Deck 18: Action Research

Question 1

In the reflection stages of action research, the practitioner

A) identifies an area of focus.
B) analyzes the data.
C) reviews what is already known.
D) a and b
E) a and c

Answer 1

E

Question 2

Strategies action researchers use to identify specific problems include

A) reflecting on their own context and experiences.
B) describing observations or incidents.
C) drawing pictorial representations of possible relationships.
D) a and c
E) a, b, and c

Answer 2

E

Question 3

In reviewing the literature in an action research project, the researcher

A) conducts only a cursory review.
B) relies on secondary sources.
C) considers authoritative judgments of individuals.
D) All of these are true.

Answer 3

D

Question 4

Student information, teacher records, and school artifacts would be classified under which type of data collection strategy in action research?

A) experiencing
B) enquiring
C) examining
D) elucidating

Question 5

In action research, the researcher

A) is careful to keep subjective opinions separate from the research.
B) usually has formal training.
C) clearly distinguishes between him/herself and the subjects being studied.
D) considers his/her own subjective opinions as data.

Question 6

Which of these is not a type of data collection strategy in action research

A) enquiring.
B) experienceing.
C) examining.
D) elucidating.

Question 7

Which is not one of the main characteristics of action research?

A) the research results in an action implemented in the context
B) the research is focused on a local issue.
C) the research seeks to control extraneous variables that might influence results.
D) the research is conducted by and for practitioners.

Question 8

The term "action research" is attributed to

A) Kurt Lewin.
B) John Dewey.
C) Carlos Friere.
D) Mark Stringer.

Question 9

Which category is typically applicable to action research problems?

A) student learning
B) instructional strategies
C) curriculum
D) professional development
E) All of these are true.

Question 10

In action research, the research problem is often referred to as the

A) hypothesis.
B) focus.
C) puzzlement.
D) inquiry.

Question 11

Which of the following does not represent action research.

A) assumes that local conditions vary.
B) is targeted to enhancing practice.
C) is conducted by those with little research training.
D) is used to generalize solutions to problems.

Question 12

Which of the following describes action research rather than formal quantitative research?

A) tests theories
B) randomly assigns subjects to treatments
C) values collaborative construction of interpretation.
D) maintains a clear distinction between the researcher and the subjects

Question 13

Which of the following would not be classified as "enquiring" data?

A) face-to-face interviews
B) minutes and official reports
C) questionnaires
D) work samples

Question 14

Which of the following would not be classified as "examining" data?

A) student records
B) curriculum guides
C) dialogue scripting
D) press accounts

Question 15

Which will you typically not find in an action research approach?

A) reliance on teacher-developed instruments
B) presentation of data from an emic perspective
C) the use of experimental designs
D) analysis focusing on practical significance

Question 16

Triangulation in action research refers to

A) having a team of three practitioners investigate the same problem.
B) using multiple sources of data to corroborate findings.
C) collecting data at three different points in time to determine consistency of findings.
D) assuring that experiencing, enquiring, and examining data are collected.

Question 17

Action research

A) assumes one can control for all relevant variables that could influence the study.
B) assumes that no one can control for all relevant variables that could influence a study.
C) assumes that good researchers should attempt to control all relevant variables in a study.
D) assumes that at least key variables should be controlled in a rigorous study.

Question 18

Which of the following applies to formal quantitative research rather than action research?

A) seeks generalizable knowledge
B) occurs within a natural environment
C) values stakeholder perspectives
D) uses purposeful samples

Question 19

Each of the following might be investigated through action research targeted to student learning except

A) ways to organize the classroom environment.
B) developing students' capacities for reflection.
C) understanding the teacher's beliefs about learning.
D) understanding how students interact in small group instruction.

Question 20

Which of the following would not be classified as "experiencing" data?

A) field notes
B) audio and videotaping
C) observation logs
D) focus group interviews

Question 21

The stages of data analysis in action research include

A) description and sense making.
B) sense making and reflection.
C) reflection and interpretation.
D) description and interpretation.

Question 22

An action research report does not typically include

A) area of focus statement.
B) summary of related literature.
C) description of data collection strategies used.
D) an analysis of the validity and reliability of the data collection tools.
E) an action plan.

Question 23

Some believe there is no need for informed consent in action research because

A) the purpose of action research is to improve one's own practice and thus the true subject of the research is the practitioner rather than the subjects.
B) the research is designed to benefit the children and since no harm will result, consent is not necessary.
C) parents understand that the teacher is simply doing his or her job and do not need to be told specifically when something is being studied in the classroom.
D) All of these are true.

Question 24

Tools used in data interpretation in action research include

A) concept maps.
B) problem analysis.
C) priority pies.
D) a and b
E) a, b, and c

Question 25

In a form of action research known as intersecting inquiry, teachers

A) define and conduct a single research project together.
B) explore different questions about the same topic together.
C) conduct two parallel studies and share data.
D) serve as critical friends and aid in data collection for a peer's project.

Question 26

In axial coding, the researcher

A) categorizes data into manageable segments.
B) makes connections between and across categories of data.
C) reviews data for specific categories.
D) compares each unit with previous categories to determine if a new code is needed.

