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Action Research Proposal Template: A Comprehensive Guide + Free Template Download + How to Write it

Action research proposal template: a guide for real-world problem solving.

As a researcher dedicated to making a real impact in the world, I understand the importance of developing an action research proposal that goes beyond the standard academic proposal . Action research is a powerful tool for bringing about meaningful change in a specific context, and a well-crafted proposal is essential for ensuring that the research is both rigorous and relevant to the needs of the community or organization being studied. This article will provide a comprehensive guide to creating an action research proposal template, outlining the key components and considerations that set it apart from a traditional research proposal . Whether you are a student, practitioner, or academic, understanding the unique elements of an action research proposal will enable you to approach your research projects with a focus on real-world problem solving and positive change.

Action Research Proposal Template

The Effectiveness of Implementing Technology in a Mathematics Classroom

Background and Introduction:

In this section, provide a brief overview of the research problem and context. Discuss the rationale for conducting the action research and provide a clear statement of the research question or objective.

The incorporation of technology in educational settings has become increasingly prevalent in recent years. However, the effectiveness of using technology in mathematics classrooms is still a subject of debate. This action research aims to investigate the impact of implementing technology on students’ mathematical abilities and engagement in a middle school classroom.

Research Goals and Objectives:

Clearly outline the specific goals and objectives of the action research. What do you hope to achieve through this study? What are the intended outcomes?

The primary goal of this action research is to analyze the impact of technology integration on students’ mathematical performance and attitudes towards the subject. The objectives include assessing changes in students’ test scores, observing their engagement during technology-enhanced lessons, and gathering feedback from both students and teachers about their experiences with technology in the classroom.

Research Methodology:

Detail the research methodology that will be used to conduct the action research. This includes a description of the participants, data collection methods , and data analysis techniques .

The action research will be conducted in a 7th-grade mathematics classroom with a total of 30 students. Data will be collected through pre- and post-assessments, classroom observations, and student and teacher interviews. Quantitative data will be analyzed using statistical methods, while qualitative data will be subjected to thematic analysis to identify recurring patterns and themes.

Action Plan:

Provide a timeline and action plan for implementing the research. How will the data collection and analysis be carried out? What are the key milestones and deadlines?

The action research will be carried out over the course of 10 weeks. Week 1-2 will involve pre-assessments and the introduction of technology integration into the classroom. Weeks 3-8 will focus on implementing technology-enhanced lessons and collecting data through observations and student feedback. Weeks 9-10 will be dedicated to post-assessments and data analysis .

Expected Outcomes and Impact:

Discuss the anticipated outcomes of the action research and the potential impact on the educational setting. How will the findings contribute to the existing knowledge in the field?

It is expected that the findings of this action research will demonstrate the positive impact of technology integration on students’ mathematical performance and engagement. The results will provide valuable insights for educators and policymakers on the effectiveness of using technology in mathematics classrooms, potentially influencing future curriculum and instructional design decisions.

Budget and Resources:

Outline the budget and resources required to conduct the action research. This may include costs for technology equipment, data collection materials, and personnel.

The action research will require funding for the purchase of tablets or laptops for the classroom, as well as printing materials for assessments and consent forms. Additionally, there may be personnel costs for hiring a research assistant to aid in data collection and analysis.

Conclusion:

Summarize the key points of the action research proposal and reiterate the significance of the study . Emphasize the potential benefits of conducting the research and the importance of addressing the research question or objective.

References:

List all of the references cited in the action research proposal using the appropriate citation style (e.g., APA, MLA). This section demonstrates the scholarly foundation of the proposed research.

My advice on using the Action Research Proposal Template:

When using this template, be sure to customize it to fit the specific context and goals of your action research. Tailor the examples and language to your own research topic and consider seeking feedback from peers or mentors to ensure the proposal is clear and comprehensive. Pay close attention to the research methodology and action plan, as these sections will guide the implementation and data collection process. Lastly, be diligent in your budget and resource planning to ensure the successful execution of the action research.

Download free Action Research Proposal Template in Word DocX, Powerpoint PPTX, and PDF. We included Action Research Proposal Template examples as well.

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Action Research Proposal Template FAQ

1. what is an action research proposal.

An action research proposal is a document that outlines the plan for an action research project . It includes the background of the issue, the purpose of the research, the research questions , the methodology, and the expected outcomes .

2. What should be included in an action research proposal?

An action research proposal should include an introduction to the research problem, a literature review , the research questions , the methodology, the timeline for the project, the expected outcomes , and a brief discussion of how the research will be implemented and evaluated.

3. How long should an action research proposal be?

An action research proposal should typically be around 5-10 pages long, including all necessary components such as the background, literature review , methodology, and expected outcomes.

4. What is the purpose of an action research proposal?

The purpose of an action research proposal is to outline the plan for conducting an action research project, including the steps to be taken, the goals to be achieved, and the expected impact of the research.

5. Can an action research proposal be modified during the course of the research?

Yes, an action research proposal can be modified as the research progresses and new information becomes available. It is important to be flexible and willing to make changes as needed to ensure the success of the research project.

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• How to Write a Research Proposal | Examples & Templates

How to Write a Research Proposal | Examples & Templates

Published on October 12, 2022 by Shona McCombes and Tegan George. Revised on November 21, 2023.

A research proposal describes what you will investigate, why it’s important, and how you will conduct your research.

The format of a research proposal varies between fields, but most proposals will contain at least these elements:

Introduction

Literature review.

• Research design

Reference list

While the sections may vary, the overall objective is always the same. A research proposal serves as a blueprint and guide for your research plan, helping you get organized and feel confident in the path forward you choose to take.

Table of contents

Research proposal purpose, research proposal examples, research design and methods, contribution to knowledge, research schedule, other interesting articles, frequently asked questions about research proposals.

Academics often have to write research proposals to get funding for their projects. As a student, you might have to write a research proposal as part of a grad school application , or prior to starting your thesis or dissertation .

In addition to helping you figure out what your research can look like, a proposal can also serve to demonstrate why your project is worth pursuing to a funder, educational institution, or supervisor.

Research proposal length

The length of a research proposal can vary quite a bit. A bachelor’s or master’s thesis proposal can be just a few pages, while proposals for PhD dissertations or research funding are usually much longer and more detailed. Your supervisor can help you determine the best length for your work.

One trick to get started is to think of your proposal’s structure as a shorter version of your thesis or dissertation , only without the results , conclusion and discussion sections.

