Debra - a good question but not an easy one to definitely answer due to the nature of action research.While often informed by empirical research evidence, the function of action research is to focus on ‘real-world’ events, as opposed to controlled environments or generalisable outcomes. As far as I know, there are no specific 'models' of action research - but there are common approaches. Understanding those would assist you to complete in a more timely manner - depending on what you wanted to achieve. For instance, preliminary investigations usually involve a mix of methods (e.g. interviews, survey, audit etc) to explore the context and extent of the problems under consideration and assist the research team to develop specific research question/s. Employing both sequential and/or concurrent methods of data collection, these processes observe and reflect on immediate experiences, form concepts, and test and apply these experiences in new situations. Depending on the nature of the study, action research designs will therefore be different; some resembling exploratory mixed methods and at other times transformative or multiphase mixed methods.

Below is an article I wrote with some colleagues where we created a 'model' (although it's a schematic representation really) of the core processes of action research activity when applied to health promotion practice. It might assist in some small way.

Article Action research in health promotion

Dear Debra

Your question is very interesting for several reasons. Indeed, the reflection in the field of research takes a long time and all of us should solve this problem. I think all of us in his own time to compensate for the deficit in research. As for me with the students at the end of cycle Master, I made them a workshop with several themes. Each of them had one week to expose the problems inherent to the research subject at the workshops. This method is very interesting that everyone can give its point of view that makes enrich such an approach in research.  

Action research is classroom-based research conducted by teachers in order to reflect upon and evolve their teaching. It is a systematic, documented inquiry into one aspect of teaching and learning in a specific classroom.

The purpose of teacher research is to gain understanding of teaching and learning within one’s classroom and to use that knowledge to increase teaching efficacy/student learning.Reflective teachers do this every day, only not as carefully and systematically.

With training and  support, you can learn how to systematize your inquiry from informal reflection and teacher story sharing to formal research.

http://nclrc.org/about_teaching/reports_pub/conducting_action_research.pdf

The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities.

http://gradworks.umi.com/35/92/3592584.html

Stefan:

I think you posted to the wrong question as mine refers to action research and not flipped classroom.

Cheers,

Debra

OK.

Good Paper on Classroom-Based Action Research: Revisiting the Process as Customizable and Meaningful Professional Development for Educators:

Two concepts that lend themselves nicely to this idea of action research are collaborative action research and professional learning communities.

Collaborative action research is characterized by four key elements:

--It consists of practitioners working together as a team.

--The focus of the team in on a common issue, problem, or goal.

--There should be the development of a synergy that inspires one another.

--The focus of the research should be on creating momentum toward more insight into the problem, and greater learning and growth relative to the common issue being investigated.

The second concept is that of professional learning communities (PLCs). There are several key components of PLCs, many of which overlap with those of collaborative action research. PLCs are characterized by:

--A shared mission, vision, and goals;

--A collaborative culture;

--Collective inquiry into best practices and current reality;

--An action orientation (or, learning by doing);

--A commitment to continuous improvement; and

--An orientation focused on results, not on intentions. 

http://www.beds.ac.uk/jpd/volume-3-issue-3/classroom-based-action-research-revisiting-the-process-as-customizable-and-meaningful-professional-development-for-educators

A key feature of action research is the provision of structured opportunities for discussion and sharing of strategies entails a more extensive, focused analysis of time use within an individual classroom- Process-Product Research Paradigm: Interactive Teaching Behaviors 

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/Domain/11206/Best%20Practices%20In%20Increasing%20Academic%20Learning%20Time.pdf

Hi, Debra

Nowadays, is meaningful and better use the PAR because is a collaborative work that involves students, peer colleagues, parents, and administrator staff.  We can use the qualitative approach using different techniques to develop our research projects.

Studying in the classroom should be in the range of comfortable ,congenial & happy mode .Students should feel the arrival of a teacher in a smiling manner .This atmosphere plays a very healthy account among the students.

It is obvious that in the said atmosphere when the teacher offers his training program he has with him the depth of knowledge which he imparts to the student &  for the student this become a grasping model for student in the class & such student remain a worthy example for their lifeline.

Dear Debra,

A understand a modell as an representation of the reality with the most important variables. So, the good models for conducting action research in your classroom is the one that fits your objectives, groups involved, participants, sociocultural conditions, ideal future,  the cultural elements and the cultural desitions and after all loocking for increase the wellbeing,and  empowerment  of the students or participants.

Cases from Positive Discipline in the Inclusive, Learning-Friendly Classroom -  Example - Evidence shows that students respond better to positive approaches, including negotiation and systems of rewards, rather than punishment through verbal, physical, or emotional abuse.

Every case can be an classroom action research

http://www.teindia.nic.in/Files/Teacher_Trg_Module/4_UNESCO_Toolkit%201_PDS.pdf

Dear Debra

Very interesting question,

where, a good articles are presented above by Sudev , Subhash and Krishnan.

Practitioners who engage in action research inevitably find it to be an empowering experience.

Action research has positive effect for many reasons. Obviously, the most important is that action research is always relevant to the participants. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the findings. 

Whatever the scenario, action research always involves the same seven-step process. These seven steps, which become an endless cycle for the inquiring teacher, are the following:

1. Selecting a focus

2. Clarifying theories

3. Identifying research questions

4. Collecting data

5. Analyzing data

6. Reporting results

7. Taking informed action

The teachers, schools, and school systems that seize this opportunity and begin investing in the power of inquiry will find that they are re-creating the professional practice of education in their locale as a meaningful and rewarding pursuit.

http://www.ascd.org/publications/books/100047/chapters/What-Is-Action-Research%C2%A2.aspx