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| title | chunk | source | category | tags | date_saved | instance |
|---|---|---|---|---|---|---|
| Action research | 2/3 | https://en.wikipedia.org/wiki/Action_research | reference | science, encyclopedia | 2026-05-05T15:58:59.822300+00:00 | kb-cron |
The cycle begins with a series of planning actions initiated by the client and the change agent working together. The principal elements of this stage include a preliminary diagnosis, data gathering, feedback of results, and joint action planning. In the language of systems theory, this is the input phase, in which the client system becomes aware of problems as yet unidentified, realizes it may need outside help to effect changes, and shares with the consultant the process of problem diagnosis. The second stage of action research is the action, or transformation, phase. This stage includes actions relating to learning processes (perhaps in the form of role analysis) and to planning and executing behavioral changes in the client organization. As shown in Figure 1, feedback at this stage would move via Feedback Loop A and would have the effect of altering previous planning to bring the learning activities of the client system into better alignment with change objectives. Included in this stage is action-planning activity carried out jointly by the consultant and members of the client system. Following the workshop or learning sessions, these action steps are carried out on the job as part of the transformation stage. The third stage of action research is the output or results phase. This stage includes actual changes in behavior (if any) resulting from corrective action steps taken following the second stage. Data are again gathered from the client system so that progress can be determined and necessary adjustments in learning activities can be made. Minor adjustments of this nature can be made in learning activities via Feedback Loop B (see Figure 1). Major adjustments and reevaluations would return the OD project to the first or planning stage for basic changes in the program. The action-research model shown in Figure 1 closely follows Lewin's repetitive cycle of planning, action, and measuring results. It also illustrates other aspects of Lewin's general model of change. As indicated in the diagram, the planning stage is a period of unfreezing, or problem awareness. The action stage is a period of changing, that is, trying out new forms of behavior in an effort to understand and cope with the system's problems. (There is inevitable overlap between the stages, since the boundaries are not clear-cut and cannot be in a continuous process). The results stage is a period of refreezing, in which new behaviors are tried out on the job and, if successful and reinforcing, become a part of the system's repertoire of problem-solving behavior. Action research is problem centered, client centered, and action oriented. It involves the client system in a diagnostic, active-learning, problem-finding and problem-solving process.
== Worldwide expansion == Action research has become a significant methodology for intervention, development and change within groups and communities. It is promoted and implemented by many international development agencies and university programs, as well as local community organizations around the world, such as AERA and Claremont Lincoln in America, CARN in the United Kingdom, CCAR in Sweden, CLAYSS in Argentina, CARPED and PRIA in India, and ARNA in the Americas. The Center for Collaborative Action Research makes available a set of twelve tutorials as a self-paced online course in learning how to do action research. It includes a free workbook that can be used online or printed.
== Journal == The field is supported by a quarterly peer-reviewed academic journal, Action Research, founded in 2003 and edited by Hilary Bradbury.
== See also ==
== References ==
== Bibliography ==
=== General sources === Atkins, L & Wallace, S. (2012). Qualitative Research in Education. London: Sage Publications. Burns, D. 2007. Systemic Action Research: A strategy for whole system change. Bristol: Policy Press. Burns, D. 2015. Navigating complexity in international development: Facilitating sustainable change at scale. Rugby: Practical Action Davison, R., Martinsons, M., & Kock, N. (2004). Information Systems Journal, 14(1), 65–86. Greenwood, D. J. & Levin, M., Introduction to action research: social research for social change, Thousand Oaks, California: Sage Publications, 1998. Greenwood, D. J. & Levin, M., Introduction to action research. Second edition, Thousand Oaks, Calif.: Sage Publications, 2007. Martyn Hammersley, "Action research: a contradiction in terms?", Oxford Review of Education, 30, 2, 165–181, 2004. James, E. Alana; Milenkiewicz, Margaret T.; Bucknam, Alan. Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools. Thousand Oaks: Sage, 2007. ISBN 978-1-4129-3777-1 Noffke, S. & Somekh, B. (Ed.) (2009) The SAGE Handbook of Educational Action Research. London: SAGE. ISBN 978-1-4129-4708-4. Pine, Gerald J. (2008). Teacher Action Research: Building Knowledge Democracies, Sage Publications. Reason, P. & Bradbury, H., (Ed.) The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage, 2001. ISBN 0-7619-6645-5. (2nd Edition, 2007. ISBN 978-1-4129-2029-2) Rowell, L., Bruce, C., Shosh, J. M., & Riel, M. (2017). The Palgrave international handbook of action research. New York, NY: Palgrave Macmillan. Sherman & Torbert, Transforming Social Inquiry, Transforming Social Action: New paradigms for crossing the theory/practice divide in universities and communities. Boston, Kluwer, 2000. Silverman, Robert Mark, Henry L. Taylor Jr. and Christopher G. Crawford. 2008. "The Role of Citizen Participation and Action Research Principles in Main Street Revitalization: An Analysis of a Local Planning Project", Action Research 6(1): 69–93. Sagor, R. (2010). Collaborative Action Research for Professional. Learning Communities. Bloomington: Solution Tree Press. Stringer, E.T. And Ortiz, A. (2021). Action Research. Thousand Oaks, CA: Sage Publications. Wood, L., Zuber-Skerritt, O. (2013). "PALAR as a methodology for community engagement by faculties of education". South African Journal of Education, 33, 1–15. Wood, L. (2017) "Community development in higher education: how do academics ensure their community-based research makes a difference?" Community Development Journal, Volume 52, Issue 4, Pages 685–701, https://doi.org/10.1093/cdj/bsv068 Zuber-Skerritt, O., & Wood, L. (2019). Action Learning and Action Research: Genres and Approaches. Emerald (UK). Woodman & Pasmore. Research in Organizational Change & Development series. Greenwich CT: Jai Press.