good action research topics for teachers

225+ Action Research Topics In Education (Updated 2023)

Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education encompass a wide range of issues that educators can investigate to address specific challenges and enhance their instructional strategies.

From examining the impact of technology integration to exploring innovative assessment methods, action research empowers teachers to develop evidence-based solutions tailored to their unique educational contexts. By conducting small-scale studies, educators can gather data, analyze it, and implement targeted interventions to make tangible improvements in student learning.

In this blog, we will delve into a variety of action research topics in education, exploring how they can empower educators to drive meaningful change and foster a dynamic and effective learning environment for their students.

Table of Contents

Format of action research paper in education

Please note that this table provides a general outline and can be customized based on the specific requirements and guidelines of your research paper.

What to consider while selecting action research topics in education

When selecting action research topics in education, it is important to consider several factors to ensure that your research is meaningful, relevant, and feasible. Here are some key considerations to keep in mind:

Personal Interest

Choose action research topics in education that genuinely interests you. When you are passionate about the subject matter, you will be more motivated and engaged throughout the research process.

Educational Context

Consider the specific educational context in which you work or are interested in. Reflect on the challenges, needs, or areas of improvement within that context. Your research should address a problem or issue that is relevant and impactful within the educational setting.

Research Gap

Review existing literature and research in your chosen area to identify any gaps or unanswered questions. Select action research topics in education that contributes to the existing knowledge base and fills a research gap.

Feasibility

Evaluate the feasibility of conducting the research within the available resources, time frame, and constraints. Consider factors such as access to participants, data collection methods, ethical considerations, and potential support from colleagues or institutions.

Relevance and Impact

Choose action research topics in education that have practical implications and can lead to positive changes in teaching practices, student learning, or educational policies. Aim for research that can make a difference in the educational field.

Collaboration Opportunities

Consider if there are opportunities for collaboration with colleagues, researchers, or educational organizations. Collaborative research can provide additional support, expertise, and diverse perspectives.

Ethical Considerations

Ensure that your research topic aligns with ethical guidelines and regulations. Consider the potential impact on participants and ensure their rights, privacy, and confidentiality are protected.

Remember, selecting an action research topic is an important decision, so take the time to thoroughly evaluate and choose a topic that aligns with your goals and the needs of the educational community you serve.

200+ Action research topics in education

The impact of technology integration on student engagement in the classroom.
Strategies to improve reading comprehension in elementary school students.
Enhancing parental involvement in student learning and academic success.
Investigating the effectiveness of cooperative learning strategies in promoting peer interaction and collaboration.
Addressing the achievement gap in mathematics between different student groups.
Examining the impact of inclusive education on the academic and social development of students with disabilities.
Enhancing critical thinking skills through project-based learning.
Implementing differentiated instruction to meet the diverse needs of students in the classroom.
Investigating the effects of homework on student learning and academic performance.
Promoting positive classroom behavior and reducing disruptive behaviors.
Assessing the effectiveness of teacher feedback in improving student writing skills.
Strategies to promote a growth mindset and enhance student motivation.
Examining the impact of physical activity on student concentration and academic performance.
Enhancing teacher-student relationships and its impact on student engagement and achievement.
Investigating the effects of arts integration on student creativity and academic achievement.
Strategies to support English language learners in mainstream classrooms.
Examining the impact of peer tutoring on student learning and academic achievement.
Enhancing teacher collaboration and its impact on instructional practices and student outcomes.
Investigating the effectiveness of inquiry-based science instruction in promoting student understanding.
Promoting gender equity in STEM education.
Examining the impact of mindfulness practices on student well-being and academic success.
Strategies for reducing test anxiety and promoting test-taking skills.
Investigating the effects of the classroom environment on student learning and engagement.
Enhancing student self-regulation skills through metacognitive strategies.
Promoting multicultural education and inclusivity in the classroom.
Examining the impact of flipped classroom models on student learning outcomes.
Strategies for integrating technology effectively in early childhood education.
Investigating the effects of outdoor education on student engagement and academic achievement.
Enhancing teacher professional development programs to improve instructional practices.
Promoting environmental education and sustainable practices in schools.
Examining the impact of social-emotional learning programs on student behavior and well-being.
Strategies for supporting students with ADHD in the classroom.
Investigating the effects of classroom management strategies on student behavior and academic performance.
Enhancing parental involvement in early childhood education settings.
Promoting digital literacy skills among students.
Examining the impact of peer assessment on student learning and achievement.
Strategies for fostering creativity and innovation in the classroom.
Investigating the effects of inclusive literature on promoting empathy and cultural understanding.
Enhancing the use of formative assessment in the classroom.
Promoting critical media literacy skills among students.
Examining the impact of outdoor learning on student engagement and academic achievement.
Strategies for promoting positive social skills and reducing bullying in schools.
Investigating the effects of flexible seating arrangements on student behavior and learning outcomes.
Enhancing the use of educational technology in special education settings.
Promoting student self-efficacy and academic motivation.
Examining the impact of project-based learning on student problem-solving skills.
Strategies for promoting positive school climate and student well-being.
Investigating the effects of parental involvement on student homework completion and academic performance.
Enhancing teacher feedback practices to improve student learning and achievement.
Promoting inclusive practices for students with diverse cultural backgrounds.
Examining the impact of arts education on student creativity and academic success.
Strategies for supporting students with learning disabilities
Investigating the effects of gamification on student motivation and engagement.
Enhancing collaborative learning in online education settings.
Promoting effective study habits and time management skills among students.
Examining the impact of parental involvement on early literacy skills development.
Strategies for promoting positive teacher-student relationships in high school settings.
Investigating the effects of mindfulness practices on reducing stress and anxiety in students.
Enhancing student self-esteem and self-confidence through targeted interventions.
Promoting gender equality in science education.
Examining the impact of teacher-led professional learning communities on instructional practices and student outcomes.
Strategies for supporting students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of project-based learning on student problem-solving skills in mathematics.
Enhancing cultural competency among educators to meet the needs of diverse student populations.
Promoting digital citizenship and online safety education.
Examining the impact of restorative justice practices on reducing disciplinary incidents and promoting a positive school climate.
Strategies for integrating social justice education across the curriculum.
Investigating the effects of parental involvement on student transitions from elementary to middle school.
Enhancing teacher collaboration for effective interdisciplinary instruction.
Promoting global citizenship and cross-cultural understanding in the classroom.
Examining the impact of music education on student cognitive development and academic performance.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms.
Investigating the effects of cooperative learning strategies on improving students’ social skills.
Enhancing the use of educational technology for students with visual impairments.
Promoting inclusive practices for students with diverse learning needs.
Examining the impact of teacher-led professional development on instructional practices and student outcomes.
Strategies for promoting positive classroom behavior in early childhood settings.
Investigating the effects of growth mindset interventions on student resilience and academic achievement.
Enhancing parent-teacher communication for improved student support and academic success.
Promoting environmental sustainability education in primary schools.
Examining the impact of outdoor play on children’s physical and cognitive development.
Strategies for supporting students with English language learning difficulties.
Investigating the effects of mindfulness practices on reducing test anxiety in students.
Enhancing the use of educational technology for students with learning disabilities.
Promoting critical thinking and problem-solving skills in mathematics education.
Examining the impact of peer mentoring programs on student academic and social-emotional development.
Strategies for creating inclusive classrooms for students with hearing impairments.
Investigating the effects of student-led conferences on student ownership of learning.
Enhancing the use of formative assessment for personalized instruction.
Promoting positive classroom discourse and student participation.
Examining the impact of outdoor experiential learning on student environmental awareness and action.
Strategies for supporting students with emotional and behavioral disorders in inclusive settings.
Investigating the effects of teacher self-reflection on instructional practices and student outcomes.
Enhancing the use of assistive technology for students with physical disabilities.
Promoting media literacy education to develop critical media consumers.
Examining the impact of service-learning on student civic engagement and social responsibility.
Strategies for creating inclusive classrooms for students with specific learning disabilities.
Investigating the effects of inquiry-based science instruction on student scientific inquiry skills.
Enhancing teacher-parent partnerships for collaborative support of student learning.
Promoting cultural diversity education in secondary schools.
Examining the impact of cooperative learning on student academic achievement in science education.
Strategies for promoting inclusive practices for students with speech and language disorders.
Investigating the effects of flipped classroom models on student engagement and learning outcomes in social studies.
Enhancing teacher feedback practices to improve student writing skills in English language arts.
Promoting social-emotional learning through mindfulness-based interventions in elementary schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in the arts.
Strategies for supporting students with executive functioning difficulties in the classroom.
Investigating the effects of differentiated instruction on student motivation and academic achievement in mathematics.
Enhancing parental involvement in supporting early literacy development at home.
Promoting inclusive practices for students with physical disabilities in physical education classes.
Examining the impact of teacher-student relationships on student attendance and classroom behavior.
Strategies for promoting positive peer relationships and reducing social isolation in middle school.
Investigating the effects of drama-based pedagogy on student engagement and understanding in literature studies.
Enhancing the use of educational technology for students with learning difficulties in computer science education.
Promoting character education and ethical decision-making in schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes.
Strategies for supporting students with English language learning difficulties in content area classes.
Investigating the effects of arts integration on student motivation and academic achievement in history education.
Enhancing family-school partnerships for students with special educational needs.
Promoting critical digital literacy skills for responsible online information consumption.
Examining the impact of inclusive physical education on student attitudes towards fitness and physical activity.
Strategies for supporting students with dyslexia in reading instruction.
Investigating the effects of outdoor education on student environmental attitudes and behaviors.
Enhancing the use of educational technology for students with autism spectrum disorder.
Promoting career readiness and employability skills in high school education.
Examining the impact of parent-led reading interventions on early literacy skills in kindergarten.
Strategies for promoting positive teacher-student relationships in online learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in science education.
Enhancing teacher collaboration for effective co-teaching in inclusive classrooms.
Promoting global perspectives and intercultural understanding in social studies education.
Examining the impact of cooperative learning on student social skills and peer relationships.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer science.
Enhancing cultural competence among educators for working with diverse student populations.
Promoting digital citizenship and online safety in digital media literacy education.
Examining the impact of restorative practices on reducing disciplinary incidents and fostering a positive school climate.
Strategies for supporting students with emotional and behavioral challenges in mainstream classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in mathematics education.
Enhancing parent-teacher communication for effective student support and academic success.
Promoting environmental sustainability education in secondary schools.
Examining the impact of outdoor experiential learning on student STEM (science, technology, engineering, and mathematics) interest and career aspirations.
Strategies for creating inclusive classrooms for students with visual impairments.
Investigating the effects of student-led conferences on student self-evaluation and goal setting.
Enhancing the use of formative assessment for personalized instruction in physical education.
Promoting positive classroom management strategies.
Examining the impact of cooperative learning on student academic achievement in foreign language education.
Strategies for promoting inclusive practices for students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in mathematics.
Enhancing teacher feedback practices to improve student oral communication skills in language arts.
Promoting social-emotional learning through mindfulness-based interventions in high schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in technology education.
Strategies for supporting students with learning difficulties in inclusive science classrooms.
Investigating the effects of differentiated instruction on student motivation and academic achievement in social studies.
Enhancing parental involvement in supporting numeracy development at home.
Promoting inclusive practices for students with sensory impairments in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in physical education.
Strategies for promoting positive peer relationships and reducing bullying in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in mathematics education.
Enhancing the use of educational technology for students with learning difficulties in science education.
Promoting character education and ethical decision-making in elementary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in music education.
Strategies for supporting students with English language learning difficulties in mathematics classes.
Investigating the effects of arts integration on student creativity and academic achievement in social-emotional learning.
Enhancing family-school partnerships for students with special educational needs in inclusive settings.
Promoting critical digital literacy skills for responsible online communication in language arts education.
Examining the impact of inclusive physical education on student attitudes towards physical fitness and well-being.
Strategies for supporting students with dyscalculia in mathematics instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainability practices.
Enhancing the use of educational technology for students with hearing impairments in inclusive classrooms.
Promoting career exploration and development in middle school education.
Examining the impact of parent-led science experiments on student interest and learning outcomes in science education.
Strategies for promoting positive teacher-student relationships in virtual learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in language arts.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive classrooms.
Promoting global citizenship and cultural competence in foreign language education.
Examining the impact of cooperative learning on student social-emotional development and well-being.
Strategies for supporting students with physical disabilities in adaptive physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in engineering education.
Enhancing cultural competence among educators for working with diverse student populations in social studies.
Promoting digital literacy skills for responsible online research and information evaluation.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in middle schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in language arts.
Enhancing parent-teacher communication for effective collaboration and student support in mathematics education.
Promoting environmental sustainability education in primary schools through cross-curricular integration.
Examining the impact of outdoor experiential learning on student ecological literacy and environmental stewardship.
Strategies for creating inclusive classrooms for students with cognitive impairments.
Investigating the effects of student-led conferences on student self-reflection and goal-setting in science education.
Enhancing the use of formative assessment for personalized instruction in social studies.
Promoting positive classroom management strategies for students with attention deficit hyperactivity disorder (ADHD).
Examining the impact of cooperative learning on student academic achievement in physical sciences.
Strategies for promoting inclusive practices for students with speech and language difficulties in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in language arts.
Enhancing teacher feedback practices to improve student presentation skills in communication studies.
Promoting social-emotional learning through mindfulness-based interventions in middle schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in fine arts.
Strategies for supporting students with learning difficulties in inclusive social-emotional learning programs.
Investigating the effects of differentiated instruction on student motivation and academic achievement in physical education.
Enhancing parental involvement in supporting STEM (science, technology, engineering, and mathematics) education at home.
Promoting inclusive practices for students with intellectual disabilities in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in music education.
Strategies for promoting positive peer relationships and fostering social-emotional development in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in physical sciences.
Enhancing the use of educational technology for students with learning difficulties in social studies education.
Promoting character education and ethical decision-making in secondary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in physical education.
Strategies for supporting students with English language learning difficulties in science classes.
Investigating the effects of arts integration on student creativity and academic achievement in physical education.
Enhancing family-school partnerships for students with special educational needs in inclusive physical education settings.
Promoting critical digital literacy skills for responsible online communication in social studies education.
Strategies for supporting students with dysgraphia in writing instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainable practices in science education.
Enhancing the use of educational technology for students with visual impairments in inclusive classrooms.
Promoting career exploration and development in high school education.
Examining the impact of parent-led math activities on student interest and learning outcomes in mathematics education.
Investigating the effects of arts integration on student creativity and academic achievement in social sciences.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive physical education settings.
Promoting global citizenship and cultural competence in history education.
Examining the impact of cooperative learning on student social-emotional development and well-being in language arts.
Strategies for supporting students with physical disabilities in inclusive arts education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer programming education.
Enhancing cultural competence among educators for working with diverse student populations in mathematics education.
Promoting digital literacy skills for responsible online communication and information sharing.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in high schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive language arts classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in social sciences.
Enhancing parent-teacher communication for effective collaboration and student support in science education.
Promoting environmental sustainability education in elementary schools through interdisciplinary integration.

