Importance of Action Research †Free Samples to Students

Question: Discuss about the Importance of Action Research. Answer: Introduction Action research involves an inquiry that is systematic and helps to increase the issues which are social that affect our daily lives(Strringer, 2008). Association of Action research has historically been done with work of Kurt Lewin who had a very unique view on this specific research methodology. His view was that it was dynamic, collaborative and cyclical in nature. It is only done by the continuous cycles of observing, reflecting and planning that persons involved in action research are capable of implementing changes needed for social development.(Kemmis, 1988) Views it as a collaborative process done by people with a common interest. They also suggest that it is mainly done by participants caught up in a social situation that they desire to improve. The major differences between Action research and other types of research that are used in solving the problem is an intense attention that is given to the study that are scientific. This implies that scientist has to study the same problem at hand in a systematic way and ensure that interference that is caused is guided by considerations that are theoretical only. A large percentage of the scientists time is used up to modify the tools that are related to methodological, perfectly fit the constraint of that problem, and also helps to present, analyze and collect data depended on a basis of continuous cycle.(O'Brien, 2001). The unique fields that make the action research stand out as an important aspect is the fact that the people involved are turned into researchers, they always will to apply the lessons that are learnt and they always try to learn the best when the work is done by themselves only. Social magnitude is present in action research by which research occurs in present world scenarios and also aims at giving solutions to real world issues. The launcher of the research, unlike the other disciplines, doesnt have an intention of remaining objective but instead he/ she vividly the bias of other participants are acknowledged.(O'Brien, 2001). The processes that are included in action research may be explained through simplified models in order to ensure that the steps are well understood for an effective and result oriented process. Many guidelines are available especially for teachers those who wishes to involve themselves in methodology research. (Strringer, 2008) In page 4 includes the action research helix, also known as Think model and Look Act. The model has been used by the author as an illustration for important processes in action research to students. The model is show below. Data is put together carefully through listening, recording and looking at Look stage. The researcher analyses data that are collected in order to get the important and significant features of problem under study in Think stage. The information that is newly formulated is needed to come up with the available solutions to the problem under study in the Act stage. The figure below is additionally meant to increase the main methods in figure1. This demonstrates cycle of Action Research which consists of five steps. Design of the study, collection of data, analysis of data, communication of the outcomes and finally taking action. To enquiry action research, this is a very common process. For designing study, scientists refine the problem carefully that needs investigation, come up with a systematic process of enquiry the validity check and also the ethics that are needed for work. The second stage involves the researcher collecting data regarding the phenomenon of interest. The information is then analyzed to check important characteristics of the issue. The feedbacks that come out of the related study are then often made available with the audiences by using appropriate media during the communication stage. The most critical part of the action research process is last step which where actions are taken by the scientists in consideration of related outcome of study. Those feedbacks are used in workings that are related towards changing the problem at hand.(Strringer, 2008) Action research is performed under 6 key principles. The reflexive critique which ensures that people reflect on issues and processes the judgments are made on clear the interpretations, biases, assumptions and concerns. This ensures that the accounts that are practical gives rise to considerations that are theoretical (O'Brien, 2001). The argumentative critique is needed to understand the relationship in between the context and phenomenon and also between elements of the phenomenon. The main elements that require the focus are the elements that are consistent which appears not to be stable or are mainly opposite to the other elements. The changes are created by these elements only. Resources that are collaborative is third principle which gives an elaboration that every different person has different ideas and all are important equally and are significant and can be resourced potentially to create interpretive categories that are negotiated and analyzed among all other participants. This ensures that ideas borne from recognizing the difference between several point of view and single point view are made possible. The forth principle key to the changing process, which challenges all the previously established methods of performing things is the key. This led to creation of psychic fears among the practitioners. The biggest fear originates from risk to arise ego from discussions that are opened of a persons ideas and interpretations. Therefore the action