Question 27

The action plan developed from action research should include

A) specific tasks to be done.
B) timelines.
C) resources needed.
D) responsible parties.
E) Aall of these are true.

Question 28

Action researchers should not

A) ignore discrepant data.
B) reveal their biases.
C) collect authentic student work.
D) be open to reflection.

Question 29

The difference between a concept map and problem analysis is that

A) the concept map is a visual representation while the problem analysis is word based.
B) the concept map does not try to represent the order of potential cause and effect relationships while the problem analysis does.
C) both a and b
D) neither a nor b; there is no difference.

Question 30

Field notes, observation documentation, and diaries and journals would be classified under which type of data collection strategy in action research?

A) experiencing
B) enquiring
C) examining
D) elucidating

Question 31

Challenges in conducting action research include all except

A) lack of resources.
B) lack of administrative support.
C) difficulty in obtaining reliable instruments.
D) resistance to change.
E) time.

Question 32

It would be prudent for action researchers to include in a generic consent letter

A) what will happen to children in the classroom
B) notice that some of the child's work might be included in reports on the research
C) that there will be no negative consequences of not participating in the research
D) All of these are true.

Question 33

Coding in action research includes all of the following except

A) axial coding.
B) closed coding.
C) selective coding.
D) open coding.

Question 34

Why should action researchers be concerned about the rigor of their research?

A) Knowledge gained can be shared with others.
B) Actions based on poor data can put students at risk.
C) Well-done action research enhances teacher efficacy.
D) All of these are true.
E) None of these are true, action research is not concerned with scientific rigor.

Question 35

In judging the effectiveness of action research the practitioner would not ask whether

A) biases that might affect findings were shared.
B) actions were connected to data analysis and interpretation.
C) adequate controls were in effect so that results could be generalized.
D) the research has contributed to one's reflective stance.

Question 36

In a form of action research known as shared inquiry, teachers

A) define and conduct a single research project together.
B) explore different questions about the same topic together.
C) conduct two parallel studies and share data.
D) serve as critical friends and aid in data collection for a peer's project.

Question 37

Interviews, written responses, and performance measures would be classified under which type of data collection strategy in action research?

A) experiencing
B) enquiring
C) examining
D) elucidating

Question 38

In selective coding, the researcher

A) categorizes data into manageable segments.
B) makes connections between and across categories of data.
C) reviews data for specific categories.
D) compares each unit with previous categories to determine if a new code is needed.

Question 39

Ethics in action research poses some unique challenges because

A) there is little distance between the researcher and subjects.
B) the research is more open ended and may change during the process.
C) typically different things happen to some of the children in the class.
D) a and b
E) a, b, and c

Question 40

In open coding, the researcher

A) categorizes data into manageable segments.
B) makes connections between and across categories of data.
C) reviews data for specific categories.
D) compares each unit with previous categories to determine if a new code is needed.

Question 41

Which best represents the action research process?

A) reflect, plan, act, observe
B) look, think, act, plan
C) reflect, look, plan, act
D) think, plan, observe, act

Question 42

Grand tour questions in an action research interview

A) allow participants to describe something in their own terms.
B) ask participants to describe a specific incident.
C) ask participants to describe how something typically happens.
D) allow participants to provide examples and use pictures to represent the example.

Question 43

The action research cycle is described as reflect, ____, act, observe.

A) consult authority
B) conduct literature search
C) plan
D) reorganize
E) look

Question 44

When the researcher breaks down and organizes data into manageable segments, the process is known as

A) axial coding.
B) closed coding.
C) open coding.
D) selective coding.

Question 45

Which question is not likely to be addressed using action research?

A) How is my 4th grade classroom best organized to promote the use of math manipulatives?
B) How can Excel be used to teach mathematics concepts in my 4th grade classroom?
C) As a teacher, how have my beliefs about girls' achievement in mathematics been affected by my own experiences?
D) Is there an interaction effect between gender and use of manipulatives on mathematics achievement of 4th graders?

Question 46

Which of the following is more characteristic of action research than of quantitative research?

A) maintains clear distinctions between researcher and subjects
B) seeks objective knowledge that can be generalized
C) occurs within a natural environment
D) randomly assigns subjects to treatments

Question 47

Which question is most likely to be addressed using action research?

A) Do 4th grade children taught with math manipulatives outperform children taught without manipulatives on the state achievement test?
B) How is my 4th grade classroom best organized to promote the use of math manipulatives?
C) Is there an interaction effect between gender and use of manipulatives on mathematics achievement of 4th graders?
D) Is there a correlation between mathematics self-efficacy and mathematics achievement?

Question 48

Categorizing data into manageable segments is called

A) triangulation.
B) concept mapping.
C) coding.
D) reflection.

Question 49

Which sequence best represents the coding of action research data?

A) open, axial, selective
B) axial, selective, open
C) selective, open, axial
D) axial, open, selective
E) selective, axial, open

Question 50

Which of the following are motivations for conducting action research?

A) improve student learning
B) improve curriculum
C) adapt instructional strategies
D) enhance professional development
E) all of these are true.

Question 51

Which of the following is most characteristic of action research?