Tips to write appealing action research paper in education

Here are some tips to write an appealing action research paper in education:

Select a Relevant and Engaging Topic: Choose action research topics in education that is relevant to the field of education and aligns with your interests and goals. Select a topic that has practical implications and can contribute to improving educational practices.
Clearly Define the Problem: Clearly define the problem or issue you want to address through your action research. Provide a concise and focused problem statement that highlights the specific area you aim to investigate.
Set Clear Objectives: State clear and measurable objectives for your research. Identify what you want to achieve through your study and how you plan to measure your outcomes.
Conduct a Literature Review: Conduct a thorough review of existing literature related to your research topic. Identify gaps in current knowledge and highlight how your research will contribute to filling those gaps.
Use a Rigorous Research Design: Choose an appropriate research design that aligns with your research objectives. Consider whether a quantitative, qualitative, or mixed-methods approach is most suitable for your study.
Collect and Analyze Data: Collect relevant data through appropriate methods, such as surveys, interviews, observations, or document analysis. Use rigorous data analysis techniques to derive meaningful findings from your data.
Reflect and Take Action: Reflect on your findings and consider their implications for educational practice. Based on your findings, develop actionable recommendations or interventions that can be implemented to address the identified problem.
Write Clearly and Concisely: Present your research in a clear and concise manner. Use appropriate academic language and structure your paper logically. Clearly explain your methodology, findings, and conclusions.
Support Findings with Evidence: Use evidence from your data analysis to support your findings and conclusions. Use graphs, charts, or quotes from participants to enhance the credibility of your research.
Discuss Limitations and Future Directions: Acknowledge the limitations of your study and discuss areas for future research. Address any potential biases or challenges that may have influenced your findings.
Consider the Audience: Keep in mind the intended audience for your research paper, which may include educators, researchers, or policymakers. Write in a way that engages and appeals to your target audience.
Revise and Edit: Proofread your paper for any grammatical or spelling errors. Revise your content to ensure clarity and coherence. Seek feedback from peers or mentors to improve the quality of your paper.

Remember, an appealing action research paper in education is one that not only presents valuable findings but also offers practical insights and recommendations for improving educational practices.

In conclusion, action research topics in education provide a powerful framework for addressing real-world issues and improving teaching and learning practices. This research approach empowers educators to take an active role in identifying challenges, implementing interventions, and evaluating their impact within their own classrooms or educational settings.

By engaging in systematic inquiry, educators can generate valuable insights, evidence-based strategies, and meaningful changes that positively influence student outcomes. Action research promotes a reflective and collaborative approach, encouraging teachers to continuously refine their instructional methods, adapt to diverse student needs, and create inclusive learning environments.

Ultimately, action research in education empowers educators to be agents of change, fostering innovation and improvement in education while enhancing student engagement, achievement, and well-being.

200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences.

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach.

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

Impact of Mindfulness Practices on Student Focus
The Effectiveness of Peer Tutoring in Mathematics
Strategies for Encouraging Critical Thinking in History Classes
Using Gamification to Enhance Learning in Science
Investigating the Impact of Flexible Seating Arrangements
Assessing the Benefits of Project-Based Learning in Language Arts
The Influence of Classroom Decor on Student Motivation
Examining the Use of Learning Stations for Differentiation
Implementing Reflective Journals to Enhance Writing Skills
Exploring the Impact of Flipped Classroom Models
Analyzing the Effects of Homework on Student Performance
The Role of Positive Reinforcement in Classroom Behavior
Investigating the Impact of Classroom Libraries on Reading Proficiency
Strategies for Fostering a Growth Mindset in Students
Assessing the Benefits of Cross-Curricular Integration
Using Technology to Enhance Vocabulary Acquisition
The Impact of Outdoor Learning on Student Engagement
Investigating the Relationship Between Attendance and Academic Success
The Role of Parental Involvement in Homework Completion
Assessing the Impact of Classroom Rituals on Community Building
Strategies for Increasing Student Participation in Discussions
Exploring the Influence of Classroom Lighting on Student Alertness
Investigating the Impact of Daily Agendas on Time Management
The Effectiveness of Socratic Seminars in Social Studies
Analyzing the Use of Graphic Organizers for Concept Mapping
Implementing Student-Led Conferences for Goal Setting
Examining the Effects of Mind Mapping on Information Retention
The Influence of Classroom Temperature on Academic Performance
Investigating the Benefits of Cooperative Learning Strategies
Strategies for Addressing Test Anxiety in Students
Assessing the Impact of Positive Affirmations on Student Confidence
The Use of Literature Circles to Enhance Reading Comprehension
Exploring the Effects of Classroom Noise Levels on Concentration
Investigating the Benefits of Cross-Grade Collaborations
Analyzing the Impact of Goal Setting on Student Achievement
Implementing Interactive Notebooks for Conceptual Understanding
The Effectiveness of Response to Intervention (RTI) Programs
Strategies for Integrating Social-Emotional Learning (SEL)
Investigating the Impact of Classroom Discussions on Critical Thinking
The Role of Brain Breaks in Enhancing Student Focus
Assessing the Benefits of Inquiry-Based Learning in Science
Exploring the Effects of Music on Studying and Retention
Investigating the Use of Learning Contracts for Individualized Learning
The Influence of Classroom Colors on Mood and Learning
Strategies for Promoting Collaborative Problem-Solving
Analyzing the Impact of Flexible Scheduling on Student Productivity
The Effectiveness of Mindful Breathing Exercises on Stress Reduction
Investigating the Benefits of Service Learning Projects
The Role of Peer Assessment in Improving Writing Skills
Exploring the Impact of Field Trips on Cultural Competency
Assessing the Benefits of Personalized Learning Plans
Strategies for Differentiating Instruction in Large Classrooms
Investigating the Influence of Teacher-Student Relationships on Learning
The Effectiveness of Vocabulary Games in Foreign Language Classes
Analyzing the Impact of Classroom Discussions on Civic Engagement
Implementing Goal-Setting Strategies for Test Preparation
The Role of Classroom Celebrations in Building a Positive Environment
Strategies for Enhancing Student Reflection and Metacognition
Investigating the Effects of Positive Behavior Supports (PBS)
The Influence of Classroom Humor on Student Engagement
Assessing the Benefits of Student-Led Research Projects
Exploring the Impact of Timed vs. Untimed Tests on Anxiety
Investigating the Use of Educational Podcasts for Learning
The Effectiveness of Debate Activities in Developing Persuasive Skills
Analyzing the Impact of Mindful Walking Breaks on Concentration
Strategies for Promoting Digital Citizenship in the Classroom
The Role of Visualization Techniques in Mathematics Learning
Assessing the Benefits of Classroom Agreements for Behavior
Exploring the Effects of Goal-Setting in Physical Education
Investigating the Influence of Classroom Seating Charts on Behavior
The Effectiveness of Peer Editing in Improving Writing Skills
Strategies for Integrating Cultural Competency in History Lessons
Analyzing the Impact of Classroom Pets on Student Well-Being
The Role of Morning Meetings in Building Classroom Community
Investigating the Benefits of Using Learning Centers in Elementary Schools
Exploring the Effects of Virtual Reality in Geography Education
Assessing the Impact of Homework Choice on Student Motivation
Strategies for Promoting Growth Mindset in Mathematics
The Influence of Classroom Layout on Group Collaboration
Investigating the Benefits of Mindful Listening Practices
The Effectiveness of Using Real-World Examples in Science Lessons
Analyzing the Impact of Student-Led Assessments on Accountability
Exploring the Use of Learning Contracts for Student Responsibility
Investigating the Benefits of Teaching Digital Literacy Skills
Strategies for Implementing Peer Mentoring Programs
The Role of Graphic Novels in Promoting Literacy
Assessing the Impact of Flexible Grouping in Mathematics Classes
The Effectiveness of Using Storytelling for Conceptual Understanding
Investigating the Influence of Classroom Rituals on Attendance
Exploring the Benefits of Mindfulness Practices in Physical Education
Strategies for Integrating Social Justice Education in the Curriculum
Analyzing the Impact of Goal-Setting on Homework Completion
The Role of Classroom Mindfulness Activities in Stress Reduction
Investigating the Benefits of Using Educational Apps for Vocabulary
The Effectiveness of Using Drama in History Lessons
Assessing the Impact of Classroom Routines on Time Management
Exploring the Influence of Teacher-Student Rapport on Academic Achievement
Strategies for Promoting Active Listening Skills in the Classroom
Investigating the Benefits of Using Concept Mapping in Science
The Role of Classroom Socratic Seminars in Developing Critical Thinking
Assessing the Impact of Mindful Eating Practices on Student Focus
Exploring the Effects of Flipped Learning in Physical Education
Investigating the Benefits of Using Educational Games for Math Fluency
The Effectiveness of Peer Assessment in Art Classes
Strategies for Fostering Creativity in Science Education
Analyzing the Impact of Morning Stretches on Student Alertness
The Role of Classroom Discussions in Enhancing Social Studies Learning
Investigating the Benefits of Using Augmented Reality in History Lessons
Assessing the Impact of Growth Mindset Interventions on Test Anxiety
Strategies for Incorporating Environmental Education in the Curriculum
The Effectiveness of Using Conceptual Maps in Literature Analysis
Exploring the Influence of Classroom Lighting on Reading Comprehension
Investigating the Benefits of Using Learning Apps for Language Acquisition
The Role of Classroom Experiments in Science Education
Analyzing the Impact of Mindful Breathing Exercises on Test Performance
Strategies for Promoting Collaborative Problem-Solving in Mathematics
Assessing the Benefits of Mindfulness Practices in Physical Education
Exploring the Effects of Flexible Seating on Student Collaboration
Investigating the Influence of Homework Choice on Student Motivation
The Effectiveness of Using Educational Podcasts for History Learning
Strategies for Integrating Sustainability Education Across Subjects
Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
Investigating the Benefits of Using Digital Storytelling in Literature Classes
The Effectiveness of Inquiry-Based Learning in Social Studies
Assessing the Impact of Student-Led Book Clubs on Reading Engagement
Strategies for Incorporating Financial Literacy in Mathematics Education
Exploring the Influence of Classroom Decor on Science Interest
Investigating the Benefits of Mindful Movement Breaks in the Classroom
The Role of Reflection Journals in Developing Critical Thinking Skills
Analyzing the Impact of Virtual Field Trips on Geography Learning
Strategies for Promoting Inclusive Physical Education Practices
Assessing the Benefits of Using Educational Board Games for Learning
The Effectiveness of Mindfulness Practices in Foreign Language Classes
Investigating the Influence of Classroom Rituals on Academic Rigor
Exploring the Impact of Student-Led Conferences on Goal Setting
The Role of Mindful Listening Practices in Improving Communication Skills
Investigating the Benefits of Using Educational Apps for Science Exploration
Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
Strategies for Promoting Gender Equity in STEM Education
Assessing the Impact of Classroom Celebrations on Student Well-Being
The Effectiveness of Using Debate Activities in Language Arts
Exploring the Influence of Positive Affirmations on Classroom Climate
Investigating the Benefits of Using Concept Mapping in History Essays
Strategies for Incorporating Media Literacy in Social Studies
Analyzing the Impact of Mindful Reflection Practices on Homework Completion
The Role of Peer Collaboration in Enhancing Artistic Skills
Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
The Effectiveness of Mindful Breathing Exercises in Test Preparation
Assessing the Impact of Flipped Learning in Science Laboratories
Strategies for Promoting Civic Engagement in Social Studies Classes
Exploring the Influence of Outdoor Learning on Scientific Inquiry
Investigating the Benefits of Using Learning Stations for Literature Analysis
The Role of Mindful Movement in Improving Physical Education Experiences
Analyzing the Effectiveness of Virtual Reality in Language Learning
Strategies for Incorporating Global Perspectives in Geography Education
Assessing the Impact of Mindful Coloring Activities on Stress Reduction
The Effectiveness of Using Educational Games for History Review
Investigating the Benefits of Mindful Breathing Exercises in Mathematics
Exploring the Influence of Classroom Rituals on Study Habits
The Role of Mindful Listening Practices in Enhancing Oral Communication
Analyzing the Impact of Student-Led Workshops on Study Skills
Strategies for Promoting Critical Media Literacy in Language Arts
Assessing the Benefits of Mindfulness Practices in Physical Fitness
The Effectiveness of Using Educational Apps for Music Appreciation
Investigating the Influence of Classroom Decor on Artistic Expression
Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
The Role of Peer Assessment in Improving Science Fair Projects
Analyzing the Benefits of Mindful Breathing Exercises in History Classes
Strategies for Promoting Teamwork in Physical Education
Assessing the Impact of Classroom Celebrations on Cultural Understanding
The Effectiveness of Using Conceptual Maps in Geography Education
Investigating the Benefits of Mindful Movement Breaks in Mathematics
The Role of Mindful Listening Practices in Improving Musical Skills
Analyzing the Impact of Student-Led Discussions in Philosophy Classes
Strategies for Incorporating Environmental Stewardship in Science Education
Assessing the Benefits of Using Educational Games for Physical Fitness
Exploring the Influence of Classroom Decor on Mathematical Interest
Investigating the Effectiveness of Virtual Reality in Art Appreciation
The Role of Mindful Movement in Enhancing Physical Education Experiences
Strategies for Promoting Cultural Competency in Language Arts
Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
The Effectiveness of Using Educational Apps for Science Exploration
Investigating the Benefits of Peer Teaching in Mathematics Classes
Exploring the Influence of Classroom Rituals on Language Arts Skills
Assessing the Impact of Mindful Coloring Activities on Creative Expression
The Role of Mindful Listening Practices in Improving Public Speaking
Investigating the Benefits of Using Learning Stations for History Learning
The Effectiveness of Peer Assessment in Improving Writing Skills
Strategies for Promoting Digital Literacy in Geography Education
Analyzing the Impact of Mindful Eating Practices on Healthy Habits
Assessing the Benefits of Using Educational Games for Social Studies
The Effectiveness of Mindful Movement Breaks in Science Education
Exploring the Influence of Classroom Decor on Writing Motivation
Investigating the Role of Mindfulness Practices in Mathematics Anxiety
Strategies for Incorporating Financial Literacy in Social Studies
Analyzing the Benefits of Using Concept Mapping in Science Labs
The Role of Mindful Breathing Exercises in Improving Music Education
Exploring the Impact of Virtual Reality on Foreign Language Acquisition
Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers.

