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Traditional vs Action Research
Traditional vs Action Research
Traditional Research is performed as science-based inquiry in controlled settings to make new discoveries, which are published in scientific journals so that its methods, errors, and conclusions can be tested for accuracy and bias, and can be applied to other situations. Action Research is more concerned about measurable results within the context of the environment it was intended to study, such as a classroom or school. It is the idea that teachers will use a cycle of asking questions, gathering data, reflecting on that data, and choosing a course of action. As decisions begin to change the school environment, new circumstances will appear with different problems to be solved, which will then be evaluated, and so on. Many action research projects are started with a particular problem to solve, the solution of which can lead towards other areas of study. Teacher collaboration on a problem can often be helpful, as well as with other professionals involved, to provide ideas and perspectives.
Educational Research is closely related to both types of research, in that it is conducted using the Scientific Method (Traditional), and helps create a database for literature reviews (Action Research).
Traditional Research
Goal: Finding new knowledge or answers to transfer to other settings
Who: Trained researchers, professores, scholars, graduate students
Research attempts to control all variables
Theory-based
Sampling: Random or representative depending on needs of study
Knowledge disseminated through broad publication and presentation to research community
Steps
Identify Problem
Ask a Question
Create a testable Hypothesis
Design an Experiment with Dependent/independent Variables
Analyze Data
Draw Conclusions
Share Findings
Action Research
Goal: Finding new knowledge or answers at a specific site
Who: Practitioners, teachers, principals, counselors
Research responds to and highlights specific school context
Practice-based
Sampling: Convenience or purposeful sampling of participants in study
Knowledge disseminated to local school site or district
Steps
Identify Research Question
Literature Review
Design Process
Implementation/Data Collection
(Design and Implemenation may undergo many iterations, depending on the ID model used)
Analyze Data
Share Findings
Quantitative vs Qualitative Research
Quantitative vs Qualitative Research
Quantitative data is "numerical", data used to determine actual amounts (how much/little/many, etc.) whereas as Qualitative data is "textual" or "categorical" data used to describe features or opinions. Some common quantitative data can be actual numbers of success rates and failures, time-on-task, or amount of money spent. Some common qualitative data can include satisfaction rates or descriptions of various aspects of a program. Behavioral data-gathering methods can include behavioral observations, individual interviews, group discussions, and focus groups.
Researchers are also able to use a Mixed Method of data collection and analysis, picking and choosing from either category should they deem it necessary or important to their final research goal.
Quantitative
Description: Objective study based on variables
Purpose: Test theories, predict/show relationships, quantify data and generalize results
Sampling: Large, randomized
Data collection: Structured, few sources, tends to be numerical data, can have categorical or interval questions
Data Analysis: Deductive, statistical, inferential
Qualitative
Description: Study based on participant views, perceptions, social interactions, and narratives
Purpose: Develop understanding of a problem or phenomena
Sampling: Small, purposeful, natural setting
Data collection: Less structured, multiple sources, tends to be more narrative data (observations, interviews, open-ended questions)
Data Analysis: Inductive, non-statistical patterns, interpretative, descriptive statistics
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