Action Research

Action research is an intentional type of wondering where administrators or teachers research a thought, question, or idea with a plan to implement its findings. It is different than the traditional professional development where teachers and administrators simply soak up knowledge and information with little follow-up. Instead, action research encourages teacher and administrator buy-in and allows for action based on a school's specific need. Action research provides teachers and faculty members, those actually working with students on a daily basis, the opportunity to gather information that is directly applicable to their specific situation. It is different than traditional research in that the intended audience is teachers and administrators as opposed to academic scholars who do not necessarily spend time in a classroom.

There are several benefits to action research over traditional research. First, teachers are more likely to have "buy-in" if they feel they have a voice in the research. Teachers and administrators who actually participate in the research can see first-hand where there is need for improvement. It is also more likely that teachers will participate in new classroom strategies and ideas if they feel that the research applies to them. In addition, action research is school and classroom specific. Information is gathered from the schools and classrooms that will later be directly affected. Finally, action research allows teachers to implement new teaching strategies or programs that will best meet the needs of their individual learners. Action research is clearly an excellent way for teachers and administrators to diagnose the strengths and weaknesses of their learning environment and then apply changes that are best tailored for their schools and students.

I hope to use action research to identify the benefits of differentiated instruction. While differentiated instruction is great in theory, I would like to research to determine whether it is really more effective than following a more traditional approach and placing students in classes that are leveled. I would also like to use action research to examine whether students become better problem solvers and critical thinkers in a class where a teacher practices differentiated instruction.