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes.

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact.

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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21 Action Research Examples (In Education)

action research examples and definition, explained below

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

A continuous cycle of planning, action, observation, and reflection.
A focus on reflective practice to achieve a deeper understanding of educational methodologies.
A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

How can dual-coding be used to improve my students memory ?
Does mind-mapping lead to creativity?
How does Oracy improve my classes writing?
How can we advance critical thinking in year 10?
How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

Making insightful classrooms observations

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

Teachers developing professional judgements

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

good action research topics for teachers

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Classroom Practice

Action Research Guide and Examples for Teachers

Every educator enters the world of teaching with a spark – a desire to make a difference, to ignite minds, and to shape the future. Yet, like any journey, the path of education is strewn with challenges, uncertainties, and countless moments of self-doubt. There was a point in my teaching career when I felt the weight of stagnation, wondering if I was truly making positive change. That’s when I stumbled upon the concept of action educational research. It wasn’t just another academic jargon or a fleeting trend; it was an invitation to embark on a journey of self-discovery and transformation.

This research method became my compass, guiding me through the intricate landscape of teaching and learning. It challenged me to be both the researcher and the subject, to question my practices, and to continuously evolve. No longer was I simply “teaching” – I was engaging in a dynamic dance of inquiry, reflection, and growth. And in this dance, I wasn’t alone. My students, often the silent recipients of teaching methodologies, became active partners, collaborators in this shared journey of discovery.

In this article, I hope to share the magic, challenges, and profound revelations of my experience with action research. But more than that, I aim to inspire you, my fellow educators, to see your classrooms as living laboratories, where every day presents a new opportunity to learn, evolve, and shine brighter. Join me as we delve deep into this transformative journey, exploring the boundless potentials that lie within each of us, waiting to be discovered.

At its core, action research is a reflective process that allows educators like you and me to investigate and improve our practices within our very classrooms. Think of it as a magnifying glass, honing in on specific aspects of our teaching, allowing us to see in detail and to understand more deeply. It’s not just about identifying what works and what doesn’t, but about understanding why certain instructional strategies succeed while others falter.

So, why is action research so pivotal in our teaching journey? The beauty of an action plan lies in its immediacy and relevance. It centers on real-world challenges and tangible solutions within our own contexts. While theoretical knowledge and external research studies offer valuable insights, action research empowers us with findings directly rooted in our classrooms. It bridges the gap between theory and practice, ensuring that our teaching methods are not just sound in theory but effective in real-world application.

In essence, embarking on action research is like setting sail on a voyage of enhanced self-awareness, with the following steps guiding the way:

Identifying a Problem: This is our starting point, our compass direction. What challenges or uncertainties are we facing in our teaching? What are we curious about?

Planning: With the problem or question in mind, we chart our course. How will we gather the information needed? What changes might we experiment with?

Action: With a plan in place, we set sail, implementing the strategies or changes we’ve identified.

Observation: As we navigate, we’re constantly watching the waves and the skies – in our case, gathering data and feedback from our actions.

Reflection: With data in hand, we drop anchor for a while, taking the time to think deeply about what we’ve learned.

Revision: In the final step, with fresh insights, we might adjust our course, refining our strategies based on our reflections, and begin sailing once again.

This cyclical process isn’t just about problem-solving. It’s a commitment to continuous growth, a promise that we make to ourselves and our students to be the best educators we can be. Through action research, we’re not just teaching; we’re evolving, learning, and rediscovering the joy of our profession every single day.

1. Charting the Course: The Art of Identifying a Problem

The first and arguably most crucial step in the action research voyage is identifying a problem or pinpointing a question. This is where our journey truly begins. It’s akin to realizing there’s a distant shore we’ve not yet explored, a place where new discoveries await. But how do we find this shore? How do we articulate what we’re looking for?

Types of Problems to Explore

Start by looking at everyday challenges in the classroom. These problems can range from tangible issues like decreasing student engagement during specific subject matter or time of day, to more complex concerns like understanding why a specific subgroup of students struggles more than their peers. The key is to select a problem that’s significant enough to warrant investigation but also manageable given your resources and time frame.

Remember, your chosen issue doesn’t always have to stem from a negative challenge. Perhaps you’ve noticed an unexpectedly positive response from students during certain activities and want to explore why, aiming to amplify that success elsewhere.

Framing the Question

Once you’ve identified an area of interest, the next task is to articulate a clear and focused research question. This question should be open-ended, steering clear of simple ‘yes’ or ‘no’ answers. For instance, rather than asking, “Does using visual aids improve student understanding?” you might frame the question as, “How does the use of visual aids influence student understanding and engagement during history lessons?”

By framing our question in this manner, we’re setting ourselves up for a deeper dive, one that considers the nuances and variables at play.

Transitioning to Planning

With our problem identified and our question framed, the horizon is in sight, and it’s time to set the sails. But before we do, we need to gather our navigation tools. This means taking stock of the resources at hand and considering preliminary ideas about potential strategies or changes to implement.

To transition smoothly into the planning phase, start by:

Documenting Initial Observations: Make notes on the current scenario. This will give you a baseline against which you can compare post-action results.

Engaging Colleagues and Students: Share your observations and research questions with fellow educators or even your students. Their insights can often shed light on aspects you might have missed and can guide your planning.

Reviewing Existing Literature: While action research is primarily about your own classroom, drawing on existing studies or theories can provide foundational knowledge and inspiration.

With these transitional steps, you’ll find yourself better equipped and more confident as you step into the planning phase. Identifying a problem is not just about acknowledging a challenge or a question; it’s about reigniting our curiosity, remembering why we became educators, and setting forth on a transformative journey with renewed vigor and purpose.

2. Navigating with Precision: Crafting a Thoughtful Plan

After pinpointing our problem and framing our research question, we arrive at the pivotal phase of planning. Like a captain ensuring every instrument, map, and crew member is in place before setting sail, an educator’s plan is their beacon, illuminating the path ahead and minimizing unforeseen challenges.

Elements of a Robust Plan

Objective and Clear Goals : Start by defining what success looks like for your action research. Whether it’s an improvement in student achievement, better participation, or more positive feedback, having a clear goal will guide your every step.

Methods for Data Collection: Decide on the tools you’ll use to gather information. This could be student assessments, surveys, observation notes, or even video recordings. The method should align with the research question and be practical to implement.

Timeline: Construct a realistic timeline for your research. Define when you’ll start and finish the action, when you’ll collect data, and when you’ll analyze and reflect.

Resources: Identify any additional resources you may need. This could include technology, external expertise, or supplementary teaching materials.

Feedback Mechanisms: Plan for periodic checkpoints where you can gather interim feedback, either from students, peers, or through self-reflection.

Ensuring Success in Planning

Collaboration: Engage with fellow educators, seeking their insights or feedback on your plan. A second set of eyes can often identify potential pitfalls or areas of improvement.

Flexibility: While planning is essential, rigidly adhering to a plan without room for adjustment can be counterproductive. Be prepared to tweak your approach based on ongoing observations.

Alignment with Broader Curriculum: Ensure your action research plan doesn’t divert too significantly from the curriculum or educational goals. It should complement and enhance the broader educational objectives.

Knowing When the Plan is Ready for Action

Clarity and Vision: You should be able to succinctly explain your plan and its purpose to a colleague or even a student. If you can articulate it clearly, it’s a good sign you’ve thought it through.

Feasibility Check: Ensure that your plan is realistic. Do you have the resources, time, and support needed?

Positive Anticipation: If, after all the drafting and redrafting, you find yourself excited and optimistic about implementing your plan, it’s a good indicator that you’re ready to move forward.

Remember, a plan isn’t just a roadmap; it’s a promise – a commitment to our students and ourselves. It represents our dedication to enhancing our teaching practices and ensuring our best student outcomes. When the planning phase is executed with thoroughness and passion, the subsequent steps in our action research journey become more manageable and incredibly rewarding.

3. Setting Sail: The Vital Phase of Action in the Classroom

With our compass set and our maps drawn out, we step into the heart of our action research journey: the Action phase. This is the stage where our planning comes to life, our theories meet reality, and our classroom becomes the laboratory of educational innovation. Here, the rubber meets the road.

What Does Action Look Like in the Classroom?

Implementation of Strategies: At its core, the action phase involves bringing the planned strategies or changes into the classroom. This could mean introducing a new teaching technique, using a different form of technology, adjusting classroom seating arrangements, or integrating new types of learning materials.

Active Observation: As these strategies unfold, it’s vital to maintain an active observation stance. This means not just teaching but keenly watching and noting the students’ reactions, participation levels, and engagement.

Openness to Feedback: The action phase isn’t about getting everything right on the first try. It’s about learning and adapting. Be open to feedback, both from students and peers, and be prepared to make minor adjustments along the way.

Maintaining Consistency: While flexibility is crucial, it’s equally important to give your strategies enough time to truly take effect. Consistency ensures that the observed results are genuinely a product of the changes you’ve implemented.

Specifics of Implementing the Plan

Start with Clear Communication: Before diving in, communicate your intentions to your students. Let them know that you’re trying something new and that their feedback is crucial. This not only sets expectations but also fosters a collaborative environment.

Document Everything: Maintain a journal or a digital log to document daily observations, challenges, successes, and any unexpected occurrences. This documentation will be invaluable during the reflection phase.

Seek Peer Support: If possible, invite a fellow educator to observe a class session. Their external perspective can offer invaluable insights and provide an objective viewpoint on the efficacy of your strategies.

Stay Adaptable: If a particular strategy isn’t working as anticipated, don’t be disheartened. Remember, the action phase is as much about learning what doesn’t work as it is about discovering what does.

Maintain Student-Centricity: Always prioritize the well-being and learning experience of your students. Ensure that any adjustments made during the action phase align with the best interests of the learners.

In essence, the action phase is where our dedication, passion, and commitment are truly tested. But it’s also where we, as educators, experience the profound joy of discovery, the exhilaration of innovation, and the satisfaction of seeing our plans come to life. As we navigate the waters of our classrooms, every challenge encountered and every success celebrated enriches our journey, making us not just better classroom teachers but lifelong learners.

