In Chapter 3 Of Action Research: A Guide For Teachers

In Chapter 3 Of Action Researcha Guide For The Teacher Researcher Th

In Chapter 3 of Action Research: A Guide for the Teacher Researcher, the debate over the role of the literature process is discussed. Mills (2014) remarks, some researchers have argued that reviewing the literature curtails inductive analysis—using induction to determine the direction of the research—and should be avoided at the early stages of the research process. Others suggest that the review of related literature is important early in the action research process because it helps action researchers identify underlying assumptions behind their research questions and helps the researcher refine research questions and embed them in guiding hypotheses that provide possible direction to follow (p.74).

At this early stage of action research as you prepare to search for credible sources of information to help you build an action research proposal, discuss which viewpoint on these two perspectives you lean toward and why. How do you intend to use what you learned concerning best practices for research from the chapter and the web-based resources to help you search effectively and efficiently?

Paper For Above instruction

In embarking on action research, the debate over the timing and purpose of the literature review is fundamental to shaping an effective research process. The perspectives highlighted by Mills (2014) encapsulate a core tension: should the researcher conduct a comprehensive literature review prior to defining research questions, or should the review be minimal initially to preserve inductive rigor? I lean toward the viewpoint that emphasizes the importance of reviewing relevant literature early in the process, as it provides essential context, clarifies underlying assumptions, and refines research questions to align with existing knowledge and gaps.

Engaging with the literature early on equips the researcher with a broad understanding of the current state of knowledge. This understanding not only prevents redundancy but also helps in identifying gaps, anomalies, and areas that require further exploration. Furthermore, an early review aids in recognizing theoretical frameworks, methodologies, and measures that can inform the research design, thus enhancing both validity and reliability. For instance, in educational research, understanding previous interventions and their outcomes can help in framing more precise questions that address specific classroom issues rather than broad or unfocused inquiries.

However, it is equally crucial to avoid becoming overly anchored to existing literature, which could restrict creativity or lead to confirmation bias. Therefore, a balanced approach—conducting an initial scan of key sources, then refining research questions, followed by a focused, in-depth review—can optimize the research process. This approach ensures that the literature informs and guides the research without limiting inductive discovery.

To effectively and efficiently search for credible sources, I intend to utilize best practices gleaned from the chapter and web resources. First, I will develop a clear set of research questions or keywords, which will guide my initial search. Using academic databases such as ERIC, JSTOR, and Google Scholar, I will apply filters for peer-reviewed articles, recent publications, and relevant disciplines. I will also leverage Boolean operators and advanced search options to narrow down the results, ensuring relevance and manageability.

Additionally, I plan to employ a systematic approach to evaluate sources critically—considering factors such as author credibility, publication outlet, methodology, and relevance to my research context. Tools like reference management software (e.g., Zotero or Mendeley) will help organize sources, facilitate note-taking, and avoid duplication. I also aim to set aside dedicated time for initial review, skimming abstracts and conclusions to quickly assess whether sources contribute meaningfully to my understanding.

Finally, I recognize that web-based resources such as educational blogs, institutional repositories, and professional organizations' websites can provide current practices and innovative insights. However, I will verify their credibility by checking authorship, publication date, and corroborating information through peer-reviewed sources. Combining these strategies will help me streamline the literature search process, ensuring it is both effective and efficient, ultimately contributing to a well-informed and focused action research proposal.

References

• Mills, G. E. (2014). Action research: A guide for the teacher researcher. Pearson.
• Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Hart, C. (2018). Doing a literature review: Releasing the research imagination. Sage Publications.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2016). The craft of research. University of Chicago Press.
• Ridley, D. (2012). The literature review: A step-by-step guide for students. Sage Publications.
• Galvan, J. L. (2017). Writing literature reviews: A guide for students of social and behavioral sciences. Routledge.
• Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and community-based participatory research approaches. The Guilford Press.
• Robson, C., & McCartan, K. (2016). Real world research. John Wiley & Sons.
• Stanley, L., & Wise, S. (2010). Method, methodology, and epistemology in feminist research: Regemier or rescue operation? In M. M. Yoder (Ed.), Research methods in education (pp. 397–416). Sage.
• Fink, A. (2019). Conducting research literature reviews: From the Internet to paper. Sage Publications.