A) uses extensive literature reviews that rely on primary sources
B) follows carefully prescribed procedures
C) respects subjective judgments of individuals
D) uses primarily professionally developed instruments

Question 52

Triangulation is

A) generating three hypotheses to explain a phenomenon.
B) thinking of an alternative solutions when others are only thinking of pros and cons.
C) reaching redundancy when three consecutive observations lead to the same conclusions.
D) using multiple sources of data.
E) making sure you have at least three observers collecting data.

Question 53

Action research is also known as ____ research

A) involved observer
B) secondary
C) tertiary
D) practitioner
E) expert

Question 54

Which of the following is not one of the categories of action research data collection?

A) enquiring
B) examining
C) experimenting
D) experiencing

Question 55

When it comes to ethics in action research,

A) it is just as important to abide by ethical guidelines in action research as it is in other research.
B) since the subject is actually the teacher-researcher, informed consent is not necessary.
C) the unique aspects of action research mean that different ethical guidelines must be followed.
D) federal guidelines do not apply to action research.

Question 56

Which of the following is not a characteristic of action research?

A) the research has a primary goal of theory testing
B) the research is situated in a local context
C) the research is focused on a local issue
D) the research is conducted by a practitioner
E) the research results in action or change by a practitioner

Question 57

Action research is

A) more often qualitative than quantitative.
B) more often quantitative than qualitative.
C) as likely to be quantitative as it is to be qualitative.
D) likely to be neither qualitative nor quantitative but to use a unique approach.

Question 58

Which is not a strategy for identifying and clarifying problems in action research include

A) reflection on what is happening in the practitioner's setting.
B) observing and describing a situation the practitioner is interested in changing.
C) developing testable hypotheses for what the practitioner believes are relevant factors affecting a situation.
D) conducting a limited literature review on a topic of interest to the practitioner.

Question 59

Action researchers should not

A) obtain parental consent.
B) plan strategies that benefit some subjects and not others.
C) use children's work in presenting research.
D) change instructional strategies when a promising new strategy presents itself.

Question 60

Which of the following enhances credibility in action research?

A) large numbers of subjects
B) authentic student work
C) homogenous samples
D) heterogenous samples
E) experimental designs

Question 61

Describe the three categories of action research data identified by Mills and provide examples of data collection strategies that would be in each category.

Question 62

Which of the following is not a question an action researcher might ask in judging the effectiveness of an action research effort?

A) Did the action research lead to action?
B) Were relevant variables controlled so that I know the findings are true?
C) How have the lives of my students been enhanced?
D) How has the research contributed to my reflective stance as a practitioner?

Question 63

The most likely result of an action research project is

A) development of a new theory.
B) changes in practice.
C) hypotheses that can then be tested in more rigorous research.
D) scientific evidence that can be published.

Question 64

a Action research project is not

A) Done by people outside of the school.
B) The usual thing teachers do when thinking about teaching
C) Theoretically based.
All of these are true
D)all of these are true

Question 65

Explain the action research process.

Question 66

Identify three main characteristics of action research and explain how these differentiate it from other forms of research.

Question 67

The most important step in action research is

A) publishing the results.
B) controlling all potential extraneous variables that could influence the findings.
C) taking action based on the knowledge gained.
D) assuring the validity and reliability of the measuring tools used.

Question 68

How does action research differ from more formal quantitative research in terms of the methods used?

Question 69

Which of the following is not a benefit of action research project

A) Fosters an openness to new ideas.
B) Promotes better decision making.
C) Professionalizes the work of educators.
D) Gives voice to authoritative researchers in the field.

Question 70

How does action research differ from more formal quantitative research in terms of purpose and approach?

Question 71

When the researcher puts data together making connections across categories, the process is known as

A) axial coding.
B) closed coding.
C) open coding.
D) selective coding.

Question 72

When the researcher reviews data looking for a specific category or focus, the process is known as

A) axial coding.
B) closed coding.
C) open coding.
D) selective coding.

Question 73

Identify an action research problem and create a triangulation matrix with appropriate data sources.

Question 74

In action research, data interpretation is best described as

A) making an educated guess.
B) explaining the results of the statistical tests in layman's terms.
C) providing reader's with the assumptions and limitations of the research so that they can determine what the data mean.
D) asking the participants to reflect on the findings.

Question 75

List the four categories of action research problems and provide a sample problem in each category.

Question 76

Collaborative school-based study groups involved in action research use models including each of the following except

A) parallel inquiry.
B) intersecting inquiry.
C) inquiry support.
D) critical inquiry.
E) shared inquiry.

Question 77

Which is not a characteristic of action research

A) Practical and relevant.
B) Involves educators in changing their own practice.
C) Relies on tradition and common sense.
D) Systematic approach to understanding learning process.

Question 78

How does action research differ from more formal quantitative research in the role of the researcher?

Question 79

Which of the following is not a rationale for holding action research to high standards of rigor

A) there is a need to add to the professional knowledge base in education.
B) educators have an obligation to students and to their well-being.
C) educators need personal and collective efficacy.
D) without rigor, findings will not be published.

Question 80

Describe the strategies used for identifying action research problems.