4. Observing with Intention: The Critical Lens of Data Collection

The canvas of our action research becomes vibrant as we immerse ourselves in the action phase, but the true depth of our insights emerges through the lens of observation. Observing is more than just watching; it’s a meticulous process of data collection, allowing us to gather evidence of our action’s impact. In this intricate dance of teaching and learning, observation is our spotlight, shedding light on both the expected and the unexpected outcomes of our efforts.

How Teachers Should Gather Data

Stay Organized: Organize your observation tools in advance. Whether it’s a digital tool, a journal, or a structured survey, having them readily available ensures you capture data efficiently.

Consistent Timing: Choose specific times for your observations. Consistency will help you understand patterns and changes over a period.

Diversify Data Collection Methods: To gain a holistic understanding, use a mix of observation tools and methods. This ensures you’re capturing a well-rounded snapshot of classroom dynamics.

Types of Data to Collect

Qualitative Data

Anecdotal Records: Keep a journal where you note down specific incidents, conversations, or behaviors that stood out during the lesson. This offers insights into individual student experiences and reactions.

Student Feedback: Collect feedback from students about their experiences. This can be done informally through discussions or formally through structured feedback forms.

Peer Observations: Invite fellow educators to your class and ask for their feedback. Their perspective can offer new insights or validate your observations.

Reflective Journaling: End each day with a personal reflection. How did you feel the lesson went? Were there surprises? What went well, and what could be improved?

Quantitative Data

Assessment Scores: Track students’ performance on tests or quizzes. This provides measurable evidence of learning outcomes.

Attendance and Participation Rates: Monitor if there’s a change in attendance or participation. Increased engagement or attendance could be a sign of positive reception to your strategies.

Time Tracking: Measure the time students take for specific tasks or the time spent on certain activities. This can show if students are becoming more efficient or if they are more engrossed in particular activities.

Surveys with Scaled Responses: Use surveys where students can rate statements on a scale (e.g., 1-5). This provides quantitative data on students’ perceptions and feelings.

Additional Considerations for the Observation Phase

Maintain Objectivity: As invested as you are in the outcome, strive for objectivity. Your aim is to understand the genuine impact of your actions, whether positive, negative, or neutral.

Ensure Confidentiality: If gathering feedback or noting specific student behaviors, ensure that data is kept confidential. Respect privacy and use data ethically.

Stay Open-Minded: Be prepared for unexpected outcomes. Sometimes, the most unexpected observations lead to the most profound insights.

Observation, when approached with diligence and intention, unveils the intricacies of our classroom dynamics. It offers us a mirror to see the results of our actions, a window into our students’ experiences, and a telescope to envision the future course of our teaching journey. In the vast ocean of education, observation is our guiding star, helping us navigate with clarity, purpose, and confidence.

5. The Harbor of Insight: Delving into the Reflection Stage

As our action research study begins to reach its crescendo, we find ourselves anchored at the reflection stage—a moment of pause, introspection, and insight. Like a traveler pouring over the pages of a travel journal, the educator now sifts through the collected data, seeking to understand, interpret, and ultimately chart the way forward. The reflection stage isn’t merely an endpoint; it’s a springboard for future journeys, a compass recalibration, ensuring our teaching sails are ever aligned with the winds of effective pedagogy.

Data Analysis

Descriptive Analysis : Begin by taking a broad view of your data. Lay out all the qualitative research and quantitative information and look for obvious trends, patterns, or standout points.

Comparative Analysis: Compare the data from different points in time. How have things changed from the start to the end of your research? Look for improvements, regressions, or constants.

Pattern Recognition: Especially with qualitative data, search for recurring themes or sentiments. Are students consistently expressing a particular feeling or opinion? Do certain topics or methods evoke similar reactions across the board?

Statistical Analysis: For quantitative data, employ basic statistical tools (mean, median, mode, standard deviation) to get a clearer sense of your results. Tools like spreadsheets can assist in visualizing data trends.

What to Do with the Data

Document Your Findings: Craft a comprehensive report or journal entry detailing your findings. This not only helps in organizing your thoughts but serves as a valuable resource for future reference or sharing with peers.

Evaluate Against Objectives: Revisit the goals you set during the planning stage. Have these been met, exceeded, or not reached? Understanding this alignment helps in measuring the success of your action research.

Seek External Perspectives: Share your findings with fellow educators, mentors, or even students. Their insights can offer additional interpretations or validate your conclusions.

Consider the Broader Implications: Think beyond the confines of your classroom. How might your findings impact the wider school community, curriculum planning, or even educational theory?

Guiding Questions for Deeper Reflection

How do the results align with my initial expectations?
Were there any surprises in the data? What might have caused them?
What were the challenges encountered, and how were they addressed?
How have my students truly benefited (or not) from the implemented changes?
What have I, as an educator, learned about myself, my teaching style, and my students through this process?
Given another opportunity, what would I do differently? What would I retain?

Reflection is a potent tool, transforming raw data into actionable insights. It challenges us, reaffirms our beliefs, or offers a fresh perspective. But, above all, the reflection stage celebrates the spirit of action research in education—the relentless pursuit of betterment, the unwavering commitment to growth, and the heartfelt dedication to our students’ success. With every cycle of reflection, we don’t just become better educators; we amplify our impact, one classroom at a time.

6. Recharting the Course: Embracing the Power of Revision

With reflection complete, the map of our action research is fully sketched, brimming with insights and discoveries. But like any map of uncharted territories, revisions are inevitable, even welcome. The revision stage is the alchemy of action research, where past learnings are transmuted into the gold of future strategies. It’s not just about identifying what went wrong, but more crucially, about envisioning how things can be even better.

Revising with Purpose

Identify Areas of Improvement: Using the findings from the reflection phase, pinpoint specific areas that did not meet expectations or had unintended outcomes. Highlight these as primary candidates for revision.

Revisit Goals: Sometimes, it’s not the strategy but the goal that might need reconsideration. Ensure your objectives remain relevant to the ever-evolving classroom dynamics.

Integrate Feedback: Take into account the feedback from students, peers, and your self-reflections. Feedback is the cornerstone for any revision process.

Seek External Resources: Dive into educational literature, attend workshops, or collaborate with fellow educators. Bringing in external insights can provide fresh perspectives for your revisions.

Feeding Back into Another Round of Action Research

Starting Anew, Armed with Knowledge: The revision essentially kickstarts a new cycle of action research. But this time, you’re not starting from scratch. You’re armed with past insights, making your next cycle more refined.

Refined Questioning: With the data and reflections from the previous cycle, you can frame more specific research questions, addressing nuances you might have missed earlier.

Iterative Process: Understand that action research is iterative. Each cycle of revision and implementation brings you closer to an optimal strategy. It’s about continuous improvement, not instantaneous perfection.

Building a Repository: With each iteration, you’re essentially adding to a repository of teaching strategies, observations, and reflections. This becomes an invaluable resource, not just for you but for any educator looking to embark on a similar journey.

Important Considerations for the Revision Stage

Embrace Change with Positivity: Revision isn’t an admission of failure. It’s a celebration of growth. Approach it with optimism and view it as an opportunity.

Maintain Student-Centricity: Always keep the students at the heart of your revisions. Any changes you introduce should foremost benefit their learning experience.

Pace Yourself: While the enthusiasm to correct and implement can be overwhelming, ensure you’re giving yourself ample time for revisions. Hasty changes might not yield the desired results.

Document the Process: Just as with the initial action research, document every step of your revision process. This creates a trail of your evolution as an educator and can be insightful for future reflections.

Revision, in essence, is the heartbeat of action research. It embodies the spirit of adaptability, resilience, and continuous learning. Each revision is a testament to an educator’s unwavering commitment to excellence, a nod to the belief that while perfection might be elusive, the next step is always worthwhile. And as the cycle recommences, each iteration, informed by the last, pushes the boundaries of what’s possible in our classrooms, one revision at a time.

10 Types of Action Research Projects That Might Interest Teachers

Differentiated Instruction: Research how implementing differentiated instruction strategies affects student engagement and understanding in a mixed-ability classroom.
Incorporating Technology: Explore the effects of integrating technology (like tablets or specific educational apps) on student motivation and comprehension in a particular subject.
Mindfulness and Student Behavior: Investigate the impact of daily mindfulness exercises on student behavior, attention span, and emotional well-being.
Homework’s True Value: Study the correlation between the amount/type of homework given and students’ academic performance and stress levels.
Effects of Outdoor Education: Explore how outdoor education can improve student confidence, behavior, and overall demeanor.
Peer Tutoring and Collaboration: Research the effects of peer tutoring or cooperative learning structures on students’ academic achievements and social skills.
Reading Strategies for Struggling Readers: Investigate the effectiveness of specific reading interventions on improving the fluency and comprehension of struggling readers.
Feedback Methods: Explore the impact of various feedback methods (written comments, grades, peer feedback) on students’ academic performance and their perceptions about learning.
Culturally Responsive Teaching: Research the outcomes of implementing culturally responsive teaching methods on the engagement and achievement of students from diverse backgrounds.
Classroom Environment and Learning: Examine how changes in the classroom environment (e.g., seating arrangements, use of visuals, ambient noise) influence students’ concentration, participation, and overall learning experiences.

Each of these projects can help educators better understand their students, teaching methods, and overall classroom dynamics. By analyzing and reflecting upon the results, teachers can refine their practices to better meet the unique ways our students learn.

An Example of Action Research Project for Differentiated Instruction

Action research project plan: differentiated instruction in social sciences.

1. Introduction:

Purpose: To enhance student learning and engagement by tailoring instruction to meet individual needs.

Rationale: Observations indicate a range of abilities and learning styles within the classroom. A differentiated instruction approach may better cater to this diversity, ensuring all students are given an equitable opportunity to succeed.

2. Research Question:

How does the implementation of differentiated instruction strategies impact student engagement, understanding, and achievement in a mixed-ability classroom?

3. Data Sources:

Pre-assessment Surveys: Administer surveys to gauge students’ prior knowledge, learning preferences, and interests related to the topic at hand.

Lesson Observations: Use a checklist or journal to record levels of student engagement and participation during differentiated activities.

Student Feedback: Use informal discussions, suggestion boxes, or structured feedback forms to gather students’ perceptions of the differentiated activities.

Assessments: Compare performance on standardized tests or assignments before and after the introduction of differentiated strategies.

Teacher Reflection Journal: Maintain a daily or weekly journal to record personal observations, challenges, successes, and unexpected outcomes.

4. Differentiated Strategies to Implement:

Content Differentiation: Provide materials at varying reading levels, offer video/audio resources, and use graphic organizers.

Process Differentiation: Introduce tiered assignments where students can choose tasks based on complexity, conduct group activities tailored to different skill levels, and offer choice boards.

Product Differentiation: Allow students to showcase understanding in various ways (e.g., presentations, written reports, art projects, group projects, project-based learning, research paper).

5. Implementation Timeline:

Week 1: Administer pre-assessment surveys and conduct baseline observations.

Week 2-4: Gradually introduce differentiated strategies, starting with content differentiation.

Week 5-7: Incorporate process differentiation while continuing to monitor and adjust content differentiation based on feedback.

Week 8-10: Introduce product differentiation. Continue all forms of differentiation, making adjustments as needed.

Week 11: Administer post-assessment tests and gather student feedback.

Week 12: Analyze data, reflect on findings, and start drafting the research report.

6. Analysis:

Compare pre and post-assessment scores to gauge academic growth.

Analyze observation checklists to determine patterns in engagement and participation.

Use student feedback to understand their perceptions and experiences.

Reflect on teacher (the action researcher) journal entries to identify challenges, successes, and areas for future exploration.

7. Conclusion and Future Steps:

Summarize key findings, insights, and implications of implementing differentiated instruction.

Outline actionable steps for further refining and expanding the use of differentiated strategies based on the findings.

Consider collaborating with colleagues or attending professional development workshops for additional strategies and insights.

8. Share and Collaborate:

Present findings at school meetings or professional development sessions.

Collaborate with other educators to expand on successful strategies and brainstorm solutions for challenges.

Consider publishing findings in educational journals or sharing on teacher platforms to contribute to the wider educational community’s knowledge.

By following this plan, teachers can systematically investigate the potential benefits of differentiated instruction in their classrooms, allowing them to tailor their teaching methods to better serve all students.

Concluding the Action Research Odyssey: Refining Education One Cycle at a Time

The realm of education is in perpetual motion, driven by an unyielding quest for methods that can uplift, inspire, and catalyze effective learning. Action research emerges as an invaluable instrument in this quest. By weaving an intricate tapestry of questioning, planning, action, observation, reflection, and revision, action research empowers educators to actively sculpt their instructional practices, honing them in response to real-time classroom dynamics.

From the initial stages of identifying pertinent issues—be it the challenges of differentiated instruction, the integration of technology, or the nuances of classroom environment—to the iterative cycles of revision and reimplementation, participatory action research is a testament to educators’ proactive and adaptive spirit. It’s not merely about identifying what works but understanding why something works and how it can be improved.

