Guidelines for Planning Action Research Projects. Research to Practice.

Autor/inn/en	Padak, Nancy; Padak, Gary
Institution	Kent State Univ., OH. Ohio Literacy Resource Center.
Titel	Guidelines for Planning Action Research Projects. Research to Practice.
Quelle	(1994), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Action Research; Adult Basic Education; Adult Literacy; Data Analysis; Data Collection; Educational Research; Ethics; Guidelines; Information Dissemination; Reading Research; Research Design; Research Methodology; Teacher Researchers; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Projektforschung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Auswertung; Data capture; Datensammlung; Bildungsforschung; Pädagogische Forschung; Ethik; Richtlinien; Informationsverbreitung; Leseforschung; Forschungsdesign; Research method; Forschungsmethode; Lehrerforschung; Theorie-Praxis-Beziehung
Abstract	This paper, which is intended to assist adult literacy practitioners interested in conducting research about their programs, discusses the four stages of the action research process: identifying questions to guide the research, collecting information to answer the questions, analyzing the information collected, and sharing the results with others. The section on identifying the research question emphasizes the importance of selecting a question that is important, directly related to the issue or problem being investigated, and answerable. Discussed in the section about data collection are the following: the importance of using more than one strategy or source of information; the benefits of focusing on readily available information, the need to consider all possible data sources, including demographic information, surveys, test results, observations, interviews, conversations, and documents ranging from attendance/test records to student journals; and the importance of research ethics. The concepts of redundancy and data saturation are discussed, and data analysis procedures are outlined. Available avenues for sharing research findings are listed. The concluding section emphasizes the value of research conducted by literacy practitioners. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01