Why is action research suitable for education?
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Abstract. Action research is actually suitable for any person who wishes to improve his or her performance; or any group or organization who hopes for doing the same. As a matter of fact, action research is widely used in education, especially by teachers who use it to improve their teaching. Teachers from all over the world, from the United States, Australia, New Zealand to Vietnam, etc have employed action research as a part of their teaching and research. Obviously, action research well matches with education and benefits both teachers and students in their teaching and learning since it meets the need of education and enables continuity in research with its cyclic process. The suitability of action research to education reveals in its nature, characteristics, “circle within circle” process, etc. In order to find a proper answer for the above question, this article will look at all aspects concerning action research including definitions, advantages, steps, etc to see the importance and the benefits of action research to education.
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Tài liệu tham khảo
[1] D. Hopkins, A teacher's guide to classroom reasearch, Open University Press, Philadelphia, 1985.
[2] K. Lewin, Action research and minority problems, Journal of Social Issues 2(1946) 34.
[3] W. Carr, S. Kemmis, Becoming critical: education, knowledge and action research, Palmer Press, London, 1986.
[4] R. O’Brien, An overview of the methodological approach of action research, Universidade Federal da Paraíba, João Pessoa, 2001.
[5] B. Dick, Action reseach: action and research, [On line]. Available at http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html, 2002.
[6] W. Carr, S. Kemmis, Becoming critical: knowing through action research, Deakin University Press, Victoria, 1983.
[7] T. Hutchinson, P. Whitehouse, Action research, professional competence and school organisation, British educational research journal 12 (1986) 85.
[8] P. Lomax, Managing staff development in schools: an action research approach, Multilingual matters, Philadelphia, 1990.
[9] C.D. Glickman, The essence of school renewal: the Prose Has Begun, Educational Leadership 49 (1992) 24.
[10] E.F. Calhoun, How to used action research in the self-renewing school, Association for supervision and curriculum instructions, Alexandria, 1994.
[11] R.B. Burns, Introduction to research methods, 4th ed, SAGE Publications, London, 2000.
[12] J. Mc Donough, S. Mc Donough, Research methods for English language teachers, Arnold, Delh, 1997.
[13] S. Kemmis, R. Mc Taggart, The action research planner, 3rd ed, Deakin University Press, Geelong, 1988.
[14] L. Cohen, L. Manion, Research methods in education, Croom Helm, London, 1985.
[15] E.T. Borgia, D. Schuler, Action research in early chilhood education, University of Illinois, Urbana-Champaign, 1996.
[16] J. W. Creswell, Educational research, planning, conducting and evaluating quantitative and qualitative research, Prentice Hall, New Jersey, 2005.
[17] S. Kemmis, Improving education through action research in Zuber-Skerrit Ortrun, Action research in Higher Education, Griffith University, Brisbane, 1991.
[18] G.I. Susman, Action research: A sociotechnical system perspective in Ed. G. Morgan, Beyond Method: Strategies for social research, SAGE Publications, London, 1983.
[19] D. Nunan, Research methods in language learning, 9th ed, Cambridge University Press, The United States, 2001.
[20] L.R. Gay, P. Airasian, Education research, 2nd ed, Prentice Hall, New Jersey, 2003.
[21] G. Mills, Action research: A guide for teacher researcher, Prentice Hall, New Jersey, 2000.
[22] G.I. Susman, R.D. Evered, An assessment of the scientific merits of action research, Administrative Science Quarterly 23 (1978) 582.
R. Winter, Learning from experience: Principle and practice in action research, Palmer Press, London, 1989.
[2] K. Lewin, Action research and minority problems, Journal of Social Issues 2(1946) 34.
[3] W. Carr, S. Kemmis, Becoming critical: education, knowledge and action research, Palmer Press, London, 1986.
[4] R. O’Brien, An overview of the methodological approach of action research, Universidade Federal da Paraíba, João Pessoa, 2001.
[5] B. Dick, Action reseach: action and research, [On line]. Available at http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html, 2002.
[6] W. Carr, S. Kemmis, Becoming critical: knowing through action research, Deakin University Press, Victoria, 1983.
[7] T. Hutchinson, P. Whitehouse, Action research, professional competence and school organisation, British educational research journal 12 (1986) 85.
[8] P. Lomax, Managing staff development in schools: an action research approach, Multilingual matters, Philadelphia, 1990.
[9] C.D. Glickman, The essence of school renewal: the Prose Has Begun, Educational Leadership 49 (1992) 24.
[10] E.F. Calhoun, How to used action research in the self-renewing school, Association for supervision and curriculum instructions, Alexandria, 1994.
[11] R.B. Burns, Introduction to research methods, 4th ed, SAGE Publications, London, 2000.
[12] J. Mc Donough, S. Mc Donough, Research methods for English language teachers, Arnold, Delh, 1997.
[13] S. Kemmis, R. Mc Taggart, The action research planner, 3rd ed, Deakin University Press, Geelong, 1988.
[14] L. Cohen, L. Manion, Research methods in education, Croom Helm, London, 1985.
[15] E.T. Borgia, D. Schuler, Action research in early chilhood education, University of Illinois, Urbana-Champaign, 1996.
[16] J. W. Creswell, Educational research, planning, conducting and evaluating quantitative and qualitative research, Prentice Hall, New Jersey, 2005.
[17] S. Kemmis, Improving education through action research in Zuber-Skerrit Ortrun, Action research in Higher Education, Griffith University, Brisbane, 1991.
[18] G.I. Susman, Action research: A sociotechnical system perspective in Ed. G. Morgan, Beyond Method: Strategies for social research, SAGE Publications, London, 1983.
[19] D. Nunan, Research methods in language learning, 9th ed, Cambridge University Press, The United States, 2001.
[20] L.R. Gay, P. Airasian, Education research, 2nd ed, Prentice Hall, New Jersey, 2003.
[21] G. Mills, Action research: A guide for teacher researcher, Prentice Hall, New Jersey, 2000.
[22] G.I. Susman, R.D. Evered, An assessment of the scientific merits of action research, Administrative Science Quarterly 23 (1978) 582.
R. Winter, Learning from experience: Principle and practice in action research, Palmer Press, London, 1989.