initiators research make the use of the principle that are to abate the fears of others and encourage them to engage making clear the fact that they also, that will subject with same process, regardless of the learning and outcome that has taken place. The fifth principle is the Plural Structure that needs text that is plural for reporting. There also exist several accounts that are made explicit which need commentaries and classification for the options that are required for all the actions that are presented. This report sheds a light on the support for discussions that are going on among all the collaborators compared to a fact that have fin al conclusion(O'Brien, 2001). The final and last principle is Transformation, Practice and Theory. Theory instructs practice, and practice instructs theory. Both are done in a transformation that is continuous. In several cases, ones action always depends on the assumptions that are held and also the theories. It mostly depends on the scientists to do justification that is theoretically precise that are taken and to ask question to the areas where justifications is needed. The following applications that are practical are subjected for further analysis of transformative cycle which keeps on alternating the emphasis that comes in between practice and theory. Several assumptions are made during action research. Systematic reflexitivity is the constant analysis of a persons theoretical and methodological presuppositions which enables him to acknowledge the importance of other peoples definition of theirs. Ontology on the other hand involves the assumptions that constitute social reality and the value implications enjoined in those assumptions. It is however not easy to characterize the ontological assumptions involved in action research, considering that action research has developed in various ways with enormous differences in basic assumptions.(Nielsen, 2004). Having been the first person to use the concept of action research,(lewin, 1946)s scientific background was an important attribute to the objectification that is found in experimental social research like the one practiced in the Hawthorne experiments. The major element in the reports of Hawthornes experiments known as bias and later named as Hawthorne effect was the actual and real result in Action research. The researchers therefore influenced the field and pushed it further to a humanizing direction. Lewin therefore viewed the influence of the researchers as something productive in the process of creating knowledge. The answers to experimental social science were that Lewin considers the field as some sort of permanent social change. He also believed that objectification in social science was incremental in the authoritarian and undemocratic social orientations in contemporary modern societies. He was convinced enough that an organizational and cultural reorientation whose intenti on was to assign to people and workers more responsibility was a very important remedy to authoritarian and that action research could play a part in reorientation towards a democratic society.(Nielsen, 2004) Creating social responsibility on the shop floor or in the street through participation was a key guideline for Lewin in his experiments. He proved that one cant find objective laws on behavior in groups that could be restructured via democratic and responsibility building. This very attitude acted as a guide in his understanding of the research process. It should therefore lay out a democratic process where the researcher acknowledges and shares information with practitioners in the formulation of problems and solutions. A researcher who tries to establish neutrality and independence can never get to his goal. This is because the researcher will always find himself in the same ontological condition as everyone else. Relationships between people are built on invitation and requests to do something together hence this are the same principle that we find in classical hermeneutic sociology such as Max Webers. He understands that a researcher is obliged to share his intentional meanings and values to the actor. Interactive relations are however rooted in shared values and connected with intentional orientation. However in contrast to Webers and hermeneutic sociology, Skjervheim denies the need for attempting to reduce neutrality or reduce the commitment. (S.C.Hine, 2013) In classical controlled experiments, especially in qualitative research interviews or in surveys, the researcher attempts to come up with situations which only make sense due to the researchers project. What is mainly investigated in such a case is a frozen reality, only sustainable to the needs of a researcher. Most types of action research follow the ontological assumption. Critical theories that are closer to Marx regarding the interpretation of strengths of social structures whereas pragmatists are closer to Skjervheim in his interpretations of the possibilities of democratic changes within the existing social structures. In the critical theory, nature relation is part of some normative ontology. In the concept of a participatory worldview Peter Reason tries to look for a more elaborative normative set up to both natural and social surrounding.