Action Research Article Summary

Summary of the article Action Research: Authentic Learning Transforms Student and Teacher Success

The article illustrates how teacher involvement in action research projects in their classrooms can improve their teaching practice and lead to positive impact on student learning. Background research supports the use of action research in the classroom as a way for teachers to become involved in authentic learning experiences. Action research is a form of learning that not only gives teachers an opportunity to reflect on and transform their own teaching but also focus on improving student achievement.

The teachers in this study focused their action research projects on exploring various methods of literacy instruction and finding out which methods worked best with their group of students. All teachers attended training and received ongoing support throughout their experiences. Vignettes were collected from all participating teachers as they implemented an action research project in their classrooms over the course of a year. The teacher descriptions consistently highlighted their new insight about literacy learning which in return resulted in greater student learning. Their action research projects also emphasized how their understanding of teaching evolved over time. Their learning and understanding gained over the course of the year allowed them to be more intentional in their teaching.

Action research can lead to change in the classroom by giving teachers an opportunity to focus on asking a question and exploring it within the context of their own classrooms or school. When the teacher is exploring something of interest, she/he becomes engaged in the learning process. Within the context of their own classrooms, teachers guide their own learning as they examine their teaching and student learning. Not only do teachers become involved as reflective practitioners but this experience allows them to begin to see the impact of their decisions on student learning. In the end, both teachers and students gain valuable learning as a result of successful action research in the classroom.

The quote "In education we often mistake motion for movement" can be interpreted from different perspectives. My understanding of it in terms of action research is that motion represents an attempt to remediate a problem without any sign of progress. In other words, action does not guarantee success.