Every phase, from the clarity of planning to the meticulousness of observation and the introspection of reflection, fortifies the foundation upon which educators build their strategies. The revision phase, integral to the cyclical nature of the action research process, underscores the philosophy that education is not static; it evolves, mirroring students’ dynamic needs and aspirations.

In essence, action research topics in education is both a journey and a destination. As a journey, it offers educators a structured pathway to navigate the intricate corridors of pedagogy, seeking betterment at every turn. As a destination, it culminates in classrooms where both teaching and learning are optimized, where educators, armed with insights and refined strategies, are better equipped to steer their students towards success.

In wrapping up our exploration, it’s clear that the action research cycle is not a mere academic exercise but a potent catalyst for transformative change in elementary schools, middle school, and secondary schools. It beckons educators worldwide to adopt a mindset of continuous improvement, forever striving, forever refining, and forever reimagining the horizons of what’s possible in our classroom practices.

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Action Research

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Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

Changes in classroom practice
Effects of program restructuring
New understanding of students
Teacher skills and competencies
New professional relationships
New content or curricula
What problem do you want to solve? What information are you seeking?
What data will need to be collected to help find a solution or answer?
How will it be collected, by whom and from whom?
How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice

After the analysis, summarize what you learned from the study.

How can you share your findings?
What new research questions did the study prompt you to research next?
What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

Two teachers talking while looking at papers

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

Focus on areas of growth, not deficiency: “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
Foster a culture of inquiry: Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
Build structures for teacher collaboration: Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

Topic Kickstarter: Research topics in education

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

How to find a research topic (video)
List of 50+ education-related research topics/ideas
List of 120+ level-specific research topics
Examples of actual dissertation topics in education
Tips to fast-track your topic ideation (video)
Free Webinar : Topic Ideation 101
Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

The impact of school funding on student achievement
The effects of social and emotional learning on student well-being
The effects of parental involvement on student behaviour
The impact of teacher training on student learning
The impact of classroom design on student learning
The impact of poverty on education
The use of student data to inform instruction
The role of parental involvement in education
The effects of mindfulness practices in the classroom
The use of technology in the classroom
The role of critical thinking in education
The use of formative and summative assessments in the classroom
The use of differentiated instruction in the classroom
The use of gamification in education
The effects of teacher burnout on student learning
The impact of school leadership on student achievement
The effects of teacher diversity on student outcomes
The role of teacher collaboration in improving student outcomes
The implementation of blended and online learning
The effects of teacher accountability on student achievement
The effects of standardized testing on student learning
The effects of classroom management on student behaviour
The effects of school culture on student achievement
The use of student-centred learning in the classroom
The impact of teacher-student relationships on student outcomes
The achievement gap in minority and low-income students
The use of culturally responsive teaching in the classroom
The impact of teacher professional development on student learning
The use of project-based learning in the classroom
The effects of teacher expectations on student achievement
The use of adaptive learning technology in the classroom
The impact of teacher turnover on student learning
The effects of teacher recruitment and retention on student learning
The impact of early childhood education on later academic success
The impact of parental involvement on student engagement
The use of positive reinforcement in education
The impact of school climate on student engagement
The role of STEM education in preparing students for the workforce
The effects of school choice on student achievement
The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

Investigating the effects of peer tutoring on academic achievement in primary school
Exploring the benefits of mindfulness practices in primary school classrooms
Examining the effects of different teaching strategies on primary school students’ problem-solving skills
The use of storytelling as a teaching strategy in primary school literacy instruction
The role of cultural diversity in promoting tolerance and understanding in primary schools
The impact of character education programs on moral development in primary school students
Investigating the use of technology in enhancing primary school mathematics education
The impact of inclusive curriculum on promoting equity and diversity in primary schools
The impact of outdoor education programs on environmental awareness in primary school students
The influence of school climate on student motivation and engagement in primary schools
Investigating the effects of early literacy interventions on reading comprehension in primary school students
The impact of parental involvement in school decision-making processes on student achievement in primary schools
Exploring the benefits of inclusive education for students with special needs in primary schools
Investigating the effects of teacher-student feedback on academic motivation in primary schools
The role of technology in developing digital literacy skills in primary school students
Effective strategies for fostering a growth mindset in primary school students
Investigating the role of parental support in reducing academic stress in primary school children
The role of arts education in fostering creativity and self-expression in primary school students
Examining the effects of early childhood education programs on primary school readiness
Examining the effects of homework on primary school students’ academic performance
The role of formative assessment in improving learning outcomes in primary school classrooms
The impact of teacher-student relationships on academic outcomes in primary school
Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
Investigating the role of creativity and imagination in primary school curriculum
The impact of nutrition and healthy eating programs on academic performance in primary schools
The impact of social-emotional learning programs on primary school students’ well-being and academic performance
The role of parental involvement in academic achievement of primary school children
Examining the effects of classroom management strategies on student behavior in primary school
The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
The effectiveness of project-based learning in developing critical thinking skills in primary school students
The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
The effects of class size on student engagement and achievement in primary schools
Investigating the effects of recess and physical activity breaks on attention and learning in primary school
Exploring the benefits of outdoor play in developing gross motor skills in primary school children
The effects of educational field trips on knowledge retention in primary school students
Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
The impact of parental involvement in homework on primary school students’ academic achievement
Investigating the effectiveness of different assessment methods in primary school classrooms
The influence of physical activity and exercise on cognitive development in primary school children
Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

Investigating the effects of school discipline policies on student behavior and academic success in secondary education
The role of social media in enhancing communication and collaboration among secondary school students
The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
Investigating the effects of technology integration on teaching and learning in secondary education
Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
The impact of arts education on creativity and self-expression in secondary school students
The effectiveness of flipped classrooms in promoting student learning in secondary education
The role of career guidance programs in preparing secondary school students for future employment
Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
The impact of socio-economic factors on educational attainment in secondary education
Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
The influence of standardized testing on teaching practices and student learning in secondary education
Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
The influence of teacher professional development on instructional practices and student outcomes in secondary schools
The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
Investigating the effects of blended learning models on student engagement and achievement in secondary education
The role of physical education in promoting physical health and well-being among secondary school students
Investigating the effects of gender on academic achievement and career aspirations in secondary education
Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
The impact of school counseling services on student mental health and well-being in secondary schools
Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
The role of digital literacy in preparing secondary school students for the digital age
The influence of parental involvement on academic success and well-being of secondary school students
The impact of social-emotional learning programs on secondary school students’ well-being and academic success
The role of character education in fostering ethical and responsible behavior in secondary school students
Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
The role of educational technology in promoting personalized learning experiences in secondary schools
The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
The influence of parental support on academic motivation and achievement in secondary education
The role of school climate in promoting positive behavior and well-being among secondary school students
Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
The impact of educational policies on educational equity and access in secondary education
Examining the effects of homework on academic achievement and student well-being in secondary education
Investigating the effects of different assessment methods on student performance in secondary schools
Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

The role of student support services in promoting academic success and well-being in higher education
The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
The influence of faculty professional development on instructional practices and student outcomes in tertiary education
The influence of faculty-student relationships on student success and well-being in tertiary education
The impact of college transition programs on students’ academic and social adjustment to higher education
The impact of online learning platforms on student learning outcomes in higher education
The impact of financial aid and scholarships on access and persistence in higher education
The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
Examining the effects of flipped classroom models on student learning and retention in higher education
Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
The influence of study abroad programs on intercultural competence and global perspectives of college students
Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
The role of digital literacy and information literacy skills in supporting student success in the digital age
Investigating the effects of experiential learning opportunities on career readiness and employability of college students
The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
The role of technology in enhancing collaborative learning experiences in tertiary classrooms
The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
Core values driving sustained elite performance cultures (Beiner, 2020)
Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest. In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

Research Topic Kickstarter - Need Help Finding A Research Topic?

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54 Comments

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Special education

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You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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Thank you for the information.. I would like to request a topic based on school major in social studies

parental involvement and students academic performance

Science education topics?

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

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Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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Would like to request for suggestions on a topic in Economics of education,PhD level

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Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

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Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

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I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

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Action Research for Science Teachers

The Science Teacher—February 2020 (Volume 87, Issue 6)

By Scott B. Watson and Michelle J. Barthlow

Share Start a Discussion

The purpose of educational research in general is to develop information which can be used to improve education. Alexakos (2015) stated that teachers conduct research to answer these questions about their own practice: How am I doing? How can I improve? What works? To answer these questions, teachers may conduct action research.

Action research

Action research is a special form of educational research. Gall, Gall, and Borg (2007) , authors of some of the most respected educational research texts, define action research as: “A type of applied research the purpose of which is the improvement of education professional’s own practice.” Lesha (2014) describes action research as being a cyclical or spiral process that begins with a teacher-researcher identifying a problem, investigating the problem, taking action, evaluating the results of the action, and then repeating the process. In doing so, teachers can develop the most appropriate strategies for their own classroom or school.

How is action research different?

Action research is not necessarily very different from other forms of educational research. The main difference is that it is conducted by practitioners in the schools instead of someone from outside the school, such as a university professor or another researcher. With schools focused on learning outcomes for students and the call for decisions based on student data, teachers need the skills and confidence to scientifically evaluate their own practice in order to make curriculum and instructional decisions. Action research provides teachers with the data needed to make informed decisions to benefit their students and improve their own classroom practice.

Action research is a great way for teachers to experience the 3D (three dimensional) approach of the Next Generation Science Standards ( NGSS ). NGSS incorporates the three dimensions of learning science: crosscutting concepts, science and engineering practices, and core ideas. As teachers embrace the NGSS , they will consider the crosscutting concepts of effective teaching and focus on the core ideas to be taught as they plan for instruction. Through action research, teachers can investigate their natural world—classroom instruction—to determine what is and is not resulting in learning gains for their students.

Educational trends without research

So why should science teachers be interested in research? Although most educational research is conducted by college professors and other professional researchers, teachers can enhance their own knowledge and may contribute to the research base through research in their own classrooms ( Abell 2007 ). Science teachers, because of the nature of their discipline, have a natural interest in research, and often have a good understanding of research methods.

Teachers seem to know many things intuitively (and through experience). A good example is using a hands-on approach to teaching science. The idea is that simply doing many activities is conducive to learning, which is not necessarily the case. Research findings indicate that if students do not fully understand what the activity is all about, very little learning really occurs ( Gough 1990 ; Nadelson 2009 ). In order to maximize learning (and achievement), a minds-on approach should be added to the hands-on approach. This should include using higher-order thinking and problem-solving skills in addition to simply participating in an activity ( Lumpe and Oliver 1991 ).

As another example of the practicality of conducting and understanding research for science teachers, consider the case of Mr. Nolan, a young chemistry teacher. Almost all of Mr. Nolan’s classes in college included midterm and final exams, mostly using a multiple-choice format. When he started teaching, he followed the same model with his own students. His whole evaluation system was based on teacher-made tests.

In an effort to increase his own knowledge in science and in education, Mr. Nolan enrolled in a graduate degree program at his local university. One of the early courses he completed was in educational research. During that time, he learned about reliability (internal consistency) of tests. Reliability is normally determined on a scale of 0 to 1, with 1 being perfect. It is an indicator of the precision, consistency, and stability of an instrument ( Gall, Gall, and Borg 2007 , p. 149).

One of his projects was to determine the reliability of one of his own tests. He picked one that he considered his best, and he ran a reliability figure using one of many available computer programs. Much to his dismay, he found that the reliability of his prized, multiple-choice measure was a .58, which is substantially lower than what is minimally acceptable for research purposes. He realized that relying on imperfect tests alone for grading purposes was a mistake. This discovery changed his teaching almost immediately, and he started including more projects, presentations, and practical labs as part of his assessment system. This also produced greater interest and participation among his students.

Basics of research methods: qualitative vs. quantitative

Two types of research methods are qualitative and quantitative studies. Denzin and Lincoln (1994) describe qualitative research as “interpretive, naturalistic….Qualitative researchers study things in their natural setting, attempting to make sense of, or interpret, phenomena in terms of the meanings people bring to them.” Quantitative research “…describes and explains…reality by collecting numerical data on observable behaviors…and by subjecting these data to statistical analysis” ( Gall, Gall, and Borg 2007 ).

Qualitative research differs from quantitative research in that it depends on numerical data; no statistics are needed. Qualitative research methods include interviews, surveys, and observations. Teachers could prepare a questionnaire to determine what methods and activities students feel are most beneficial to their learning. For more in-depth information, a teacher could conduct interviews with students.

A focus group of students can provide valuable insight into their experience in the classroom. Ary, Jacobs, and Sorenson (2010) point out that an advantage of a focus group is that participants respond not only to the interviewer but also to each other. These student-to-student interactions can result in more information than is typically collected in a one-on-one interview or survey.

Quantitative research is the systematic study of the relationships among variables. A variable is anything that can change during a study. An independent variable is sometimes referred to as the manipulated variable as it is deliberately changed (manipulated) during an experiment. A dependent, or responding, variable is one that may change as a result of the experiment. A controlled variable is a variable that you try to keep constant during the experiment. An extraneous variable is an outside or unknown variable that you have no control over.