Download our research proposal template

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Writing a research proposal can be quite challenging, but a good starting point could be to look at some examples. We’ve included a few for you below.

• Example research proposal #1: “A Conceptual Framework for Scheduling Constraint Management”
• Example research proposal #2: “Medical Students as Mediators of Change in Tobacco Use”

Like your dissertation or thesis, the proposal will usually have a title page that includes:

• The proposed title of your project
• Your supervisor’s name
• Your institution and department

The first part of your proposal is the initial pitch for your project. Make sure it succinctly explains what you want to do and why.

Your introduction should:

• Introduce your topic
• Give necessary background and context
• Outline your  problem statement  and research questions

To guide your introduction , include information about:

• Who could have an interest in the topic (e.g., scientists, policymakers)
• How much is already known about the topic
• What is missing from this current knowledge
• What new insights your research will contribute
• Why you believe this research is worth doing

As you get started, it’s important to demonstrate that you’re familiar with the most important research on your topic. A strong literature review  shows your reader that your project has a solid foundation in existing knowledge or theory. It also shows that you’re not simply repeating what other people have already done or said, but rather using existing research as a jumping-off point for your own.

In this section, share exactly how your project will contribute to ongoing conversations in the field by:

• Comparing and contrasting the main theories, methods, and debates
• Examining the strengths and weaknesses of different approaches
• Explaining how will you build on, challenge, or synthesize prior scholarship

Following the literature review, restate your main  objectives . This brings the focus back to your own project. Next, your research design or methodology section will describe your overall approach, and the practical steps you will take to answer your research questions.

To finish your proposal on a strong note, explore the potential implications of your research for your field. Emphasize again what you aim to contribute and why it matters.

For example, your results might have implications for:

• Improving best practices
• Informing policymaking decisions
• Strengthening a theory or model
• Challenging popular or scientific beliefs
• Creating a basis for future research

Last but not least, your research proposal must include correct citations for every source you have used, compiled in a reference list . To create citations quickly and easily, you can use our free APA citation generator .

Some institutions or funders require a detailed timeline of the project, asking you to forecast what you will do at each stage and how long it may take. While not always required, be sure to check the requirements of your project.

Here’s an example schedule to help you get started. You can also download a template at the button below.

Download our research schedule template

If you are applying for research funding, chances are you will have to include a detailed budget. This shows your estimates of how much each part of your project will cost.

Make sure to check what type of costs the funding body will agree to cover. For each item, include:

• Cost : exactly how much money do you need?
• Justification : why is this cost necessary to complete the research?
• Source : how did you calculate the amount?

To determine your budget, think about:

• Travel costs : do you need to go somewhere to collect your data? How will you get there, and how much time will you need? What will you do there (e.g., interviews, archival research)?
• Materials : do you need access to any tools or technologies?
• Help : do you need to hire any research assistants for the project? What will they do, and how much will you pay them?

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

A PhD, which is short for philosophiae doctor (doctor of philosophy in Latin), is the highest university degree that can be obtained. In a PhD, students spend 3–5 years writing a dissertation , which aims to make a significant, original contribution to current knowledge.

A PhD is intended to prepare students for a career as a researcher, whether that be in academia, the public sector, or the private sector.

A master’s is a 1- or 2-year graduate degree that can prepare you for a variety of careers.

All master’s involve graduate-level coursework. Some are research-intensive and intend to prepare students for further study in a PhD; these usually require their students to write a master’s thesis . Others focus on professional training for a specific career.

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

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Sample Action Research Proposal

An action proposal.

Related Papers

Andrew Johnson

This chapter excerpt describes the salient elements and basic process of action research.

Abstract Recent action research books are reviewed. I give attention to books on appreciative inquiry, action science, systems approaches and action learning. Community, health, education and organizational applications are included. Major action research journals are noted.

Margie Comrie

Action Research

In this, the third in a series of two-yearly reviews (see also Dick, 2004, and Dick, 2006), I identify some of the action research literature that has appeared in books and edited collections over approximately the past two years. After an overview of the general action research literature I gather together other relevant literature under the following headings: action learning; community-based participatory research; youth work; educational action research; appreciative inquiry; and action science. I conclude the review with a very brief look at action research journals and special issues, other literature of interest, and an attempt to divine present and emergent trends.

ARIEL MONTECALBO

Action research is a type of research related to one’s professional practice. In the field of education, it can be defined as the process of studying a school, classroom, or teaching-learning situation with the purpose of understanding and improving the quality of actions or instruction. In this sense, it is the ultimate form of teacher reflection. Described in this chapter expert are the basic elements and the steps of action research.

Administrative Science Quarterly

Gerald Susman

Abstract This review of recent action research books covers the period from about mid-2004 to mid-2006, complementing an earlier review (Dick, 2004). After noting some important recent additions to the action research literature, I address the literature on several different applications of action research including education, community, participatory development, and organizations. There are briefer sections on other topics. Action research journals and special issues of other journals are also identified.

Kenneth Zeichner

Irene Lacia

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• Action Research Resource

What is Action Research?

Considerations, creating a plan of action.

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Action research is a qualitative method that focuses on solving problems in social systems, such as schools and other organizations. The emphasis is on solving the presenting problem by generating knowledge and taking action within the social system in which the problem is located. The goal is to generate shared knowledge of how to address the problem by bridging the theory-practice gap (Bourner & Brook, 2019). A general definition of action research is the following: “Action research brings together action and reflection, as well as theory and practice, in participation with others, in the pursuit of practical solutions to issues of pressing concern” (Bradbury, 2015, p. 1). Johnson (2019) defines action research in the field of education as “the process of studying a school, classroom, or teacher-learning situation with the purpose of understanding and improving the quality of actions or instruction” (p.255).

Origins of Action Research

Kurt Lewin is typically credited with being the primary developer of Action Research in the 1940s. Lewin stated that action research can “transform…unrelated individuals, frequently opposed in their outlook and their interests, into cooperative teams, not on the basis of sweetness but on the basis of readiness to face difficulties realistically, to apply honest fact-finding, and to work together to overcome them” (1946, p.211).

