This week I learned that there are three Action Research genres, according to Kenneth H. Phillips, the author of "Exploring Research in Music Education and Music Therapy." The three genres are listed as: 1) technical, 2) practical, and 3) emancipatory.
In the technical genre of action research, "the researcher tests a particular invention used by a practitioner in the field" (Phillips 318). There is usually an expertise in this genre that the participants reply on. The technical genre is effective and efficient. One of the goals of the technical genre is to "produce change in social practice" (Phillips 318).
In the practical genre of action research, "the researcher and practitioner come together to identify potential problems, underlying causes, and possible solutions" (Phillips 318). The practitioner is encouraged to participate instead of watching as a bystander. The practitioner then becomes self-reflective in the process.
In the emancipatory genre of action research, "no hierarchy exists between the researcher and the practitioner" (Phillips 318). The expert participates in the study as a process moderator. Because there is no hierarchy, there develops a "closeness between the problem and the theory used to explain and resolve it" (Phillips 318).
According to Phillips, there are many common characteristics between all three genres of action research. All three genres do not generalize the results to a population, are mostly written in the qualitative format, and collectively are viewed as a weak, if not the weakest, form of research. However, even though action research is considered the weakest form of research, it does not diminish the impact that the research can make in the classroom setting.
There is a 4 part process to action research: 1) plan, 2) action, 3) observation, and 4) reflection. When beginning an action research study, we must plan the study. We must identify the problem. Then we must take action and determine what activity should be used in the study. Afterwards, we must observe during the study and then end with reflection. We must reflect not only on the results of the study, but on ourselves as well!
According to Craig A. Mertler, the author of "Action Research: Improving Schools and Empowering Educators," to begin an action research study, the first step is to identify the topic that should be investigated. The topics can range from "classroom environment" to" grading and evaluation." As a teacher and researcher, you must be invested in the topic that you chose. You should chose a topic that interests you as well as pertains to your situation in the classroom. The topic you chose should not be too vague or too narrow. The topic needs to be focused and flexible.
The next step should be to research existing articles and information on the topic of your study. While researching existing information, talk to your other teachers at your school as well as in the surrounding schools in your area. They might have conducted a similar study in the past and can offer input and advice. Or they might also be interested in the topic and help perform the study! Also consult with administrators and counselors as well.
While gathering information, we must examine our own beliefs about the topic we wish to study. According to Mertler, this is called reconnaissance. Reconnaissance has three forms: 1) self-reflection, 2) description, and 3) explanation.
After gathering preliminary information, start by reviewing related literature. According to Johnson, a literature review is "an examination of journal articles, ERIC documents, books, and other sources related to your action research project" (Johnson 75). Reviewing Literature will help you chose your topic and narrow the focus. In addition, you may find previous studies conducted on your topic that will provide a format to follow when conducting your own study!
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