Further explorations

For an action research project, Ms. Jones is curious about using the flipped classroom model, in which students first watch instructional videos outside of class and do homework and practice problems in class ( Brunsell and Horejsi 2013 ). For one unit of study, she decides to teach half of her class periods using the flipped model and the other half using the traditional model, where students engage in learning activities in class and do homework at home. She will give the same unit assessment to each group and compare the results.

Her independent variable is classroom pedagogy (flipped classroom vs. traditional). Her dependent variables are unit test results. The controlled variables include the length of time for the unit, the state standards, and the homework practice problems utilized. The examples given in class and on the teaching videos are all the same. Ms. Jones will compare the two group’s performance on the unit test using a t- test, which will allow her to determine if one group performs significantly better than the other on the assessment based on her pedagogy. Knowing what works best for students in her classroom will allow Ms. Jones to improve her teaching skills and will likely increase learning for her students.

Correlation studies

Simple forms of correlation research can be used to determine if there is a relationship between two continuous variables. A continuous variable is one that has a maximum value and a minimum value and can be any value in between ( Gall, Gall, and Borg 2007 ). A correlation will not show causation but will show if a relationship exists between two variables. An example action research project would be to determine if using a web-based practice quiz site prepares students for tests. A correlation could be performed to determine if the number of practice problems a student answers correctly correlates with their summative test score.

Quasi-experimental and causal-comparative designs

Statistical analysis, free statistical calculators.

Many statistical tests are available at no cost online or using Microsoft Excel. Some can even be performed with scientific or advanced calculators. Statistical analysis sources may be found by doing simple internet searches. One example of a free online resource for performing statistical calculations is GraphPad .

Getting started

Science teachers, due to their content training, have a real head start on most teachers in other fields when it comes to conducting research. Science teachers also have an advantage in their understanding of research because they already know that research can be fun, so get started!

Ary D., Jacobs L.C., and Sorenson C.. 2010. Introduction to research in education (8th Ed.). Belmont, CA: Wadsworth.

Brodie K. 2013. The power of professional learning communities. Education As Change 17 (1): 5–18. doi:10.1080/16823206.2013.773929

Brunsell E., and Horejsi M.. 2013. Science 2.0: A flipped classroom in action. The Science Teacher 80 (2): 8.

Denzin N.K., and Lincoln Y.S.. 2014. Handbook of qualitative research. Los Angeles: SAGE Publications.

Gall M., Gall J., and Borg W.. 2007. Educational research: An introduction . Boston: Pearson.

Gough P. B., Ed. 1990. Hands-on/minds-on: Making science accessible. Kappan 71 (9).

Lesha J. 2014. Action research in education . European Scientific Journal 10, 379.

Literacy Research Teaching Strategies

Explore this article

Personalizing Instruction
Parental Involvement
Electronic Devices in the Classroom and School

1 Personalizing Instruction

One topic for action research that can be initiated is how to personalize instruction to match the diverse needs of students. Each student has unique skills and needs in education. Howard Gardener's theory of multiple intelligences considers the idea that every child learns differently. Some are visually oriented; others are auditorily adept; and some do better with hands-on projects. A research project might be a fine way to instruct one student, but building a model or putting together a poster might be a better way of reaching another student. By discussing the distinctive needs of individual students at team meetings or after school within grade levels between teachers of various disciplines, a consensus on how to help individual students can be achieved.

2 Parental Involvement

Another action research project can be what can be done in the classroom or on the school level for parents to be more involved with their children's education. You can ask if you as the teacher are able to communicate with parents easily, and are the parents comfortable communicating with you. Do you have access to phone numbers and addresses of all parents, and, if not, how can that situation be rectified?

Another topic for action research is homework. Are students completing their homework, and if a significant percentage are not, what can the teacher or grade level team do to help parents better oversee and help with their children's homework routine? What can be done to increase the quality of their homework? Communicate with the parents to see if they are involved with the children's homework, and if they know whether or not their children are doing their homework regularly.

4 Electronic Devices in the Classroom and School

Some classrooms and schools have strict policies on the use of electronic devices during the school day, in the classroom, in the hallways and on school property in general. Other schools and classrooms are more liberal and adopt the attitude that as long as the student doesn't "get into trouble" and finishes his work, it isn't of importance. One grade-school principal stated that the school had declared a figurative "war on electronic devices" for texting and listening to music in the school, because these proved to be distracting to students, infringing on their ability to concentrate and do meaningful schoolwork. Examination of school and classroom policies on electronic devices, music media units and hand-held video games, then, is a potent topic for an action research activity for individual teachers, schools and even school districts.

1 Indiana University: Human Intelligence - Howard Gardener

About the Author

Scott Wolfenden began writing in 2006 on the subject of mental health. He has written a book on ADHD, children's mental health, education and parenting partially based on experience teaching in public schools. He blogs for Learning Things, an educational products website. He graduated from Thomas Edison State College with a Bachelor of Arts in social science and additional coursework in psychology.

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A-Z of great classroom ideas – ACTION Research

Action research is a systematic process. It allows you to try out different processes, strategies and ways of working in your classroom, or your school, in order to find out what really does work for you and your students.You can take simple changes to a new level by formalising the process. Effective action research requires careful planning and preparation, acting on that planning and then evaluating its impact. Remember, a strategy must have a measurable outcome if you are going to validate its effect.

Action research means testing a theory to see if it has impact on the subjects (or ‘clients’ as they are sometimes referred to in academic research). Many teachers carry out informal action research on a daily basis without even knowing they are – it’s the process of self-evaluating and collating data to see what works and what doesn’t. However, to make action research specific, you will need to come up with an hypothesis, produce sets of questions to test this hypothesis, and then collect quantitative and qualitative data in order to report on your theory. I like to think of it as look, think, act and reflect.

This was the model I used when planning my research:

Image taken from ‘Of Teaching, Learning & Sherbet Lemons’ Nina Jackson 2015

These are the suggested routes you will need to consider, so think about these processes:

Stage 1: identify an issue and begin to formulate your key question or hypothesis

Make the issue relevant to your own teaching and that of others. Don’t make it too complicated. Small steps can have a great impact when brought together. An example might be, ‘Why do the girls in my class …?’ Then think about how you could develop the question, which might include an intervention such as, ‘What happens when …?’

Stage 2: Find out more about the issue or key question from the relevant literature. What has already been researched and written about this area of study?

Read education articles, research papers, journals and other studies. You might want to look at articles in the British Educational Research Journal (BERJ) which is published by the National Foundation for Educational Research (NFER): www.nfer.ac.uk/publications/ educational-research/. Your literature research should be an ongoing process, as you will probably want to make adjustments to your research terms as you learn more about your subject.

Stage 3: carry out research using appropriate tools

Before you begin, you will need to collect some baseline data – for example, where are the pupils currently? You may wish to consider what pre-existing statistics you can tap into to find out this information.

You then need to identify a way to measure any progress – for example, you could use testing at the end or collect impact evidence throughout the project. Research tools could include questionnaires, observations, videos, interviews, diaries and so on. This is action research in practice.

The key questions you should be considering are:

What am I going to measure?
How am I going to measure it?

For my research, I created a teacher pack to help teachers use music in the classroom to raise standards of learning and teaching. The pack included CDs with playlists, questionnaires, learning diaries for the pupils and teaching diaries for the staff. I also conducted interviews and collected evidence using video.

Make sure your research is rigorous and systematic, and keep checking with your colleagues that all is well and they have not forgotten to carry out any of the key tasks. Measuring impact is crucial.

Stage 4: Collect the data

Assemble all the information you have gathered.

Stage 5: Organise, analyse and interpret the data

At this point you will need to create a system that allows you to record the data. I set up some simple spreadsheets (and no one hates spreadsheets more than I do!). As you input the data, choose the most appropriate method of presenting and reporting, which could be graphs, comments boxes and so on.

Stage 6: Evaluate your key findings, come to your conclusions and make recommendations, then take further action

When you have gathered your data and analysed the results, you will need to ask yourself three key questions:

How would you do things differently?
What have you learned from the research?
What are the main areas of impact, if any?

Reflect on the findings and come to a conclusion about the results. You can then make further recommendations and share these with your colleagues. Hopefully, your hypothesis will have been validated by the qualitative and quantitative data you have gathered, so you will now have firm evidence that it works. Bear in mind that some research does not produce a positive response, but this is all part of the research process. It’s about finding out what works and what doesn’t, and how it does or doesn’t work.

Once you have identified the positive impact of the intervention on learning and teaching, then share, share and share some more – invite your colleagues to a presentation or publish a paper. My own research allowed me to publish a book ‘The Little Book of Music for the Classroom’ based on research carried out on ‘Music and the Mind’ – raising standards of teaching & learning through the effective use of music in the curriculum, in all lessons.

The Little Book os Music in the classroom from my research on ‘Music and the Mind’.

You may also want to take a look at these too.

http://study.com/academy/lesson/action-research-in-education-examples-methods-quiz.html

It is also worth looking at Louis Cohen, Lawrence Manion and Keith Morrison, Research Methods in Education , 7th edn (Abingdon: Routledge, 2011): this excellent book was the foundation of my understanding of research in education.

You might also like this video by Dr Carol Davenport – how Action Research can be used a part of CPD for Science Education in schools and colleges.

Do let me know your thoughts. If you are carrying out any Action Research and would like to have a guest blog on my site do get in touch.

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Nina Jackson @musicmind

Michael D. Eisner College of Education

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Get Inspired

The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

Math Computation Proficiency in Elementary Classrooms

Parental Involvement

Increasing Parental Involvement Through Technology Use

Reading Fluency

Reading Fluency in the First Grade Classroom

Reading/Language Arts

Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

Non-Words Used as Speech Production Targets

Student Goal Setting

Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

Impacts of “Internal” Mentoring Program on Chronic Absenteeism
Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

Action Research Increasing STEM AP Enrollment

Student Self-Regulation

Self-Regulation Strategies and Student Engagement
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How to Do Action Research in Your Classroom

8 The Action Research Process from a High School ELA Teacher’s Perspective

Things to Think About

This chapter will provide a vignette of a one teachers use of action research in her (Jobe) classroom. Her vignette will also illustrate important aspects of the action research process and link back to those aspects in the chapters. We hope this will provide some coherence across the preceding chapters!

Many teachers think of research as a cumbersome and meticulous process involving piles of data and hours of analysis. Further, teachers’ attitudes toward research can be complicated: while many teachers find value in research-supported systems and strategies, they often view researchers as being too far removed from classroom practice to really understand what teachers need. This is where teacher-driven Action Research comes in— teachers who act as researchers have the opportunity to be their own guide, potentially influencing teacher praxis in positive and practical ways.

If you find yourself feeling intimidated about conducting your own research, think of the process as very similar to what you already do every day as a teacher. When you consider the steps to Action Research (plan a change, take action, observe, reflect, repeat), it is easy to see correlations to the teaching cycle. First, teachers must consider their students and develop objectives for the growth they want to see over the course a unit ( plan a change ). Then, teachers must create a series of strategies to help students make progress ( take action ); during the learning process, teachers collect data on their students to understand what is working and what is not ( observe ). Finally, once a unit is over, teachers assess which students made progress and consider how they can help those students who are stuck ( reflect ). This cycle continues from one unit to the next with teachers modifying their actions to reflect their assessment of the students. Action Research follows in much the same way.

How Does Action Research Begin?

My first formal experience with Action Research emerged in the Teachers as Researchers course that I took during my master’s program. I used the weekly reflections on the required readings to identify issues to address in my classroom, either through pedagogical changes or adjustments to my curriculum, and I followed the outlined steps to action research to implement a plan, collect data, and develop a report. Yet, what this experience taught me was I was engaging in action research fairly regularly without realizing it. Similar to my experience in graduate school, the action research process in my own classroom often began from reflection—action steps naturally emerged as part of my own teaching cycle, or from yearly evaluations with administration, during which I identified challenges I was experiencing and problem-solved—usually through research—ways to overcome.

In one particular year, after reflecting on my own practice, I realized (rather, admitted) that my junior-level English students did not enjoy our classroom novel studies, resulting in a lack of engagement and poor performance for many of them. The ‘start and stop’ method—where students read a chapter, then stop to either discuss the chapter or take a quiz—did not replicate how people read books, and it seemed to be destroying my students’ desire to engage with the novels they were assigned. This is where action research emerged, though if you had asked me at the time, I would not have identified this experience that way.

While the research I conducted in my classroom was not part of formalized project and did not emerge in a linear fashion, I will describe it to you using the outlined steps provided in subsequent chapters to make it clear how your own previous questioning and problem-solving experiences might fit into the action research model.

Topic Development

The first important step in any action plan is choosing a topic and understanding what you are hoping to accomplish. If I consider the questions posed in Chapter 2 related to the processes of an action research project, here is what I understood about my chosen topic:

Does it address a practical problem? I wanted to address students’ lack of engagement with classroom novels (research topic). This was a practical problem in an ELA classroom because the curriculum is often built around novel studies, and if students were not engaged with these units, they risked poor performance in the class.
Does it generate knowledge? The goal was to research different whole novel study strategies and implement changes in my own classroom to see which strategies improve engagement.
Does it enact change in your pedagogy/classroom/school? Yes. By addressing this problem in my own classroom first, I could test strategies that worked and develop a plan to share those strategies with colleagues in my ELA department.
Is it participatory? Yes. As the classroom teacher implementing the strategies, I would be actively involved in the research process.
Could it be a cyclical process? Yes. The strategies I implemented could work to improve engagement, but they may not improve overall performance, which would raise new questions for me as I refined the process. Each outcome could generate a new and interesting question to address in the future. Further, the strategies I develop could have a significant impact on one group of students while showing little effect on a different group, which would also prompt further investigation.

