ACTION RESEARCH: THEORY, PROCESSES AND APPLICATIONS TO ADMINISTRATORS AND TEACHERS The purpose of this paper is to examine the theoretical and conceptual foundations of Action Research, emphasizing its processes and how to use it with administrators and teachers.
Nature and Process Involved in Action Research And Its Uses For Administrators and Teachers
According to Patterson and Shannon (1993), consists of a systematic inquiry made by teachers and administrators, into their own work for the purpose of making the kinds of changes in their practice that boost student achievement and increase their professional practice and development. Garner (1996) expands a bit upon this definition by noting that action research can be characterized as a systematic, reflective, collaborative process that examines a situation for the purpose of planning, implementing, and evaluating change.
In terms of the processes involved in action research, Feldman (1995) states that the conceptual foundation is a continuous process of inquiry in which one associates learning with change. Takala (1994) breaks down the process into a discrete series of steps. The first step is to pose a question (e.g., "How can I improve my administrative style?," or "How can I change my instructional strategies so as to increase student learning?"). Following the first step, the action researcher then attempts to create a solution.
One the solution is delineated in detailed and in concrete and o
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