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The study guide   needs to address the question. What we want is this:

P1: Describe and explain action research in general

P2: Describe and explain community action research (you can combine that with P1 if you wish). mentions strengths and weaknesses.

P3: Describe and explain participatory action research. Mention strengths and weaknesses. How is it different from other action research?

 

  1. Explain what makes action research unique among other qualitative research approaches.
  2. Discuss the nature of Participatory Action Research and Community-Based Research (provide short definitions) and explain the advantages and disadvantages of these two research methods.

 https://www.slideshare.net/ArunJoseph22/action-research-ppt-63717064 

Assignment- 10

A total of 3 pages 12 pt. time roman APA format 

Part A

Discuss some of the problems related to conducting action research, particularly in terms of making your participants co-researchers.  What can you as an outsider do to gain the trust of the people in the location where you want to conduct your research? This should consist of 1 page

Part B

Describe the three main types of historical sources used by a historical researcher and the purpose of each.

Your submission for this assignment will likely consist of two pages.  In the upper right corner of your paper, please type your full name and Module Ten. Center the title of the paper and retype the question. Use a 12 pt. Times New Roman 


Running Head: SUMMARY 1

SUMMARY 6

The resources utilized by the author to gain understanding regarding a particular subject are referred to as academic work sources. They’re utilized to back up ancient materials’ claims and ideas. Print media, including such articles and journals, are typical. However, sources might also contain recorded music or video, websites, or tangible artifacts. Instructors who want to be outstanding and long-term Action Researchers need help from their colleagues in their education systems. A group of resource instructors, district personnel, or university lecturers could form an Action Research support team to support learning with their Action Research work (Byers & Harrison, 2016). The group could be able to assist instructors by assisting them in finding research resources and assessing action programs to guarantee that they are in line with school planning activities. The group can help instructors determine if their strategy is feasible based on the school’s or district’s resources and rules. The supporting staff can help promote a cooperative discussion about the Action Research project and offer advice on how to flourish. Our personal, professional career, including an urge to explore a beneficial approach you’ve heard about, can help us discover Action Research challenges (Boda, 2018). The query could be prompted by a problem you’re encountering, including a desire to boost learning outcomes. One may have to ask for clarification on an ambiguous circumstance, such as appropriately applying an instructive style. Three important tools for performing action research are listed below:

· Experiencing (through noticing): Data is acquired and uses a researcher’s perspective and thoughts in this approach. For action research, active members and passive viewers are being used to gather study resources. Once acting as the educator-researcher in academic settings, teachers usually ignore the acknowledged structures about the study and depend on their own subjective perceptions of their own pedagogical experiences, even though humans such as structure and definitions, particularly when confronted with their unique experiences. If researchers want to identify benchmark trends for the surveyed community, survey results can be highly useful. Usually, surveyors will try to get as many people to fill out a survey as feasible.

· Enquiring (By asking): This method collects data by posing questions to the researcher. To gather research resources for action research, people undertake interview sessions, organized informal interviews, surveys, attitudinal measures, questions, and standardized assessments. In action research, interviews are a common method of gathering data. In general, interview questions allow study participants to express themselves in their terms, bringing fresh ideas and possibilities for you all to explore as action researchers. The goal of data collecting is to gather high facts that answer all of the concerns that have already been presented. Businesses and administration can derive excellent knowledge from data collecting, which is necessary for generating educated choices. Scaling is a method for assessing subjective reactions from responders, including sentiments, perceptions, likes, hates, preferences, and choices.

· Examining (by using records): Data is obtained via previous records by the researcher in this approach. Journals, artifacts, drawings, observational notes, and audio cassettes are all utilized to gather information for action research. New studies and information can be found in journal papers. They give extensive reports on lab research techniques and findings, case series reports, clinical testing, program assessment, and other types of research investigations.

Because it promotes different worldviews and perspectives that enable participants to embrace and develop their knowledge, it isn’t easy to recognize the non-negotiable or defining qualities of action research. As action research develops to assist communities and practitioners they collaborate in their learning journey, a family of techniques arises (Lang & Wiek, 2021).

References
Boda, C. S. (2018). Community as a key word: a heuristic for action-oriented sustainability research. Sustainability 10, no. 8, p. 2775.
Bradbury, H., Glenzer, K., Apgar, M., Embury, D., Friedman, V., Kjellström, S., . . . Gray, P. (2020). Action Research Journal’s seven quality choicepoints for action oriented research for transformations. pp. 3-6.
Byers, E. S., & Harrison, D. (2016). Building collaborative, action-oriented research teams. In Understanding Abuse, University of Toronto Press,, pp. 23-52.
Kidd, S., Davidson, L., Frederick, T., & Kral., M. J. (2018). Reflecting on participatory, action‐oriented research methods in community psychology: Progress, problems, and paths forward. American Journal of Community Psychology 61, no. 1-2 , pp. 76-87.
Lang, D. J., & Wiek, A. (2021). Structuring and advancing solution-oriented research for sustainability. Ambio, pp. 1-5.