My friend Ashfaq,

Let us continue down the path Gordon is leading us. First, the data points to an imediate concern regarding math scores for example. So we have a data set of math scores wich can be viewed as the preset. The researchers come in decide its the teacher who is the sourse of these low scores. Teacher is removed, new teacher put in place generating a new set of data. This is the postset.  

Thus allowing for a comparsion between a pre and post assessment. By analizing both we get a differance and that difference either confirms or denies the "solution" presented by the action research.

The example above is in essence how action research works based on an imediate problem. Of course it is not that simple the team needs time to evaluate the cituation, make recomendations, the school itself needs time to make a decission, ect. 

If the assessment is say the curriculum or the methodology used then the same data points are used but the proposed "solution" is different. The math teacher needs to be introduced into a new methodology, curriculums need to be reviewed ect.

So in a call for action research the researchers have a starting point the question is the middle (solution) and the (solution) is then assessed by the data (test scores) at the end which then producces the results of the success or failure of the action research.

Peace

Douglas

Hi Ashfaq,

I would certainly recommned the simulation and gaming methodology. There's exposure to true-to-life situations and team work is required, thus roles and taking up responsibilities give you glimpses about behaviour, learning, maturity, etc.

See Incons Project for simulations.

http://www.icons.umd.edu

Hello Ashfaq,

The impacts on learning are dependant. There is no general answer. Impacts are dependent on why action research was choosen.

A) There are two reasons for action research 1) immediate problem solving, 2) reflecting on furture expected problems to be solved. 

B) Entailed in these two reasons are four theoretical or analytical frameworks to choose from, a) action science, b) cooperative inquiry, c) participatory active learning not passive, and d) Living Educational Theory were the researcher plays a role..

Choose from any combination of A and B and there is your action research and that is why the impact on the learning process is dependent

There is no sampling because the researcher is doing. The researcher is actively involves in a community hence the name action research. Obervation, reflection, and choosen action is the methodology. The data is is gathered over some time.

One example could be a school district is going to be introducing a new curriculum and an aditional 2,000 students in two years. They call Ashfaq to lead a team in analyzing the expected troubles, what teachers can stay and who has to go, building issues, new equiptment, and the researcher "stays on the job" until completed. All the while observing and keeping field notes.

Peace,

Douglas

You might find attached article interesting:

If action research is taken for immediate problem solving, then what kind of data can be collected?

I do not know if action research has a particular impact on a particular group of learners. I would imagine that the impact is the same regardless of the group, but depending on the focus. The impact, I suggest is on the improvement of practice.. What aspect of practice will depend on the focus of the research

My friend Ashfaq,

Let us continue down the path Gordon is leading us. First, the data points to an imediate concern regarding math scores for example. So we have a data set of math scores wich can be viewed as the preset. The researchers come in decide its the teacher who is the sourse of these low scores. Teacher is removed, new teacher put in place generating a new set of data. This is the postset.  

Thus allowing for a comparsion between a pre and post assessment. By analizing both we get a differance and that difference either confirms or denies the "solution" presented by the action research.

The example above is in essence how action research works based on an imediate problem. Of course it is not that simple the team needs time to evaluate the cituation, make recomendations, the school itself needs time to make a decission, ect. 

If the assessment is say the curriculum or the methodology used then the same data points are used but the proposed "solution" is different. The math teacher needs to be introduced into a new methodology, curriculums need to be reviewed ect.

So in a call for action research the researchers have a starting point the question is the middle (solution) and the (solution) is then assessed by the data (test scores) at the end which then producces the results of the success or failure of the action research.

Peace

Douglas