This particular research topic fit in the ‘ Improving Classroom Practice ’ context because my focus was on changing pedagogical strategies to improve student outcomes. From this point, I had to develop a research question to guide my thinking, knowing this question may change as the research process evolved. For this topic, my research question had three parts: How can I adapt whole novel studies to more closely reflect the natural reading process, take into account each student’s reading level, and improve overall reading performance and engagement? This question was complex, and multi-faceted, which meant it would likely change as the project developed, but it gave me a good place to start because it focused on the three challenges within my chosen topic.

Understanding the Research

In a formalized project, the literature review would be a compilation of several pieces of research from different sources that help you understand the research that already exists over your chosen topic. In this example, my next step in this process was to find research on whole novel studies in the classroom and use that information as a catalyst for my own research. I read several articles and one full-length book on alternative methods to whole novel studies, but most of what I could find was based on a middle school classroom. This was good news! It meant, on a large scale, my research would have a place in the broad educational context by filling an existing void in the information available to classroom teachers. On a small scale, this meant other teachers in my own department could benefit from what I design since a lack of resources existed in this area.

Researching Action

The action part of the research comes from the literature review and understanding your topic: what are you going to do in your classroom to address your question? In this example, after reading several examples of alternative methods, I settled on three new strategies I was interested in testing in my classroom:

Allow students to read at their own pace –I held them accountable by asking them to do three things: read 25-30 pages per day, complete 4 sticky note annotations per chapter, and adhere to checkpoints throughout the unit. To support the goal pace, students were given in-class time dedicated to reading, and the only homework assigned during the unit was to read; however, students could read ahead if they wanted, and they were not necessarily punished if they got behind. This addressed part one of my research question: how can I adapt whole novel studies to more closely reflect the natural reading process?
Sticky Note Annotations with the Three Levels of Thinking (literal, inferential, critical)– Students had to complete four sticky note annotations per chapter with an attempt to demonstrate thinking at all three levels, and I offered extension activities for students who decided to read ahead. This addressed part two of my research question: how can I adapt whole novel studies to take into account each student’s reading level?
Personalized Writing Prompts — I allowed students to create their own writing prompts at the end of the unit to demonstrate their knowledge of the novel. This addressed the third part of my research question: how can I adapt whole novel studies to improve overall reading performance and engagement?

I implemented these strategies in two different courses, one of which was considered an ‘advanced’ course, with students at all different reading levels. The three strategies allowed for differentiation while also keeping the class on pace to finish the unit at the same time.

Data Collection and Analysis

The data I collected naturally aligned with the three new strategies I adopted for the unit. Since these strategies were all new to the classes, I could isolate my observations on those interventions and compare the outcomes to previous novel studies that did not incorporate these strategies.

Data Collection Methods

I collected data using four different sources throughout the unit: sticky note annotations, reading progress checks, student reflections, and final essays. First, to track progress toward part one of my research question, I monitored student reading engagement by observing their reading in class. Using a scale of 1-4, I recorded student progress toward the daily 30-page reading goal on a spreadsheet. Second, to track students’ understanding of the text, I read their sticky notes for each chapter, noting their level of thinking based on their commentary (literal, inferential, or critical). The goal would be to see students move toward more consistent critical thinking as the novel progressed. Finally, to gauge student engagement and performance, I used a formative assessment in the form of their final essays, and I used a reflection to understand their own feelings about the new method and their progress. These four data sources reflect a combination of qualitative and quantitative data.

Data Triangulation & Analysis

To better understand the efficacy of the new strategies I implemented, I looked at all four sources of data and I discovered that the qualitative data supported what I saw in the quantitative data. When I read student reflections, many mentioned feeling a greater sense of enjoyment throughout the novel study–some of these students admitted to getting behind on the reading at a few points, but concluded that having the final deadline as the only looming one eased their anxiety and allowed them to engage more completely with the novel as they worked to get caught up. Other students mentioned that they usually disliked annotating texts, but the sticky note process was less intrusive, and actually helpful as they went to plan their own essays. Finally, students enjoyed choosing their own writing prompts because it made them feel more ownership of the unit.

When I looked at my spreadsheets tracking student progress, I could see that students improved on the 1-4 scale over the course of the unit—the few students who were sometimes behind on meeting the daily reading goal had gotten back on track by the end of the unit, and the majority of students had stayed on pace the whole time. Annotations on sticky notes showed an increase in students at the critical thinking level, and their essays were largely more comprehensive and thoughtful than essays for previous novel studies.

Still, like with most things in teaching, not every student showed progress because of these strategies. While the vast majority did improve, there were still students in each class who showed no improvement in meeting the goals of the unit, despite the change in strategies. If I was going to continue this research, my next question in the cycle would begin here.

Action Implications

The final step in the process is to consider what the data implies about your research question. What I learned from implementing these new strategies is that adapting the whole novel study process to be more reflective of the natural reading process allowed me the room to take into account students’ different reading levels, which kept them on pace and engaged. By giving students more ownership in the unit, they performed better on assigned tasks, like reading on pace, taking notes regularly, and analyzing the novel at the critical level.

The successful first attempt at changing my practice was exciting because it meant I could (and should) continue to adapt these strategies each year, refining the process until it meets the needs of all students and generates positive outcomes in all classes. When I set out to change these classroom practices, I did so to benefit my own students, without any plans for taking the research and its outcomes beyond my two walls. However, I have always found the most meaningful professional development for me as a teacher is when I get the opportunity to learn from my peers. It was important to share what was happening in my classroom to give my colleagues that same opportunity.

Dissemination

To share my research, I developed a small presentation for my ELA department. I drafted an outline of the strategies, including examples of student work, to provide each teacher, and I spoke at a department meeting about the positive outcomes I had achieved from making these changes. I had several teachers request more information about this process following the presentation.

Dissemination plans do not have to be extensive to be effective. In Chapter 4, we discussed the need to understand your capabilities and realize that change often happens slowly. My research addressed an issue that many teachers in my department were dealing with but it focused just on my classroom, making data collection and analysis manageable. The opportunity for my research to impact more classrooms in my school came from my dissemination plan. I could continue to develop my reach by presenting at a school-wide or district-wide in-service, or I could even plan to present at a local, state, or national conference.

Conclusions

Action research is a powerful professional learning tool because it asks you, the teacher, to take a critical look at your own classroom and theorize about your pedagogy, with the understanding that this process is both reflective and fluid. Because action research is unique to your own educational context, it does not look the same for everyone, and each educator’s learning will be distinctive.

Though the example of action research provided here does not reflect a formalized project, it speaks to how teachers naturally engage in the process of questioning and problem-solving to create change for their students. It also demonstrates the value in what teachers discover in their own classrooms. By thinking of the action research process as similar to the teaching cycle, you can more easily step into the role of Teacher Researcher and begin developing a plan to positively impact your classroom.

To review, the steps to action research and the corresponding examples presented here are as follows:

How can I adapt whole novel studies to more closely reflect the natural reading process, take into account each student’s reading level, and improve overall reading performance and engagement?
Implement three new strategies: allow students to read at their own pace, utilize sticky note annotations, incorporate personalized writing prompts.
Use spreadsheet data on reading goal and levels of thinking, student essays, and student reflections.
Develop a presentation for a school department meeting.
Revise the strategies to address students who did not show progress in the unit. Ask more questions.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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How do I improve what I am doing? Action research as a means of promoting teachers’ professional development

What is action research?

Classroom-based action research is different from other forms of research in that it is specifically suited for teachers seeking to reflect on their work, solve problems and come up with evidence-based improvements for their own practices and contexts. It involves systematic observations and data collection , which can then be used to make informed decisions and take more targeted actions. It is therefore considered a powerful tool for teachers’ professional development.

What are the features of action research?

Action research is practical, reflective and recursive . These characteristics are usually illustrated in a spiral indicating a continuous movement between planning, acting, observing, reflecting and so on.

The research process is practical in that it may have immediate benefits for teachers, schools and school districts.

Its reflective aspect lies in the action researcher turning the lens on his/her own classroom, school or practices.

Lastly, action research is recursive because issues and concerns are explored in an ongoing way by the action researcher.

What are the three types of action research?

According to Carr and Kemmis, action research may take the following three forms:

Technical action research: refers to cases in which external facilitators (such as academics, researchers and institutions) work with teachers and others in establishing teacher-research projects. The aim is for the teachers to study effective practices, where the criteria for “effectiveness” are introduced by the facilitator. For instance, teachers may decide to test the findings of external research in their own practices, and the findings of these tests may feed into external research instead of the teaching practice itself.
Practical action research: refers to cases in which external facilitators work with teachers and other practitioners to help them articulate their concerns, plan their action, implement changes, monitor the effects of those changes and reflect on their value. Although the facilitators may work with teachers on their common concerns, teachers are supposed to monitor their practices and develop their practical judgment as individuals. In other words, there is no systematic development of the practitioner group as a community.
Emancipatory action research: refers to cases in which teachers take the responsibility of assisting their group, such as their pupils or their colleagues, in a collaborative self-reflection. In certain areas, the whole school may get involved in determining approaches to classroom interaction – for example, by adopting common assessment practices. This open and collaborative approach requires an understanding of the dialectical relationship between individual and group responsibility. Emancipatory action research may be seen as the next step from practical action research.

Action research is applied research that may be conducted individually or collaboratively. Collaborative action research is defined as teachers and researchers working together to conduct research in areas of mutual interest.

Often, action research is perceived more as an approach than as a method, because it may draw on a range of diverse designs and methodologies. Notably, action research may deploy both qualitative and quantitative data collection methods. Even though the scope is different, both types of data are used by teachers or groups of teachers to collect evidence and provide answers to their questions. Therefore, a robust methodology that considers the scientific and ethical standards of research should be adopted.

If you are interested in learning more, then

submit your application for the upcoming pilot course on classroom-based action research

Further resources:

Good practices: Teachers and researchers: here the twain shall meet!
Good practices: Overcoming the challenges of Traveller education for inclusion
Good practices: Multilingualism and representation: Erasmus+ projects that change the narrative
News article: Oral histories connect native and refugee students in a Greek school
Publication: Action research to improve youth and adult literacy: empowering learners in a multilingual world
YouTube video: Getting to grips with action research for teachers

Definition: https://www.scielo.br/j/ep/a/3DkbXnqBQqyq5bV4TCL9NSH/?lang=en and https://www.worldcat.org/title/teacher-as-reflective-practitioner-and-action-researcher/oclc/46685319

Features: https://www.literacyworldwide.org/docs/default-source/resource-documents/a-practical-guide-to-action-research-for-literacy-educators.pdf?sfvrsn=4

Collaborative action research: https://www.daneshnamehicsa.ir/userfiles/files/1/9-%20The%20Wiley%20Handbook%20of%20Action%20Research%20in%20Education.pdf

Carr, W., & Kemmis, S. (2004). Becoming Critical: Education, Knowledge and Action Research . London: RoutledgeFalmer.

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Schools are using research to try to improve children's learning—but it's not working

by Sally Riordan, The Conversation

Evidence is obviously a good thing. We take it for granted that evidence from research can help solve the post-lockdown crises in education—from how to keep teachers in the profession to how to improve behavior in schools, get children back into school and protect the mental health of a generation.

But my research and that of others shows that incorporating strategies that have evidence backing them into teaching doesn't always yield the results we want.

The Department for Education encourages school leadership teams to cite evidence from research studies when deciding how to spend school funding. Teachers are more frequently required to conduct their own research as part of their professional training than they were a decade ago. Independent consultancies have sprung up to support schools to bring evidence-based methods into their teaching.

This push for evidence to back up teaching methods has become particularly strong in the past ten years. The movement has been driven by the Education Endowment Foundation (EEF), a charity set up in 2011 with funding from the Conservative-Liberal Democrat coalition government to provide schools with information about which teaching methods and other approaches to education actually work.

The EEF funds randomized controlled trials —large-scale studies in which students are randomly assigned to an educational initiative or not and then comparisons are then made to see which students perform better. For instance, several of these studies have been carried out in which some children received one-on-one reading sessions with a trained classroom assistant, and their reading progress was compared to children who had not. The cost of one of these trials was around £500,000 over the course of a year.

Trials such as this in education were lobbied for by Ben Goldacre , a doctor and data scientist who wrote a report in 2013 on behalf of the Department for Education. Goldacre suggested that education should follow the lead of medicine in the use of evidence.

Using evidence

In 2023, however, researchers at the University of Warwick pointed out something that should have been obvious for some time but has been very much overlooked—that following the evidence is not resulting in the progress we might expect.

Reading is the most heavily supported area of the EEF's research, accounting for more than 40% of projects . Most schools have implemented reading programs with significant amounts of evidence behind them. But, despite this, reading abilities have not changed much in the UK for decades.

