Hi Mohsen,

What do you mean by the 'kemid method' ? 

I know quite a bit about action research - but have never come across this term before.

It would help to know more about your research topic and goals. Action research usually has to be designed around a specific context, so the more you can tell us about that, so tell us more about who you will be working with and the purposes your research will serve.

You might want to consult the following papers to learn about action research:

Davison, R. M., Martinsons, M. G., and Kock, N. 2004. "Principles of Canonical Action Research," Information Systems Journal (14), pp. 65-86.

McKay, J., and Marshall, P. 2001. "The Dual Imperatives of Action Research," Information Technology & People (14:1), pp. 46-59.

Sein, M. K., Henfridsson, O., Purao, S., Rossi, M., and Lindgren, R. 2011. "Action Design Research," MIS Quarterly (35:1), pp. 37-56.

Davison, R. M., Martinsons, M. G., and Ou, C. X. J. 2012. "The Roles of Theory in Canonical Action Research," MIS Quarterly (36:3), pp. 763-786.

Dear Mohsen,

The term 'kemid' is new for me.  Maybe you are referring to Kemmis Action Research.  In such research, the researcher is participating in a cyclic type of research.  It also involves reflection.

Please refer to:

http://www.corwin.com/upm-data/21157_Chapter_10.pdf

Regards

Carmen Camilleri

The method chosen for action research should first and foremost be a good fit with the context in which the research is being undertaken. Consider the context and participants, along with the ideological orientation of the research. For example, if it is an individual teacher in a classroom investigating aspects of their practice, then a practitioner action research approach fits best. If the research focuses on empowerment in an impoverished community, then principles of participatory action research fit best. It is common for action researchers to 'borrow' elements of different action research approaches that best suit the context in which they are conducting the research. For my doctoral research, I was an outside facilitator of action research who worked with educators in two early years settings on a topic of my choosing. In this sense, it was important to attend to key principles of collaborative action research, but also address the role of an external facilitator. Of key importance is that the action research cycles of questioning, gathering data, reflecting and deciding on a course of action are enacted systemically in the context in which you are researching. Different elements of action research may come in to play at different times depending on the context, the participants and the orientation of the topic investigated.