Sample Action Research Topics

Some sample action research topics might be the following:

• Examining how classroom teachers perceive and implement new strategies in the classroom--How is the strategy being used? How do students respond to the strategy? How does the strategy inform and change classroom practices? Does the new skill improve test scores? Do classroom teachers perceive the strategy as effective for student learning?
• Examining how students are learning a particular content or objectives--What seems to be effective in enhancing student learning? What skills need to be reinforced? How do students respond to the new content? What is the ability of students to understand the new content?
• Examining how education stakeholders (administrator, parents, teachers, students, etc.) make decisions as members of the school’s improvement team--How are different stakeholders encouraged to participate? How is power distributed? How is equity demonstrated? How is each voice valued? How are priorities and initiatives determined? How does the team evaluate its processes to determine effectiveness?
• Examining the actions that school staff take to create an inclusive and welcoming school climate--Who makes and implements the actions taken to create the school climate? Do members of the school community (teachers, staff, students) view the school climate as inclusive? Do members of the school community feel welcome in the school? How are members of the school community encouraged to become involved in school activities? What actions can school staff take to help others feel a part of the school community?
• Examining the perceptions of teachers with regard to the learning strategies that are more effective with special populations, such as special education students, English Language Learners, etc.—What strategies are perceived to be more effective? How do teachers plan instructionally for unique learners such as special education students or English Language Learners? How do teachers deal with the challenges presented by unique learners such as special education students or English Language Learners? What supports do teachers need (e.g., professional development, training, coaching) to more effectively deliver instruction to unique learners such as special education students or English Language Learners?

Remember—The goal of action research is to find out how individuals perceive and act in a situation so the researcher can develop a plan of action to improve the educational organization. While these topics listed here can be explored using other research designs, action research is the design to use if the outcome is to develop a plan of action for addressing and improving upon a situation in the educational organization.

Considerations for Determining Whether to Use Action Research in an Applied Dissertation

• When considering action research, first determine the problem and the change that needs to occur as a result of addressing the problem (i.e., research problem and research purpose). Remember, the goal of action research is to change how individuals address a particular problem or situation in a way that results in improved practices.
• If the study will be conducted at a school site or educational organization, you may need site permission. Determine whether site permission will be given to conduct the study.
• Consider the individuals who will be part of the data collection (e.g., teachers, administrators, parents, other school staff, etc.). Will there be a representative sample willing to participate in the research?
• If students will be part of the study, does parent consent and student assent need to be obtained?
• As you develop your data collection plan, also consider the timeline for data collection. Is it feasible? For example, if you will be collecting data in a school, consider winter and summer breaks, school events, testing schedules, etc.
• As you develop your data collection plan, consult with your dissertation chair, Subject Matter Expert, NU Academic Success Center, and the NU IRB for resources and guidance.
• Action research is not an experimental design, so you are not trying to accept or reject a hypothesis. There are no independent or dependent variables. It is not generalizable to a larger setting. The goal is to understand what is occurring in the educational setting so that a plan of action can be developed for improved practices.

Considerations for Action Research

Below are some things to consider when developing your applied dissertation proposal using Action Research (adapted from Johnson, 2019):

• Research Topic and Research Problem -- Decide the topic to be studied and then identify the problem by defining the issue in the learning environment. Use references from current peer-reviewed literature for support.
• Purpose of the Study —What need to be different or improved as a result of the study?
• Research Questions —The questions developed should focus on “how” or “what” and explore individuals’ experiences, beliefs, and perceptions.
• Theoretical Framework -- What are the existing theories (theoretical framework) or concepts (conceptual framework) that can be used to support the research. How does existing theory link to what is happening in the educational environment with regard to the topic? What theories have been used to support similar topics in previous research?
• Literature Review -- Examine the literature, focusing on peer-reviewed studies published in journal within the last five years, with the exception of seminal works. What about the topic has already been explored and examined? What were the findings, implications, and limitations of previous research? What is missing from the literature on the topic?  How will your proposed research address the gap in the literature?
• Data Collection —Who will be part of the sample for data collection? What data will be collected from the individuals in the study (e.g., semi-structured interviews, surveys, etc.)? What are the educational artifacts and documents that need to be collected (e.g., teacher less plans, student portfolios, student grades, etc.)? How will they be collected and during what timeframe? (Note--A list of sample data collection methods appears under the heading of “Sample Instrumentation.”)
• Data Analysis —Determine how the data will be analyzed. Some types of analyses that are frequently used for action research include thematic analysis and content analysis.
• Implications —What conclusions can be drawn based upon the findings? How do the findings relate to the existing literature and inform theory in the field of education?
• Recommendations for Practice--Create a Plan of Action— This is a critical step in action research. A plan of action is created based upon the data analysis, findings, and implications. In the Applied Dissertation, this Plan of Action is included with the Recommendations for Practice. The includes specific steps that individuals should take to change practices; recommendations for how those changes will occur (e.g., professional development, training, school improvement planning, committees to develop guidelines and policies, curriculum review committee, etc.); and methods to evaluate the plan’s effectiveness.
• Recommendations for Research —What should future research focus on? What type of studies need to be conducted to build upon or further explore your findings.
• Professional Presentation or Defense —This is where the findings will be presented in a professional presentation or defense as the culmination of your research.

Adapted from Johnson (2019).

Considerations for Sampling and Data Collection

Below are some tips for sampling, sample size, data collection, and instrumentation for Action Research:

Sampling and Sample Size

Action research uses non-probability sampling. This is most commonly means a purposive sampling method that includes specific inclusion and exclusion criteria. However, convenience sampling can also be used (e.g., a teacher’s classroom).

Critical Concepts in Data Collection

Triangulation- - Dosemagen and Schwalbach (2019) discussed the importance of triangulation in Action Research which enhances the trustworthiness by providing multiple sources of data to analyze and confirm evidence for findings.

Trustworthiness —Trustworthiness assures that research findings are fulfill four critical elements—credibility, dependability, transferability, and confirmability. Reflect on the following: Are there multiple sources of data? How have you ensured credibility, dependability, transferability, and confirmability? Have the assumptions, limitations, and delimitations of the study been identified and explained? Was the sample a representative sample for the study? Did any individuals leave the study before it ended? How have you controlled researcher biases and beliefs? Are you drawing conclusions that are not supported by data? Have all possible themes been considered? Have you identified other studies with similar results?