This flatlining of test scores is a global phenomenon . If reading programs worked as the evidence says they do, reading abilities should be better.

And the evidence is coming back with unexpected results. A series of randomized controlled trials, including one looking at how to improve literacy through evidence , have suggested that schools that use methods based on research are not performing better than schools that do not.

In fact, research by a team at Sheffield Hallam University have demonstrated that on average, these kinds of education initiatives have very little to no impact .

My work has shown that when the findings of different research studies are brought together and synthesized, teachers may end up implementing these findings in contradictory ways. Research messages are frequently too vague to be effective because the skills and expertise of teaching are difficult to transfer.

It is also becoming apparent that the gains in education are usually very small, perhaps because learning is the sum total of trillions of interactions. It is possible that the research trials we really need in education would be so vast that they are currently too impractical to do.

It seems that evidence is much harder to tame and to apply sensibly in education than elsewhere. In my view, it was inevitable and necessary that educators had to follow medicine in our search for answers. But we now need to think harder about the peculiarities of how evidence works in education.

Right now, we don't have enough evidence to be confident that evidence should always be our first port of call.

Provided by The Conversation

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Read our research on: Gun Policy | International Conflict | Election 2024

Regions & Countries

What public k-12 teachers want americans to know about teaching.

Illustrations by Hokyoung Kim

At a time when most teachers are feeling stressed and overwhelmed in their jobs, we asked 2,531 public K-12 teachers this open-ended question:

If there’s one thing you’d want the public to know about teachers, what would it be?

We also asked Americans what they think about teachers to compare with teachers’ perceptions of how the public views them.

Related: What’s It Like To Be a Teacher in America Today?

A bar chart showing that about half of teachers want the public to know that teaching is a hard job.

Pew Research Center conducted this analysis to better understand what public K-12 teachers would like Americans to know about their profession. We also wanted to learn how the public thinks about teachers.

For the open-end question, we surveyed 2,531 U.S. public K-12 teachers from Oct. 17 to Nov. 14, 2023. The teachers surveyed are members of RAND’s American Teacher Panel, a nationally representative panel of public K-12 school teachers recruited through MDR Education. Survey data is weighted to state and national teacher characteristics to account for differences in sampling and response to ensure they are representative of the target population.

Overall, 96% of surveyed teachers provided an answer to the open-ended question. Center researchers developed a coding scheme categorizing the responses, coded all responses, and then grouped them into the six themes explored in the data essay.

For the questions for the general public, we surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023. The adults surveyed are members of the Ipsos KnowledgePanel, a nationally representative online survey panel. Panel members are randomly recruited through probability-based sampling, and households are provided with access to the Internet and hardware if needed. To ensure that the results of this survey reflect a balanced cross section of the nation, the data is weighted to match the U.S. adult population by gender, age, education, race and ethnicity and other categories.

Here are the questions used for this analysis , along with responses, the teacher survey methodology and the general public survey methodology .

Most of the responses to the open-ended question fell into one of these six themes:

Teaching is a hard job

About half of teachers (51%) said they want the public to know that teaching is a difficult job and that teachers are hardworking. Within this share, many mentioned that they have roles and responsibilities in the classroom besides teaching, which makes the job stressful. Many also talked about working long hours, beyond those they’re contracted for.

“Teachers serve multiple roles other than being responsible for teaching curriculum. We are counselors, behavioral specialists and parents for students who need us to fill those roles. We sacrifice a lot to give all of ourselves to the role as teacher.”

– Elementary school teacher

“The amount of extra hours that teachers have to put in beyond the contractual time is ridiculous. Arriving 30 minutes before and leaving an hour after is just the tip of the iceberg. … And as far as ‘having summers off,’ most of August is taken up with preparing materials for the upcoming school year or attending three, four, seven days’ worth of unpaid development training.”

– High school teacher

Teachers care about their students

The next most common theme: 22% of teachers brought up how fulfilling teaching is and how much teachers care about their students. Many gave examples of the hardships of teaching but reaffirmed that they do their job because they love the kids and helping them succeed.

“We are passionate about what we do. Every child we teach is important to us and we look out for them like they are our own.”

– Middle school teacher

“We are in it for the kids, and the most incredible moments are when children make connections with learning.”

Teachers are undervalued and disrespected

Some 17% of teachers want the public to know that they feel undervalued and disrespected, and that they need more public support. Some mentioned that they are well-educated professionals but are not treated as such. And many teachers in this category responded with a general plea for support from the public, which they don’t feel they’re getting now.

“We feel undervalued. The public and many parents of my students treat me and my peers as if we do not know as much as they do, as if we are uneducated.”

“The public attitudes toward teachers have been degrading, and it is making it impossible for well-qualified teachers to be found. People are simply not wanting to go into the profession because of public sentiments.”

Teachers are underpaid

A similar share of teachers (15%) want the public to know that teachers are underpaid. Many teachers said their salary doesn’t account for the effort and care they put into their students’ education and believe that their pay should reflect this.

“We are sorely underpaid for the amount of hours we work and the education level we have attained.”

Teachers need support and resources from government and administrators

About one-in-ten teachers (9%) said they need more support from the government, their administrators and other key stakeholders. Many mentioned working in understaffed schools, not having enough funding and paying for supplies out of pocket. Some teachers also expressed that they have little control over the curriculum that they teach.

“The world-class education we used to be proud of does not exist because of all the red tape we are constantly navigating. If you want to see real change in the classroom, advocate for smaller class sizes for your child, push your district to cap class sizes at a reasonable level and have real, authentic conversations with your child’s teacher about what is going on in the classroom if you’re curious.”

Teachers need more support from parents

Roughly the same share of teachers (8%) want the public to know that teachers need more support from parents, emphasizing that the parent-teacher relationship is strained. Many view parents as partners in their child’s education and believe that a strong relationship improves kids’ overall social and emotional development.

“Teachers help students to reach their potential. However, that job is near impossible if parents/guardians do not take an active part in their student’s education.”

How the U.S. public views teachers

While the top response from teachers in the open-ended question is that they want the public to know that teaching is a hard job, most Americans already see it that way. Two-thirds of U.S. adults say being a public K-12 teacher is harder than most other jobs, with 33% saying it’s a lot harder.

And about three-quarters of Americans (74%) say teachers should be paid more than they are now, including 39% who say teachers should be paid a lot more.

Americans are about evenly divided on whether the public generally looks up to (32%) or down on (30%) public K-12 teachers. Some 37% say Americans neither look up to or down on public K-12 teachers.

A bar chart showing that teachers’ perceptions of how much Americans trust public K-12 teachers to do their job well is more negative than the general public’s response.

In addition to the open-ended question about what they want the public to know about them, we asked teachers how much they think most Americans trust public K-12 teachers to do their job well. We also asked the public how much they trust teachers. Answers differ considerably.

Nearly half of public K-12 teachers (47%) say most Americans don’t trust teachers much or at all. A third say most Americans trust teachers some, and 18% say the public trusts teachers a great deal or a fair amount.

In contrast, a majority of Americans (57%) say they do trust public K-12 teachers to do their job well a great deal or a fair amount. About a quarter (26%) say they trust teachers some, and 17% say they don’t trust teachers much or at all.

Related: About half of Americans say public K-12 education is going in the wrong direction

How the public’s views differ by party

There are sizable party differences in Americans’ views of teachers. In particular, Democrats and Democratic-leaning independents are more likely than Republicans and Republican leaners to say:

They trust teachers to do their job well a great deal or a fair amount (70% vs. 44%)
Teaching is a lot or somewhat harder when compared with most other jobs (77% vs. 59%)
Teachers should be paid a lot or somewhat more than they are now (86% vs. 63%)

In their own words

Below, we have a selection of quotes that describe what teachers want the public to know about them and their profession.

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About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

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225+ Action Research Topics In Education (Updated 2023)
Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education ...
200+ List of Topics for Action Research in the Classroom
Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students' needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:
21 Action Research Examples (In Education) (2024)
The methods of action research in education include: conducting in-class observations. taking field notes. surveying or interviewing teachers, administrators, or parents. using audio and video recordings. The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.
DepEd Action Research Topics and Sample Titles
DepEd Action Research is a process of systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit (i.e. school, classroom, office). The research topic/area should be taken from Basic Education Research Agenda under the following themes: teaching and learning, child protection, human resource ...
1 What is Action Research for Classroom Teachers?
Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices. Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
PDF A Practical Guide to Action Research for Literacy Educators
Action Research helps teachers: Link prior knowledge to new information. Learn from experience (even failures). Ask questions and systematically find answers. (Fueyo & Koorland, 1997) Action Research is helpful in improving the professional experience of teachers, head teachers, and administrators. It gives every educator a chance
Action research in the classroom: A teacher's guide
Creating an action research project. The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives.. Teachers get support in changing the 'interesting issue' into a 'researchable question' and then taking to experiment.The teacher will draw on the outcomes of other researchers to help build actions and reveal the ...
Action Research Guide and Examples for Teachers
Through action research, we're not just teaching; we're evolving, learning, and rediscovering the joy of our profession every single day. 1. Charting the Course: The Art of Identifying a Problem. The first and arguably most crucial step in the action research voyage is identifying a problem or pinpointing a question.
Action Research
Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that ...
Action Research Topics in Education
Further, they should be of interest to the researcher and have the potential to lead to improved student learning. Action Research Topics Using Drawings: sample Action Research topics using drawings as a primary data source. Action Research Examples: examples of Action Research by practicing teachers using a wide variety of research methodologies.
How Teachers Can Use Action Research for Professional Learning
For other schools interested in conducting action research, Kanter highlighted three key strategies. Focus on areas of growth, not deficiency: "This would have been less successful if we had said, 'Our math scores are down. We need a new program to get scores up,' Kanter said. "That puts the onus on teachers.
170+ Research Topics In Education (+ Free Webinar)
The impact of poverty on education. The use of student data to inform instruction. The role of parental involvement in education. The effects of mindfulness practices in the classroom. The use of technology in the classroom. The role of critical thinking in education.
Action Research for Science Teachers
Action research is a great way for teachers to experience the 3D (three dimensional) approach of the Next Generation Science Standards (NGSS).NGSS incorporates the three dimensions of learning science: crosscutting concepts, science and engineering practices, and core ideas. As teachers embrace the NGSS, they will consider the crosscutting concepts of effective teaching and focus on the core ...
Suggested Topics for an Action Research Project
Action research isn't about searching for information or digging into library research books, but it involves teachers systematically searching for ways to improve their skills, techniques and strategies, how things can be done better and more effectively in the classroom or school.
A-Z of great classroom ideas
Action research means testing a theory to see if it has impact on the subjects (or 'clients' as they are sometimes referred to in academic research). Many teachers carry out informal action research on a daily basis without even knowing they are - it's the process of self-evaluating and collating data to see what works and what doesn't.
Preparing for Action Research in the Classroom: Practical Issues
An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action ...
Action Research Projects
The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in. schools and classrooms. To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review.
How to Do Action Research in Your Classroom
Home How to Do Action Research in Your Classroom. This article is available as a PDF. Please see the link on the right. Audience: Faculty, Teacher. Topics: Other Topics, Research, Teacher Research. Advertisement. Advertisement. Action research can introduce you to the power of systematic reflection on your practice.
PDF HOW TO DO ACTIONRESEARCH
The first step in the process of doing action research is to make a commitment. Getting off to a good start is important in anything new that you try. This is true of new skills, new friendships, a new class at school, a new job. Getting started in action research requires beginning well by taking time to think about your life in p.4 1
Action Research Topics in Education
Coming up with a good research question for action research takes time and effort but the reward is more manageable and meaningful research. Good action research questions: are significant and can lead to better teaching and more successful students, are manageable and can be completed in the context of a busy job,
The Action Research Process from a High School ELA Teacher's
8. The Action Research Process from a High School ELA Teacher's Perspective. This chapter will provide a vignette of a one teachers use of action research in her (Jobe) classroom. Her vignette will also illustrate important aspects of the action research process and link back to those aspects in the chapters.
How do I improve what I am doing? Action research as a means of
Action research is applied research that may be conducted individually or collaboratively. Collaborative action research is defined as teachers and researchers working together to conduct research in areas of mutual interest. Often, action research is perceived more as an approach than as a method, because it may draw on a range of diverse ...
(PDF) Action Research: A Tool for Improving Teacher Quality and
Introduction. Action research is a tool that is used to help teac hers and other educators uncover strategies to. improve teaching practices (Sagor, 2004); it is a viable and realistic endeavor ...
Schools are using research to try to improve children's learning—but it
Evidence is obviously a good thing. We take it for granted that evidence from research can help solve the post-lockdown crises in education—from how to keep teachers in the profession to how to ...
What Public K-12 Teachers Want Americans To Know About Teaching
How the U.S. public views teachers. While the top response from teachers in the open-ended question is that they want the public to know that teaching is a hard job, most Americans already see it that way. Two-thirds of U.S. adults say being a public K-12 teacher is harder than most other jobs, with 33% saying it's a lot harder.

225+ Action Research Topics In Education (Updated 2023)

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Action research in the classroom: A teacher's guide

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5. The Harbor of Insight: Delving into the Reflection Stage

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