Course Introduction

Welcome to Action Research. This is a graduate level research course that meets the research requirements for the online IT Master’s program. Action research is different to the traditional research approaches. The emphasis of this course is on the understanding of fundamentals of action research–what is action research, how is it different to traditional research, how to design and conduct an action research project.

As Water-Adams (2006) pointed out, the most important aspect of action research is that the research process enhances teachers’ professional development through fostering their capabilities as professional knowledge makers, rather than as professional knowledge users. The purpose of this course is to help you change from a knowledge user to knowledge creator. Therefore, in this course, you will not only be exposed to action research conceptually, but also be guided to conduct an action research project step-by-step.

Course Goal

1. Upon the successful completion of this course, learners will be able to:

2. Demonstrate the understanding of the fundamental concepts of action research.

3. Differentiate action research from other traditional research approaches.

4. Conduct an action research.

5. Report an action research attempt in the form of a research paper.

Course Materials
Course Schedule
Grading Scale
Honor Code
Course Expectations
Extra Readings

textbookImg

Action Research: Teachers Researchers in the Classroom

Craig A. Mertler (2006), Action research: Teachers researchers in the classroom. Thousand Oaks, California: Sage

(2008, Second Edition, or 2006 First Edition).
by Craig A. Mertler (2006)
ISBN-10: 1412968577
ISBN-13: 978-1412968577

NOTE: YOU MAY USE EITHER THE1st OR 2nd EDITION.

Suggested due dates have been provided to assist your with your studies. Please note that the final report has a required due date.
Relevant lesson assignments should be completed before you conduct your action research attempt. Considering some of you may need to schedule specific time for implementing your action and collecting data, we put most assignment before lesson 8, and leave Week 8–11 for you to catch up with your work. Below is a list of suggested due dates for assignments. From the perspective of the ITMA program administration, due dates are flexible except where specifically noted. All grading follows the university calendar, and final grades are submitted based on that schedule.

Activity	Assignment Due Dates
Lesson 1: Overview of Research	September 3
Lesson 2: Introduction to Action Research	September 10
Lesson 3: The process of Action Research	September 17
Lesson 4: Models of Action Research	September 24
Lesson 5: Literature Review	October 5
Lesson 6: Research Plan	October 12
Lesson 7: Instruments	October 19
Lesson 8: Action Implementation	--
Lesson 9: Action Evaluation	November 12
Lesson 10: Project Report
Draft Report submission “Required”	November 19
Lesson 11: Reflection
Peer Evaluation “Required”	November 26
Reflection Paper	November 29
Final Report	December 3

Your grade for this course will be determined by your performance on course activities. There are lesson activities, final research report, and other activities required in this module. Grades for this module will be based on the number of points earned on them.

There are 500 points possible in this course. The following scale will be used in determining final grades:

Lesson 1: Overview of Research	20 points
Lesson 2: Introduction to Action Research	20 points
Lesson 3: The process of Action Research	20 points
Lesson 4: Models of Action Research	30 points
Lesson 5: Literature Review	75 points
Lesson 6: Research Plan	50 points
Lesson 7: Instruments	50 points
Lesson 8: Action Implementation	20 points
Lesson 9: Action Evaluation	75 points
Lesson 10: Project Report	30 points
Lesson 11: Reflection
Peer Evaluation	30 points
Reflection Paper	50 points
Final Report	30 points
Total Points for This Course - 500

The following scale will be used in determining final grades:

Points	Percentage	Grade
	93-100%	A
	90-92%	A-
	87-89%	B+
	83-86%	B
	80-82%	B-
	77-79%	C+
	73-76%	C
	70-72%	C-
	67-69%	D+
	63-66%	D
	60-62%	D-

Each learner is expected to abide by the Virginia Tech Graduate Honor System Pledge, as stated below. The chapter tests and Integration Activities are expected to be the learner's own work; no outside assistance may be used.

The tenets of the Virginia Tech Graduate Honor Code will be strictly enforced in this course, and all assignments shall be subject to the stipulations of the Graduate Honor Code. For more information on the Graduate Honor Code, please refer to the GHS Constitution at http://ghs.grads.vt.edu.

You will be expected to participate in all course activities and follow the Virginia Tech standards of conduct, as outlined in the current Graduate Honor Code (available at http://ghs.grads.vt.edu/).

Course Required Readings in addition to the Textbook

- Fraenkel and Wallen (2009) How to design and evaluate research in education. Chapter 1, The Nature of Research
- Fraenkel and Wallen, (2009) How to design and evaluate research in education. P 601-610
- O’Brien, R. (2001). An overview of the Methodological Approach of Action Research.
- Waters-Adams, S. (2006). Action Research in Education.
- Ferrance, E. (2000). Action Research.
- Baskerville, R. L., & Wood-Harper, A. T. (1996). A critical perspective on action research as a method for information systems research. Journal of Information Technology, 11(3), 235-246.
- Chein, I., Cook, S. W., & Harding, J. (1948). The field of action research. The American Psychologist, 3(2), 43-50.
-Eden, C., & Huxham, C. (1995). Action research for the study of organizations. In S. R. Clegg, C. Hardy & W. R. Nord (Eds.), Handbook of Organizaztion S tudies (pp. 526-542). London: Sage.

Course Optional Readings in addition to the Textbook

- Masters, J. (1995). The History of Action Research in I. Hughes (Ed) Action Research Electronic Reader.
- Lewin, K. (1946). Action research and minority problems 1946.
- What is research design
- Advantage of a pilot study