Sample Instrumentation

Below are some of the possible methods for collecting action research data:

• Pre- and Post-Surveys for students and/or staff
• Staff Perception Surveys and Questionnaires
• Semi-Structured Interviews
• Focus Groups
• Observations
• Document analysis
• Student work samples
• Classroom artifacts, such as teacher lesson plans, rubrics, checklists, etc.
• Attendance records
• Discipline data
• Journals from students and/or staff
• Portfolios from students and/or staff

A benefit of Action Research is its potential to influence educational practice. Many educators are, by nature of the profession, reflective, inquisitive, and action-oriented. The ultimate outcome of Action Research is to create a plan of action using the research findings to inform future educational practice. A Plan of Action is not meant to be a one-size fits all plan. Instead, it is mean to include specific data-driven and research-based recommendations that result from a detailed analysis of the data, the study findings, and implications of the Action Research study. An effective Plan of Action includes an evaluation component and opportunities for professional educator reflection that allows for authentic discussion aimed at continuous improvement.

When developing a Plan of Action, the following should be considered:

• How can this situation be approached differently in the future?
• What should change in terms of practice?
• What are the specific steps that individuals should take to change practices?
• What is needed to implement the changes being recommended (professional development, training, materials, resources, planning committees, school improvement planning, etc.)?
• How will the effectiveness of the implemented changes be evaluated?
• How will opportunities for professional educator reflection be built into the Action Plan?

Sample Action Research Studies

Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in U.S. high schools. A merican Journal of Community Psychology, 65 (1/2), 242–257. https://onlinelibrary-wiley-com.proxy1.ncu.edu/doi/epdf/10.1002/ajcp.12389

Ayvaz, Ü., & Durmuş, S.(2021). Fostering mathematical creativity with problem posing activities: An action research with gifted students. Thinking Skills and Creativity, 40. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1871187121000614&site=eds-live

Bellino, M. J. (2018). Closing information gaps in Kakuma Refugee Camp: A youth participatory action research study. American Journal of Community Psychology, 62 (3/4), 492–507. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133626988&site=eds-live

Beneyto, M., Castillo, J., Collet-Sabé, J., & Tort, A. (2019). Can schools become an inclusive space shared by all families? Learnings and debates from an action research project in Catalonia. Educational Action Research, 27 (2), 210–226. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671904&site=eds-live

Bilican, K., Senler, B., & Karısan, D. (2021). Fostering teacher educators’ professional development through collaborative action research. International Journal of Progressive Education, 17 (2), 459–472. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149828364&site=eds-live

Black, G. L. (2021). Implementing action research in a teacher preparation program: Opportunities and limitations. Canadian Journal of Action Research, 21 (2), 47–71. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=149682611&site=eds-live

Bozkuş, K., & Bayrak, C. (2019). The Application of the dynamic teacher professional development through experimental action research. International Electronic Journal of Elementary Education, 11 (4), 335–352. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135580911&site=eds-live

Christ, T. W. (2018). Mixed methods action research in special education: An overview of a grant-funded model demonstration project. Research in the Schools, 25( 2), 77–88. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135047248&site=eds-live

Jakhelln, R., & Pörn, M. (2019). Challenges in supporting and assessing bachelor’s theses based on action research in initial teacher education. Educational Action Research, 27 (5), 726–741. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=140234116&site=eds-live

Klima Ronen, I. (2020). Action research as a methodology for professional development in leading an educational process. Studies in Educational Evaluation, 64 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0191491X19302159&site=eds-live

Messiou, K. (2019). Collaborative action research: facilitating inclusion in schools. Educational Action Research, 27 (2), 197–209. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=135671898&site=eds-live

Mitchell, D. E. (2018). Say it loud: An action research project examining the afrivisual and africology, Looking for alternative African American community college teaching strategies. Journal of Pan African Studies, 12 (4), 364–487. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=133155045&site=eds-live

Pentón Herrera, L. J. (2018). Action research as a tool for professional development in the K-12 ELT classroom. TESL Canada Journal, 35 (2), 128–139. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ofs&AN=135033158&site=eds-live

Rodriguez, R., Macias, R. L., Perez-Garcia, R., Landeros, G., & Martinez, A. (2018). Action research at the intersection of structural and family violence in an immigrant Latino community: a youth-led study. Journal of Family Violence, 33 (8), 587–596. https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132323375&site=eds-live

Vaughan, M., Boerum, C., & Whitehead, L. (2019). Action research in doctoral coursework: Perceptions of independent research experiences. International Journal for the Scholarship of Teaching and Learning, 13 . https://proxy1.ncu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.17aa0c2976c44a0991e69b2a7b4f321&site=eds-live

Sample Journals for Action Research

Educational Action Research

Canadian Journal of Action Research

Sample Resource Videos

Call-Cummings, M. (2017). Researching racism in schools using participatory action research [Video]. Sage Research Methods  http://proxy1.ncu.edu/login?URL=https://methods.sagepub.com/video/researching-racism-in-schools-using-participatory-action-research

Fine, M. (2016). Michelle Fine discusses community based participatory action research [Video]. Sage Knowledge. http://proxy1.ncu.edu/login?URL=https://sk-sagepub-com.proxy1.ncu.edu/video/michelle-fine-discusses-community-based-participatory-action-research

Getz, C., Yamamura, E., & Tillapaugh. (2017). Action Research in Education. [Video]. You Tube. https://www.youtube.com/watch?v=X2tso4klYu8

Bradbury, H. (Ed.). (2015). The handbook of action research (3rd edition). Sage.

Bradbury, H., Lewis, R. & Embury, D.C. (2019). Education action research: With and for the next generation. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bourner, T., & Brook, C. (2019). Comparing and contrasting action research and action learning. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Bradbury, H. (2015). The Sage handbook of action research . Sage. https://www-doi-org.proxy1.ncu.edu/10.4135/9781473921290

Dosemagen, D.M. & Schwalback, E.M. (2019). Legitimacy of and value in action research. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Johnson, A. (2019). Action research for teacher professional development. In C.A. Mertler (Ed.), The Wiley handbook of action research in education (1st edition). John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/reader.action?docID=5683581&ppg=205

Lewin, K. (1946). Action research and minority problems. In G.W. Lewin (Ed.), Resolving social conflicts: Selected papers on group dynamics (compiled in 1948). Harper and Row.

Mertler, C. A. (Ed.). (2019). The Wiley handbook of action research in education. John Wiley and Sons. https://ebookcentral.proquest.com/lib/nu/detail.action?docID=5683581

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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

The goal of a research proposal is twofold: to present and justify the need to study a research problem and to present the practical ways in which the proposed study should be conducted. The design elements and procedures for conducting research are governed by standards of the predominant discipline in which the problem resides, therefore, the guidelines for research proposals are more exacting and less formal than a general project proposal. Research proposals contain extensive literature reviews. They must provide persuasive evidence that a need exists for the proposed study. In addition to providing a rationale, a proposal describes detailed methodology for conducting the research consistent with requirements of the professional or academic field and a statement on anticipated outcomes and benefits derived from the study's completion.

Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005.

How to Approach Writing a Research Proposal

Your professor may assign the task of writing a research proposal for the following reasons:

• Develop your skills in thinking about and designing a comprehensive research study;
• Learn how to conduct a comprehensive review of the literature to determine that the research problem has not been adequately addressed or has been answered ineffectively and, in so doing, become better at locating pertinent scholarship related to your topic;
• Improve your general research and writing skills;
• Practice identifying the logical steps that must be taken to accomplish one's research goals;
• Critically review, examine, and consider the use of different methods for gathering and analyzing data related to the research problem; and,
• Nurture a sense of inquisitiveness within yourself and to help see yourself as an active participant in the process of conducting scholarly research.

A proposal should contain all the key elements involved in designing a completed research study, with sufficient information that allows readers to assess the validity and usefulness of your proposed study. The only elements missing from a research proposal are the findings of the study and your analysis of those findings. Finally, an effective proposal is judged on the quality of your writing and, therefore, it is important that your proposal is coherent, clear, and compelling.

Regardless of the research problem you are investigating and the methodology you choose, all research proposals must address the following questions:

• What do you plan to accomplish? Be clear and succinct in defining the research problem and what it is you are proposing to investigate.
• Why do you want to do the research? In addition to detailing your research design, you also must conduct a thorough review of the literature and provide convincing evidence that it is a topic worthy of in-depth study. A successful research proposal must answer the "So What?" question.
• How are you going to conduct the research? Be sure that what you propose is doable. If you're having difficulty formulating a research problem to propose investigating, go here for strategies in developing a problem to study.

Common Mistakes to Avoid

• Failure to be concise . A research proposal must be focused and not be "all over the map" or diverge into unrelated tangents without a clear sense of purpose.
• Failure to cite landmark works in your literature review . Proposals should be grounded in foundational research that lays a foundation for understanding the development and scope of the the topic and its relevance.
• Failure to delimit the contextual scope of your research [e.g., time, place, people, etc.]. As with any research paper, your proposed study must inform the reader how and in what ways the study will frame the problem.
• Failure to develop a coherent and persuasive argument for the proposed research . This is critical. In many workplace settings, the research proposal is a formal document intended to argue for why a study should be funded.
• Sloppy or imprecise writing, or poor grammar . Although a research proposal does not represent a completed research study, there is still an expectation that it is well-written and follows the style and rules of good academic writing.
• Too much detail on minor issues, but not enough detail on major issues . Your proposal should focus on only a few key research questions in order to support the argument that the research needs to be conducted. Minor issues, even if valid, can be mentioned but they should not dominate the overall narrative.

Procter, Margaret. The Academic Proposal.  The Lab Report. University College Writing Centre. University of Toronto; Sanford, Keith. Information for Students: Writing a Research Proposal. Baylor University; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences, Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

Structure and Writing Style

Beginning the Proposal Process

As with writing most college-level academic papers, research proposals are generally organized the same way throughout most social science disciplines. The text of proposals generally vary in length between ten and thirty-five pages, followed by the list of references. However, before you begin, read the assignment carefully and, if anything seems unclear, ask your professor whether there are any specific requirements for organizing and writing the proposal.

A good place to begin is to ask yourself a series of questions:

• What do I want to study?
• Why is the topic important?
• How is it significant within the subject areas covered in my class?
• What problems will it help solve?
• How does it build upon [and hopefully go beyond] research already conducted on the topic?
• What exactly should I plan to do, and can I get it done in the time available?

In general, a compelling research proposal should document your knowledge of the topic and demonstrate your enthusiasm for conducting the study. Approach it with the intention of leaving your readers feeling like, "Wow, that's an exciting idea and I can’t wait to see how it turns out!"

Most proposals should include the following sections:

I.  Introduction

In the real world of higher education, a research proposal is most often written by scholars seeking grant funding for a research project or it's the first step in getting approval to write a doctoral dissertation. Even if this is just a course assignment, treat your introduction as the initial pitch of an idea based on a thorough examination of the significance of a research problem. After reading the introduction, your readers should not only have an understanding of what you want to do, but they should also be able to gain a sense of your passion for the topic and to be excited about the study's possible outcomes. Note that most proposals do not include an abstract [summary] before the introduction.

Think about your introduction as a narrative written in two to four paragraphs that succinctly answers the following four questions :

• What is the central research problem?
• What is the topic of study related to that research problem?
• What methods should be used to analyze the research problem?
• Answer the "So What?" question by explaining why this is important research, what is its significance, and why should someone reading the proposal care about the outcomes of the proposed study?

II.  Background and Significance

This is where you explain the scope and context of your proposal and describe in detail why it's important. It can be melded into your introduction or you can create a separate section to help with the organization and narrative flow of your proposal. Approach writing this section with the thought that you can’t assume your readers will know as much about the research problem as you do. Note that this section is not an essay going over everything you have learned about the topic; instead, you must choose what is most relevant in explaining the aims of your research.

To that end, while there are no prescribed rules for establishing the significance of your proposed study, you should attempt to address some or all of the following:

• State the research problem and give a more detailed explanation about the purpose of the study than what you stated in the introduction. This is particularly important if the problem is complex or multifaceted .
• Present the rationale of your proposed study and clearly indicate why it is worth doing; be sure to answer the "So What? question [i.e., why should anyone care?].
• Describe the major issues or problems examined by your research. This can be in the form of questions to be addressed. Be sure to note how your proposed study builds on previous assumptions about the research problem.
• Explain the methods you plan to use for conducting your research. Clearly identify the key sources you intend to use and explain how they will contribute to your analysis of the topic.
• Describe the boundaries of your proposed research in order to provide a clear focus. Where appropriate, state not only what you plan to study, but what aspects of the research problem will be excluded from the study.
• If necessary, provide definitions of key concepts, theories, or terms.

III.  Literature Review

Connected to the background and significance of your study is a section of your proposal devoted to a more deliberate review and synthesis of prior studies related to the research problem under investigation . The purpose here is to place your project within the larger whole of what is currently being explored, while at the same time, demonstrating to your readers that your work is original and innovative. Think about what questions other researchers have asked, what methodological approaches they have used, and what is your understanding of their findings and, when stated, their recommendations. Also pay attention to any suggestions for further research.

