Familiarize Yourself With The Nine Steps That Mills 2014 Pre
Familiarize Yourself With The Nine Steps That Mills 2014 Presents In
Follow the instructions below to familiarize yourself with Mills (2014) Chapter 3, pp. 69-70, which details nine steps necessary for completing the first three stages of an Action Research Plan. In addition, review Mills (2014) Chapter 2, pp. 32-36, concerning Informed Consent and Protection from Harm, to understand the importance of informed consent in your research proposal. Currently, your responses should be in outline form, as you have not yet conducted a literature review. These responses will be formalized in Week Three.
Paper For Above instruction
The initial phase of developing an action research project necessitates a comprehensive understanding of Mills (2014) nine-step framework for planning and implementation. The first step emphasizes identifying and understanding the problem or situation within a specific setting. This broad awareness sets the foundation for targeted inquiry. The second step involves defining the context of the current work environment, whether in educational settings, organizations, or other relevant contexts. Accurately describing this environment provides clarity and focus for subsequent research.
The third step centers on identifying the potential population affected by the research. This includes delineating specific groups such as students at particular grade levels, adults within professional settings, or families if applicable. Describing these groups without using specific personal identifiers maintains ethical standards and privacy considerations. The importance of informed consent is integral to ethical research as outlined by Mills (2014). When contemplating the research setting and participants, it is essential to determine who will need to sign consent forms. If the research involves minimal risk or certain exempt scenarios, clarify why informed consent may not be necessary, referencing relevant ethical guidelines.
Another core component involves specifying the focus of the study, including a preliminary statement about the problem or interest area. This underscores the motivation behind choosing this topic, often related to trends or challenges observed in educational research or practice. Additionally, describing the variables involves characterizing the target population in terms of age, number, and typical characteristics, along with reasons for their selection. This provides context and justification for the sample chosen.
Finally, formulating research questions is critical—these should be two to three clear, answerable questions that directly relate to the identified focus and population. These questions guide the study’s direction and scope, ensuring that the inquiry remains focused and manageable.
References
- Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Pearson.
- American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. APA.
- Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Sage.
- McNiff, J., & Whitehead, J. (2011). All you need to know about action research. SAGE Publications.
- Stringer, E. T. (2014). Action research. Sage Publications.
- Yin, R. K. (2018). Case study research and applications: Design and methods. SAGE Publications.
- Flick, U. (2018). An introduction to qualitative research. Sage.
- Bass, R. (2018). Ethical considerations in educational research. Educational Researcher, 47(2), 111-120.
- Ellingson, L. L. (2009). Engaged scholarship in organizational research. Journal of Organizational Behavior, 30(7), 893–906.
- Sieber, J. E. (2012). The ethics of social research: Avoiding harm, ensuring justice. Routledge.