(lewin, 1946) Epistemology is another assumption that requires to be made in Action research. Epistemology simply refers to the theories and assumptions that are concerned with the creation of knowledge. For any action researcher, this assumption is key to understanding possibilities and the present conditions required in the creation of new knowledge in this unfinished world. However, most of the action researchers would agree on the ontological assumption since in epistemology, there are strong disputes among various schools where there is action research(Skjervheim, 1957). Action research is massively used as mode for developing social change. This is through Participatory action research, Youth action research,(Allaman, Dec 17, 2012). Participatory action research (PAR) is a method of investigating topics that are meaningful; to understand the main cause of the problem participation on research is needed that directly affects the people for taking action to increase the policies by dissemination of researches to the makers who introduces the policies and stake holders. (Allaman, Dec 17, 2012) . PAR therefore promotes involvement of young people by the activities of community and leadership skills development is enhanced. It also puts great emphasis on increasing the knowledge of people who are very young, abilities and skills that are needed to be competent in solving problems of importance related to them and speed up positive changes among their peers. Youth participatory action research (YAR) is a tool that is used to catalyze youths social movements involvement which could create modified enthusiasm that are needed for changing socially and also provide new ways for the leadership of the youth. Old and young Educators, philanthropists, community leaders and activists all work together in PAR projects but YPAR lens of youth development to certain that youth have a direct role in deciding on standards that have an result on them(Allaman, Dec 17, 2012). In YPAR projects, the youth help determine the issues that are deemed to be important to them and the community at large. Adults play a role of instilling unique skills in youths required to understand and address issues accordingly. PAR plays a role of integrating action and research and also is significant that work with the young people who show interest in wide areas and are interested in identifying the specific pathways to action. There has to be clearly defined goals and objectives for this process to be worthwhile. Through the research process, the youths who participate get to study how to make the claims and new knowledge that are created regarding the social conditions that exists. YPAR leads where significant actions that are significant that varies from political lobbying to educational outreach. Researches that conducted using quantitative and qualitative data are all collected methods as well as analysis that are critical help the youth to form very opinions that are own about the different issues. YPAR also increases young people participations diversity in that which enables generation of which involves from a huge different section of youth people when they give their own opinions that represent the peers. It also leads to mobilization of youths every time they see their peers with leadership positions. The civic efficiency is increased of the youth because the young researcher that arrives from different backgrounds that are informed and are more importantly involved in the matter of democracy. When youth discover that their inputs are valued and considered, they get more encouraged to participate in matters that lead to development of the community, hence the nation at large. In order to make the most benefit out of PAR initiatives, one should be expectant of the following challenges. One should expect some tension and dilemma to arise and inadequacy of resources for various programs. However this should not lead to withdrawal from the attempt to make a better social environment. References Allaman, C. B. (Dec 17, 2012). How participatory action research can promote social change and help youth development. The Kinder and Braver world project. Ferrance, E. (2000). ACTION RESEARCH. New York: LAB. I.Susman, G. (1983). Action Research:A socialtechnical Systems Perspective. london: Sage publishers. Kemmis, S. M. (1988). The Action Research planner. Geelong,Australia: Deakin University Press. lewin, K. (1946). Action Research and Minority problems. Journal of Social issues, 34-46. Marx, K. (1969). Das Kapital.Kritik der politischen okonomie. Berlin: Dietz Verlag. Nielsen, K. A. (2004). Methodologies in Action Research. Action Research and Critical Theory. O'Brien, R. (2001). An Overview of the methodological Approach of Action Research. Brazil: Faculty of Information studies,University of Toronto. S.C.Hine, G. (2013). The importance of action research in teacher education programs (23(2) Special Issue ed.). Australia: The University of Notre Dame Australia. Skjervheim, H. (1957). Deltaker og Tilskodar. Oslo: Oslo University Press. Strringer, E. (2008). Action Research in Education (2nd ed.). New jersey: Pearson publishers. Food justice youth development: using Photovoice to study urban school food systems Krista Harper,Catherine Sands,Diego Angarita Horowitz,Molly Totman,Monica Maitn,Jonell Sostre Rosado,Jazmin Colon,Nick Alger Local Environment. Jul 2017, Vol. 22, No. 7: 791-808 Que Luchen por sus Intereses(To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents Kevin Roxas,Maria L. Gabriel Journal of Latinos and Education. Jul 2017, Vol. 16, No. 3: 243-262 Viewing Gendered Violence in Guatemala Through Photovoice Violence Against Women. Jun 2017, Vol. 7: 107780121770805 Kyung-Hwa Yang,Randee Lipson Lawrence New Directions for Adult and Continuing Education. Jun 2017, Vol. 2017, No. 154: 5-8 Moving from Pictures to Social Action: An Introduction to Photovoice as a Participatory Action Tool Susan Mayfield-Johnson,James Butler New Directions for Adult and Continuing Education. Jun 2017, Vol. 2017, No. 154: 49-59