Action Research
What is Action Research?
“Action research is a process in which participants examine their own educational practice systematically and carefully, using the techniques of research.” (Watts, 1985)
“…is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the ‘actor’ in improving and/or refining his or her actions.” (Sagor, 2000)
Action research encourages teachers to examine their own classroom practices using components of the research process. It allows teachers to identify best practices and to develop solutions for real-life challenges in schools.
Action Research in VBCPS
The Department of Educational Leadership and Assessment offers Action Research opportunities through the school division's Professional Development Program (PDP). Please contact the Department of Educational Leadership and Assessment for more information about these opportunities at 757.263.1030.
What Teachers Say About Action Research…
“What a great idea – using research for a practical and meaningful purpose and taking a class that would guide me through the process.” Claudia Cosimano, Princess Anne High School
“I could not pass up this opportunity to receive expert guidance in research skills. Research is a key component in my job which allows me to share sound instructional strategies with teachers.” Janet Roewer, Trantwood Elementary School
“In addition to PDP and college credit, Action Research is a professionally empowering experience. It allowed me to be the decision maker and ultimately accountable for the outcomes.” Teri Wanamaker, Linkhorn Park Elementary School
Action Research Projects
Click on the links below to view action research projects completed by VBCPS teachers.
2008-2009
- Fluency and Reader's Theater
- The Relationship between the Strategy of Knowledge Folders and Study Skills
- What is the Impact of Positive, Female Role Models and Mentoring Opportunities on the Self-Efficacy of Girls in Science?
- What is the Relationship Between Fluency and Automaticity through Systematic Teaching with Technology (FASTT Math) and Improved Student
Computational Skills?