Since a literature review is information dense, it is crucial that this section is intelligently structured to enable a reader to grasp the key arguments underpinning your proposed study in relation to the arguments put forth by other researchers. A good strategy is to break the literature into "conceptual categories" [themes] rather than systematically or chronologically describing groups of materials one at a time. Note that conceptual categories generally reveal themselves after you have read most of the pertinent literature on your topic so adding new categories is an on-going process of discovery as you review more studies. How do you know you've covered the key conceptual categories underlying the research literature? Generally, you can have confidence that all of the significant conceptual categories have been identified if you start to see repetition in the conclusions or recommendations that are being made.

NOTE: Do not shy away from challenging the conclusions made in prior research as a basis for supporting the need for your proposal. Assess what you believe is missing and state how previous research has failed to adequately examine the issue that your study addresses. Highlighting the problematic conclusions strengthens your proposal. For more information on writing literature reviews, GO HERE .

To help frame your proposal's review of prior research, consider the "five C’s" of writing a literature review:

• Cite , so as to keep the primary focus on the literature pertinent to your research problem.
• Compare the various arguments, theories, methodologies, and findings expressed in the literature: what do the authors agree on? Who applies similar approaches to analyzing the research problem?
• Contrast the various arguments, themes, methodologies, approaches, and controversies expressed in the literature: describe what are the major areas of disagreement, controversy, or debate among scholars?
• Critique the literature: Which arguments are more persuasive, and why? Which approaches, findings, and methodologies seem most reliable, valid, or appropriate, and why? Pay attention to the verbs you use to describe what an author says/does [e.g., asserts, demonstrates, argues, etc.].
• Connect the literature to your own area of research and investigation: how does your own work draw upon, depart from, synthesize, or add a new perspective to what has been said in the literature?

IV.  Research Design and Methods

This section must be well-written and logically organized because you are not actually doing the research, yet, your reader must have confidence that you have a plan worth pursuing . The reader will never have a study outcome from which to evaluate whether your methodological choices were the correct ones. Thus, the objective here is to convince the reader that your overall research design and proposed methods of analysis will correctly address the problem and that the methods will provide the means to effectively interpret the potential results. Your design and methods should be unmistakably tied to the specific aims of your study.

Describe the overall research design by building upon and drawing examples from your review of the literature. Consider not only methods that other researchers have used, but methods of data gathering that have not been used but perhaps could be. Be specific about the methodological approaches you plan to undertake to obtain information, the techniques you would use to analyze the data, and the tests of external validity to which you commit yourself [i.e., the trustworthiness by which you can generalize from your study to other people, places, events, and/or periods of time].

When describing the methods you will use, be sure to cover the following:

• Specify the research process you will undertake and the way you will interpret the results obtained in relation to the research problem. Don't just describe what you intend to achieve from applying the methods you choose, but state how you will spend your time while applying these methods [e.g., coding text from interviews to find statements about the need to change school curriculum; running a regression to determine if there is a relationship between campaign advertising on social media sites and election outcomes in Europe ].
• Keep in mind that the methodology is not just a list of tasks; it is a deliberate argument as to why techniques for gathering information add up to the best way to investigate the research problem. This is an important point because the mere listing of tasks to be performed does not demonstrate that, collectively, they effectively address the research problem. Be sure you clearly explain this.
• Anticipate and acknowledge any potential barriers and pitfalls in carrying out your research design and explain how you plan to address them. No method applied to research in the social and behavioral sciences is perfect, so you need to describe where you believe challenges may exist in obtaining data or accessing information. It's always better to acknowledge this than to have it brought up by your professor!

V.  Preliminary Suppositions and Implications

Just because you don't have to actually conduct the study and analyze the results, doesn't mean you can skip talking about the analytical process and potential implications . The purpose of this section is to argue how and in what ways you believe your research will refine, revise, or extend existing knowledge in the subject area under investigation. Depending on the aims and objectives of your study, describe how the anticipated results will impact future scholarly research, theory, practice, forms of interventions, or policy making. Note that such discussions may have either substantive [a potential new policy], theoretical [a potential new understanding], or methodological [a potential new way of analyzing] significance.   When thinking about the potential implications of your study, ask the following questions:

• What might the results mean in regards to challenging the theoretical framework and underlying assumptions that support the study?
• What suggestions for subsequent research could arise from the potential outcomes of the study?
• What will the results mean to practitioners in the natural settings of their workplace, organization, or community?
• Will the results influence programs, methods, and/or forms of intervention?
• How might the results contribute to the solution of social, economic, or other types of problems?
• Will the results influence policy decisions?
• In what way do individuals or groups benefit should your study be pursued?
• What will be improved or changed as a result of the proposed research?
• How will the results of the study be implemented and what innovations or transformative insights could emerge from the process of implementation?

NOTE:   This section should not delve into idle speculation, opinion, or be formulated on the basis of unclear evidence . The purpose is to reflect upon gaps or understudied areas of the current literature and describe how your proposed research contributes to a new understanding of the research problem should the study be implemented as designed.

ANOTHER NOTE : This section is also where you describe any potential limitations to your proposed study. While it is impossible to highlight all potential limitations because the study has yet to be conducted, you still must tell the reader where and in what form impediments may arise and how you plan to address them.

VI.  Conclusion

The conclusion reiterates the importance or significance of your proposal and provides a brief summary of the entire study . This section should be only one or two paragraphs long, emphasizing why the research problem is worth investigating, why your research study is unique, and how it should advance existing knowledge.

Someone reading this section should come away with an understanding of:

• Why the study should be done;
• The specific purpose of the study and the research questions it attempts to answer;
• The decision for why the research design and methods used where chosen over other options;
• The potential implications emerging from your proposed study of the research problem; and
• A sense of how your study fits within the broader scholarship about the research problem.

VII.  Citations

As with any scholarly research paper, you must cite the sources you used . In a standard research proposal, this section can take two forms, so consult with your professor about which one is preferred.

• References -- a list of only the sources you actually used in creating your proposal.
• Bibliography -- a list of everything you used in creating your proposal, along with additional citations to any key sources relevant to understanding the research problem.

In either case, this section should testify to the fact that you did enough preparatory work to ensure the project will complement and not just duplicate the efforts of other researchers. It demonstrates to the reader that you have a thorough understanding of prior research on the topic.

Most proposal formats have you start a new page and use the heading "References" or "Bibliography" centered at the top of the page. Cited works should always use a standard format that follows the writing style advised by the discipline of your course [e.g., education=APA; history=Chicago] or that is preferred by your professor. This section normally does not count towards the total page length of your research proposal.

