective also suggests that the learning environment should not only be a physical space but also a mental and emotional environment where participants feel motivated and enabled to actively engage in the thinking process. Collaborative interaction and the collective construction of knowledge are key elements to achieve this objective.
How would you actively integrate teaching and learning strategies that promote the thinking process for both teachers and students, into your conception of an effective learning environment?
Thank you and have a great night!
References
Phelps, P. H. (2008). Helping teachers become leaders Links to an external site. The Clearing House, 81(3), 119–122. https://doi.org/10.3200/TCHS.81.3.119-122
Good evening, Tiffany, Thank you for your contribution to this discussion.
You pointed out something interesting, “Traditional educational research
entails different methodological approaches, including qualitative research that seeks for in-depth understanding of human behavior and its causes together with other factors; quantitative research, where the quantification of the information takes place; and then there is mixed method research that combines both qualitative and quantitative (Mertler, 2020). This type of research helps in creating a robust body of knowledge necessary for comprehending big education developments.”
Educational research, in its traditional approach, encompasses a diversity of methodologies that provide a deep and complete understanding of human behavior and the factors that influence it.
The variety of methodological approaches employed includes qualitative research, quantitative research, and mixed methods research, each of which brings a unique perspective to enrich the educational field (Mertler, 2020).
Qualitative research is distinguished by its emphasis on the deep understanding of educational phenomena. Through methods such as interviews, observations, and document analysis, this modality seeks to explore the underlying experiences, perceptions, and motivations that influence human behavior in the educational context. This approach allows us to capture the richness and complexity of educational situations. In contrast, quantitative research is characterized by the quantification of data to identify numerical patterns and relationships. Using
statistical techniques, we seek to establish generalizations and causal relationships within the educational field. This approach provides a quantifiable basis for evidence-based decision-
making.
Mixed methods research, as its name suggests, integrates elements of both methodologies. By combining qualitative and quantitative analysis, we seek to take advantage of the strengths of both approaches, providing a more complete and holistic understanding of educational phenomena. This integrated approach offers a more complete and balanced view, allowing for a more robust interpretation of the results. This type of research plays a crucial role in generating fundamental knowledge to understand major advances in education. By addressing research questions from diverse methodological perspectives, a solid body of knowledge is built that contributes to informed decision-making and the development of effective educational practices.
How would you actively integrate teaching and learning strategies that promote the thinking process for both teachers and students, into your conception of an effective learning environment?
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Thank you and have a great night!
References Mertler, C. A. (2020).
Action research: Improving schools and empowering educators
(6th ed.). SAGE Publications.