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Much of the time, a simultaneous commitment to both teachers and students presents no real dilemma: what is good for the action research project may also be good for the students. But not always. Suppose, for example, that a teacher wants to do research about students’ beliefs about war and global conflict, and doing so requires that students participate in numerous extended group discussions on this topic. Even though the group discussions might resemble a social studies lesson and in this sense be generally acceptable as a class activity, some parents (or students) may object because they take too much class time away from the normal curriculum topics. Yet the research project necessitates giving it lots of discussion time in class. To respond ethically to this dilemma, therefore, the teacher may need to allow students to opt out of the discussions if they or their parents choose. She may therefore need to find ways for them to cover an alternate set of activities from the curriculum. (One way to do this, for example, is to hold the special group discussions outside regular class times—though this obviously also increases the amount of work for both the teacher and students.)

Practical issues about action research

Is action research practical? From one perspective the answer has to be "Of course not!” Action research is not practical because it may take teachers’ time and effort which they could sometimes use in other ways. Keep in mind, though, that a major part of the effort needed for action research involves the same sort of work—observing, recording information, reflecting—that is needed for any teaching that is done well. A better way to assess practicality may therefore be to recognize that teaching students always takes a lot of work, and to ask whether the additional thoughtfulness brought on by action research will make the teaching more successful.

Looked at in this way, action research is indeed practical, though probably not equally so on every occasion. If you choose to learn about the quality of conversational exchanges between yourself and students, for example, you will need some way to record these dialogues, or at least to keep accurate, detailed notes on them. Recording the dialogues may be practical and beneficial—or not, depending on your circumstances. On the other hand, if you choose to study how and why certain students remain on the margins of your class socially, this problem too may be practical as action research. Or it may not, depending on whether you can find a way to observe and reflect on students' social interactions, or lack thereof. Much depends on your circumstances—on the attention you can afford to give to your research problem while teaching, in relation to the benefits that solutions to the problems will bring students later. In general any action research project may require certain choices about how to teach, though it should not interfere with basic instructional goals or prevent coverage of an important curriculum. The main point to remember is that action research is more than passive observation of students and classrooms; it also includes educational interventions, efforts to stimulate students to new thinking and new responses. Those are features of regular teaching; the difference is primarily in how systematically and reflectively you do them.

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
x+2y-z=7
Sidiki
what is the coefficient of -4×
Mehri Reply
-1
Shedrak
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
Akash
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
Carole
I'm 13 and I understand it great
AJ
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Atone
hi
Adu
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
Vedant
hi vedant can u help me with some assignments
Solomon
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
salma
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
Abhi
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
Augustine
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
AJ
how
Sheref
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
ninjadapaul
20/(×-6^2)
Salomon
okay, so you have 6 raised to the power of 2. what is that part of your answer
ninjadapaul
I don't understand what the A with approx sign and the boxed x mean
ninjadapaul
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
Salomon
I'm not sure why it wrote it the other way
Salomon
I got X =-6
Salomon
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
ninjadapaul
oops. ignore that.
ninjadapaul
so you not have an equal sign anywhere in the original equation?
ninjadapaul
hmm
Abhi
is it a question of log
Abhi
🤔.
Abhi
I rally confuse this number And equations too I need exactly help
salma
But this is not salma it's Faiza live in lousvile Ky I garbage this so I am going collage with JCTC that the of the collage thank you my friends
salma
Commplementary angles
Idrissa Reply
hello
Sherica
im all ears I need to learn
Sherica
right! what he said ⤴⤴⤴
Tamia
hii
Uday
hi
salma
hi
Ayuba
Hello
opoku
hi
Ali
greetings from Iran
Ali
salut. from Algeria
Bach
hi
Nharnhar
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
Shanjida
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
s.
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
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Source:  OpenStax, Educational psychology. OpenStax CNX. May 11, 2011 Download for free at http://cnx.org/content/col11302/1.2
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