Develop a Research Proposal: Writing the Proposal. Office of Library Information Services. Baltimore County Public Schools; Heath, M. Teresa Pereira and Caroline Tynan. “Crafting a Research Proposal.” The Marketing Review 10 (Summer 2010): 147-168; Jones, Mark. “Writing a Research Proposal.” In MasterClass in Geography Education: Transforming Teaching and Learning . Graham Butt, editor. (New York: Bloomsbury Academic, 2015), pp. 113-127; Juni, Muhamad Hanafiah. “Writing a Research Proposal.” International Journal of Public Health and Clinical Sciences 1 (September/October 2014): 229-240; Krathwohl, David R. How to Prepare a Dissertation Proposal: Suggestions for Students in Education and the Social and Behavioral Sciences . Syracuse, NY: Syracuse University Press, 2005; Procter, Margaret. The Academic Proposal. The Lab Report. University College Writing Centre. University of Toronto; Punch, Keith and Wayne McGowan. "Developing and Writing a Research Proposal." In From Postgraduate to Social Scientist: A Guide to Key Skills . Nigel Gilbert, ed. (Thousand Oaks, CA: Sage, 2006), 59-81; Wong, Paul T. P. How to Write a Research Proposal. International Network on Personal Meaning. Trinity Western University; Writing Academic Proposals: Conferences , Articles, and Books. The Writing Lab and The OWL. Purdue University; Writing a Research Proposal. University Library. University of Illinois at Urbana-Champaign.

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Action Research: What it is, Stages & Examples

The best way to get things accomplished is to do it yourself. This statement is utilized in corporations, community projects, and national governments. These organizations are relying on action research to cope with their continuously changing and unstable environments as they function in a more interdependent world.

In practical educational contexts, this involves using systematic inquiry and reflective practice to address real-world challenges, improve teaching and learning, enhance student engagement, and drive positive changes within the educational system.

This post outlines the definition of action research, its stages, and some examples.

Content Index

What is action research?

Stages of action research, the steps to conducting action research, examples of action research, advantages and disadvantages of action research.

Action research is a strategy that tries to find realistic solutions to organizations’ difficulties and issues. It is similar to applied research.

Action research refers basically learning by doing. First, a problem is identified, then some actions are taken to address it, then how well the efforts worked are measured, and if the results are not satisfactory, the steps are applied again.

It can be put into three different groups:

• Positivist: This type of research is also called “classical action research.” It considers research a social experiment. This research is used to test theories in the actual world.
• Interpretive: This kind of research is called “contemporary action research.” It thinks that business reality is socially made, and when doing this research, it focuses on the details of local and organizational factors.
• Critical: This action research cycle takes a critical reflection approach to corporate systems and tries to enhance them.

All research is about learning new things. Collaborative action research contributes knowledge based on investigations in particular and frequently useful circumstances. It starts with identifying a problem. After that, the research process is followed by the below stages:

Stage 1: Plan

For an action research project to go well, the researcher needs to plan it well. After coming up with an educational research topic or question after a research study, the first step is to develop an action plan to guide the research process. The research design aims to address the study’s question. The research strategy outlines what to undertake, when, and how.

Stage 2: Act

The next step is implementing the plan and gathering data. At this point, the researcher must select how to collect and organize research data . The researcher also needs to examine all tools and equipment before collecting data to ensure they are relevant, valid, and comprehensive.

Stage 3: Observe

Data observation is vital to any investigation. The action researcher needs to review the project’s goals and expectations before data observation. This is the final step before drawing conclusions and taking action.

Different kinds of graphs, charts, and networks can be used to represent the data. It assists in making judgments or progressing to the next stage of observing.

Stage 4: Reflect

This step involves applying a prospective solution and observing the results. It’s essential to see if the possible solution found through research can really solve the problem being studied.

The researcher must explore alternative ideas when the action research project’s solutions fail to solve the problem.

Action research is a systematic approach researchers, educators, and practitioners use to identify and address problems or challenges within a specific context. It involves a cyclical process of planning, implementing, reflecting, and adjusting actions based on the data collected. Here are the general steps involved in conducting an action research process:

Identify the action research question or problem

Clearly define the issue or problem you want to address through your research. It should be specific, actionable, and relevant to your working context.

Review existing knowledge

Conduct a literature review to understand what research has already been done on the topic. This will help you gain insights, identify gaps, and inform your research design.

Plan the research

Develop a research plan outlining your study’s objectives, methods, data collection tools, and timeline. Determine the scope of your research and the participants or stakeholders involved.

Collect data

Implement your research plan by collecting relevant data. This can involve various methods such as surveys, interviews, observations, document analysis, or focus groups. Ensure that your data collection methods align with your research objectives and allow you to gather the necessary information.

Analyze the data

Once you have collected the data, analyze it using appropriate qualitative or quantitative techniques. Look for patterns, themes, or trends in the data that can help you understand the problem better.

Reflect on the findings

Reflect on the analyzed data and interpret the results in the context of your research question. Consider the implications and possible solutions that emerge from the data analysis. This reflection phase is crucial for generating insights and understanding the underlying factors contributing to the problem.

Develop an action plan

Based on your analysis and reflection, develop an action plan that outlines the steps you will take to address the identified problem. The plan should be specific, measurable, achievable, relevant, and time-bound (SMART goals). Consider involving relevant stakeholders in planning to ensure their buy-in and support.

Implement the action plan

Put your action plan into practice by implementing the identified strategies or interventions. This may involve making changes to existing practices, introducing new approaches, or testing alternative solutions. Document the implementation process and any modifications made along the way.

Evaluate and monitor progress

Continuously monitor and evaluate the impact of your actions. Collect additional data, assess the effectiveness of the interventions, and measure progress towards your goals. This evaluation will help you determine if your actions have the desired effects and inform any necessary adjustments.

Reflect and iterate

Reflect on the outcomes of your actions and the evaluation results. Consider what worked well, what did not, and why. Use this information to refine your approach, make necessary adjustments, and plan for the next cycle of action research if needed.

Remember that participatory action research is an iterative process, and multiple cycles may be required to achieve significant improvements or solutions to the identified problem. Each cycle builds on the insights gained from the previous one, fostering continuous learning and improvement.

Explore Insightfully Contextual Inquiry in Qualitative Research

Here are two real-life examples of action research.

