Action research is usually directed at what is going on in the researcher's context, not focused on being generalized to multiple contexts. That the results might be able to be tried in other contexts depends on the parameters of teaching in which others find themselves. That being said, the teacher doing action research still has to identify their biases and the theoretical framework(s) from which their orientation is coming. If they do not do that, their research results, yes, may be confounded by other factors.

As myself, I feel that teachers should focus more on individual differences, which you always encounter in even different levels of degrees. Again as myself, I found better way to make best for these individual differences by making lectures more entertaining and enjoyable thanks to different kinds of materials (i.e. video and sound oriented presentations, software platforms). Also, consider blended learning, which is a good approach enabling you to learn more things about your students and yourself.

Developing action plan for school improvement focuses on students learning attainments. other than it is dependent on a number of factors such as :leadership skills, team work, good governance, institutional capacity building, action research, community partnership,professional development activities use of ICT etc

Action research is also a good tool for "sense-making" about our professional practices.

Taking my colleagues' points into account, I would like to merge this question with Dr. Biria's question about "Reflective teachers" and add one more point. Actually, reflective teachers who are critically thinking of their class moments can be effective problem solvers of their own classroom and help the students' improvement and growth. Such teachers find the best solutions to their problems while they are acting as both the researcher and the teacher.  Further, since the research usually happens in a natural setting, Halo and Hawthorne effects would not happen.

If one were documenting their action research, it would seem to me that erroneous conclusions would be evident. I have seen a lot of research, not necessarily Action Research, where the researchers have drawn outrageous conclusions from their data. If the research is shared, it would seem to me that the limits that Ben Levin mentions would be cited.

There also may be new teaching practices that may add to our knowledge base but that may not yet have a lot of "evidence" to back it up except for the action research of the practitioner. Hopefully, that would lead to "researchers" looking into some of these practices to see if they are worthwhile in other contexts.

This will help the teacher to improve the teaching and learning in the class.

Action research and reflective teaching are types of staff development. One of the

mainly important factors leading to teacher development and ultimately improved student performance is effective staff development. “Effective organizations recognize that their greatest benefits are the individuals within them, and so they make human resource development the linchpin for all improvement efforts” (Dufour & Eaker, 1992, p. 11).

Having been involved with several teachers and Advanced Skills teacher in both primary and secondary education in action research all of them said it was the most effective, although challenging in-service training, they had ever taken part in. Even the Advanced Skills Teachers said it made them think carefully about how to improve their teaching and the learning in their classrooms.

As John Hattie has always said, taking part in developmental work is always more effective than repeatedly doing the same thing. However it is important for the teachers to take on wider reading about the area of their research so that their thoughts can rise above their own practice and the practice of their immediate teaching colleagues.

One of the major problems is that the classes they teach will have to learn how to use the new learning strategies presented to them and this can take 3 or 4 sessions of often mediocre outcomes and often lessons that are noisier than usual. As a result, this is where the teacher needs to be part of a group to emotionally support each other until the learners understand how to add the new learning strategies to their current repertoires.

Another major problem is completing, in a robust way, the collection and analysis of outcomes. Teachers are such busy people that as long as they can see the results on the learners faces and behaviours, then that is usually "good enough" for them.

Classroom Action Research is a technique of finding out what works greatest in your own classroom so that you can develop student learning. We know a huge deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), other than every teaching circumstances is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors.

Teachers actually determine what works and doesn't. In this way their approach to teaching is fine tuned and they are aware as to what engages their students' learning.

Teacher should  discuss the  observation as the method of choice for collecting data in the classroom and  should use the  surveys as the method of choice for collecting data.

La investigación - acción aun cuando tiene su origen en la llamada educación popular, ha penetrado con fuerza las formas escolarizadas de educación, evidentemente una de las bases fundamentales es comprender el paradigma de investigación que subyace, otra compartir el criterio de que existe un protagonismo fluctuante entre docentes y estudiantes, abandonar las posiciones directivas verticales y pensar en formas más "planas" de organización, en relaciones dialógicas productivas, generativas. Todo ello debe partir de un conocimiento profundo de los sujetos de aprendizaje, de las situaciones y oportunidades de aprendizaje, así como de los objetivos o finalidades, determinados colectivamente entre docentes y estudiantes. De lo que se trata es de un interaprendizaje, logrado desde una comunidad de aprendizaje.

I think one of the challenges is learning how to institutionalize the project upon completion so that the school can improve from the action research.

Best regards,

Debra

Teachers learn about how their children learn and what their children have learned from action research, especially when children are using project-based learning.How does the action research move from the classroom to the school as a whole? How do we scale up this way of approaching assessment of learning to an entire school and to the community? As Debra states, "[this is] one of the challenges".

I do still have several questions: How does the action research move from the classroom to the school as a whole? How do we scale up this way of approaching assessment of learning to an entire school and to the community? As Debra states, "[this is] one of the challenges".

Action Research is supportive in improving the professional experience of teachers, head teachers, and administrators. It provides each teacher a chance to get better the practices in classroom and schools, which eventually will get better the quality of teaching and learning. It directs towards helpful quality development in the education scheme.

Teacher will  have good experience which lead to improve their teaching  skill