Action Research vs. Traditional/Basic Research Paper



Action Research vs. Traditional/Basic Research PaperElizabeth AndrewsEDD/581-Action Research and EvaluationFebruary 2, 2015Jamie JenkinsAction Research vs. Traditional/Basic Research PaperResearch is an integral part of understanding and evolving one’s impact on their career environment as it provides forms of data that directly impact professional and educational environments. This paper will address the differences between action research and traditional research in the context of their use in an educational and work environment followed by explanations and examples to illustrate their uses in the workplace and classroom. Traditional Research Traditional or basic research may be the most recognizable forms formal investigation. According to Hendricks?(2009), traditional forms inquiries are based on quantitative research in which general conclusions are made based on hard data ("Chapter 1"). “Quantitative research allows data to be collected that focuses on precise and objective measurements that use numerical and statistical analysis to support or refute a hypothesis. The results of quantitative research are often generalizable, predictable, and provide a causal explanation. The researcher role is considered detached and impartial. Data collection methods consist of random sampling of people that should statistically represent a population”?(Campbell, 20014). Traditional research is used in both work and educational environments to draw general conclusions about specific populations. These conclusions are made from data collected from a random sample of a larger population where there is control over contextual variables (Hendricks, 2009, "Chapter 1"). ?In the workplace this may come in the form of surveys, or questionnaires given to a small portion of the workforce to draw conclusions about work efficiency, employee safety, or workplace protocols. The educational arena utilize quantitative to draw inferences about a school system by collecting data from state mandated test scores, graduation rates, and dropout numbers. Qualitative Research “The exploration and discovery of data via a qualitative research method often indicates that there is not much written about the participants or the topic of study. Some of the characteristics of qualitative research include taking place in a natural setting, using multiple methods that are interactive and humanistic, emerging data rather than prefigured data, and being fundamentally interpretive” (Campbell, 20014). Qualitative research shifts focus from a fixed, sample population to an ever changing, current one. Here the role of the researcher is more involved as he or she works from their own findings leading the researcher to discover new data, thus providing insight into their current situation.Qualitative research provides individuals with the opportunity to investigate and solve current questions or issues they may have in a specific area of concern. Hendricks describes this by stating that “the general purpose in qualitative research is to understand and interpret phenomena as they occur in natural settings”?(Hendricks, 2009, "Chapter 1"). Researching in a natural setting, such as a classroom, provides opportunities to actively search for new data. As new insights are uncovered the researcher can utilize them to come to conclusions about their specific area of study. For example, a general manager may want to lower the turnover rate of his employees. To do so he may conduct interviews, observations, or look to change some work policies. As he discovers new information based on his investigations he can derive new conclusions and solutions to employee turnover. Similarly, education can benefit from qualitative research. As a classroom teacher qualitative research can be utilized to address the effectiveness of teaching strategies. For example, a teacher is concerned about classroom management with a particular student population may conduct research using content area specific classroom management strategies and assessing their effectiveness. Action Research“Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research ”?(Ferrance, 2000, p.?1). This involves a number of steps that are meant to benefit researcher and those participating in the research. These steps include, an identification of a problem, the collection and organization of data, the interpretation of data, action(s) based on the data, and then reflection (Ferrance, 2000, p.?9). This form of inquiry may utilize both qualitative and quantitative forms of research to aiding the researcher in examining and assessing their own work and then considering ways of working differently within their environment (Ferrance, 2000, p.?1). ?The efforts and discoveries found the action research method directly connect to a current and active environment helping to solve relevant problems and creating new opportunities for inquiry through the act of reflection. Action research can be an important tool for those who seek to better their educational or work practices and or environment. This process causes the researcher to be significantly involved, such that they must evaluate their own work leading to a deep understanding of their role as catalyst for growth in their field of study (Moghaddam, 2007). According to Callison (2007), “Action research is more than just learning the correct steps to implement systematic evaluation, and, when practiced properly and in collaborative fashion, can enhance both teacher and administrator attitudes for progress and reform as well as lead to a democratic approach for decision-making (p.1). Professionals can “see it as a practical yet systematic research method to investigate their own teaching and their students' learning in and outside the classroom (Nolen, & Putten, 2007). Examining the normal schooling or business process “has valuable advantages in informing what is known about teaching, learning, and content and curriculum design” (Nolen, & Putten, 2007).ConclusionThis paper examined both traditional and action research, their characteristics, and their impact on those in a variety of work fields. Included were descriptions and comparisons of quantitative, qualitative, and action research as tools to assess components of both educational and business environments. This led to the benefits of applying research styles, such as action research, to improve areas such as personal, student, and employee performance and teaching and managing strategies. ReferencesCallison, D. (2007). Action research.?School Library Media Activities Monthly,?23(10), 40-43. Retrieved from , S. (2014). What is qualitative research??Clinical Laboratory Science,?27(1), 3. Retrieved from , E. (2000).?Action research. Retrieved from The University of Phoenix eBook Collection database.Hendricks, C. (2009).?Improving schools through action research. A comprehensive guide for educators?(2nd ed.). Retrieved from he University of Phoenix eBook Collection database.Moghaddam, A. (2007). Action research: A spiral inquiry for valid and useful knowledge.?Alberta Journal of Educational Research,?53(2), 228-239. Retrieved from , A. L., & Putten, J. V. (2007). Action research in education: Addressing gaps in ethical principles and practices.Educational Researcher,?36(7), 401-407. Retrieved from ................
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