Action research initiatives are frequently situation-specific. Still, other researchers can adapt the techniques. The example is from a researcher’s (Franklin, 1994) report about a project encouraging nature tourism in the Caribbean.

In 1991, this was launched to study how nature tourism may be implemented on the four Windward Islands in the Caribbean: St. Lucia, Grenada, Dominica, and St. Vincent.

For environmental protection, a government-led action study determined that the consultation process needs to involve numerous stakeholders, including commercial enterprises.

First, two researchers undertook the study and held search conferences on each island. The search conferences resulted in suggestions and action plans for local community nature tourism sub-projects.

Several islands formed advisory groups and launched national awareness and community projects. Regional project meetings were held to discuss experiences, self-evaluations, and strategies. Creating a documentary about a local initiative helped build community. And the study was a success, leading to a number of changes in the area.

Lau and Hayward (1997) employed action research to analyze Internet-based collaborative work groups.

Over two years, the researchers facilitated three action research problem -solving cycles with 15 teachers, project personnel, and 25 health practitioners from diverse areas. The goal was to see how Internet-based communications might affect their virtual workgroup.

First, expectations were defined, technology was provided, and a bespoke workgroup system was developed. Participants suggested shorter, more dispersed training sessions with project-specific instructions.

The second phase saw the system’s complete deployment. The final cycle witnessed system stability and virtual group formation. The key lesson was that the learning curve was poorly misjudged, with frustrations only marginally met by phone-based technical help. According to the researchers, the absence of high-quality online material about community healthcare was harmful.

Role clarity, connection building, knowledge sharing, resource assistance, and experiential learning are vital for virtual group growth. More study is required on how group support systems might assist groups in engaging with their external environment and boost group members’ learning. 

Action research has both good and bad points.

• It is very flexible, so researchers can change their analyses to fit their needs and make individual changes.
• It offers a quick and easy way to solve problems that have been going on for a long time instead of complicated, long-term solutions based on complex facts.
• If It is done right, it can be very powerful because it can lead to social change and give people the tools to make that change in ways that are important to their communities.

Disadvantages

• These studies have a hard time being generalized and are hard to repeat because they are so flexible. Because the researcher has the power to draw conclusions, they are often not thought to be theoretically sound.
• Setting up an action study in an ethical way can be hard. People may feel like they have to take part or take part in a certain way.
• It is prone to research errors like selection bias , social desirability bias, and other cognitive biases.

LEARN ABOUT: Self-Selection Bias

This post discusses how action research generates knowledge, its steps, and real-life examples. It is very applicable to the field of research and has a high level of relevance. We can only state that the purpose of this research is to comprehend an issue and find a solution to it.

At QuestionPro, we give researchers tools for collecting data, like our survey software, and a library of insights for any long-term study. Go to the Insight Hub if you want to see a demo or learn more about it.

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Frequently Asked Questions(FAQ’s)

Action research is a systematic approach to inquiry that involves identifying a problem or challenge in a practical context, implementing interventions or changes, collecting and analyzing data, and using the findings to inform decision-making and drive positive change.

Action research can be conducted by various individuals or groups, including teachers, administrators, researchers, and educational practitioners. It is often carried out by those directly involved in the educational setting where the research takes place.

The steps of action research typically include identifying a problem, reviewing relevant literature, designing interventions or changes, collecting and analyzing data, reflecting on findings, and implementing improvements based on the results.

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Linking Research to Action: A Simple Guide to Writing an Action Research Report

What Is Action Research, and Why Do We Do It?

Action research is any research into practice undertaken by those involved in that practice, with the primary goal of encouraging continued reflection and making improvement. It can be done in any professional field, including medicine, nursing, social work, psychology, and education. Action research is particularly popular in the field of education. When it comes to teaching, practitioners may be interested in trying out different teaching methods in the classroom, but are unsure of their effectiveness. Action research provides an opportunity to explore the effectiveness of a particular teaching practice, the development of a curriculum, or your students’ learning, hence making continual improvement possible. In other words, the use of an interactive action-and-research process enables practitioners to get an idea of what they and their learners really do inside of the classroom, not merely what they think they can do. By doing this, it is hoped that both the teaching and the learning occurring in the classroom can be better tailored to fit the learners’ needs.

You may be wondering how action research differs from traditional research. The term itself already suggests that it is concerned with both “action” and “research,” as well as the association between the two. Kurt Lewin (1890-1947), a famous psychologist who coined this term, believed that there was “no action without research; no research without action” (Marrow, 1969, p.163). It is certainly possible, and perhaps commonplace, for people to try to have one without the other, but the unique combination of the two is what distinguishes action research from most other forms of enquiry. Traditional research emphasizes the review of prior research, rigorous control of the research design, and generalizable and preferably statistically significant results, all of which help examine the theoretical significance of the issue. Action research, with its emphasis on the insider’s perspective and the practical significance of a current issue, may instead allow less representative sampling, looser procedures, and the presentation of raw data and statistically insignificant results.

What Should We Include in an Action Research Report?

The components put into an action research report largely coincide with the steps used in the action research process. This process usually starts with a question or an observation about a current problem. After identifying the problem area and narrowing it down to make it more manageable for research, the development process continues as you devise an action plan to investigate your question. This will involve gathering data and evidence to support your solution. Common data collection methods include observation of individual or group behavior, taking audio or video recordings, distributing questionnaires or surveys, conducting interviews, asking for peer observations and comments, taking field notes, writing journals, and studying the work samples of your own and your target participants. You may choose to use more than one of these data collection methods. After you have selected your method and are analyzing the data you have collected, you will also reflect upon your entire process of action research. You may have a better solution to your question now, due to the increase of your available evidence. You may also think about the steps you will try next, or decide that the practice needs to be observed again with modifications. If so, the whole action research process starts all over again.

In brief, action research is more like a cyclical process, with the reflection upon your action and research findings affecting changes in your practice, which may lead to extended questions and further action. This brings us back to the essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and finally, observing and reflecting upon the process. Your action research report should comprise all of these essential steps. Feldman and Weiss (n.d.) summarized them as five structural elements, which do not have to be written in a particular order. Your report should:

• Describe the context where the action research takes place. This could be, for example, the school in which you teach. Both features of the school and the population associated with it (e.g., students and parents) would be illustrated as well.
• Contain a statement of your research focus. This would explain where your research questions come from, the problem you intend to investigate, and the goals you want to achieve. You may also mention prior research studies you have read that are related to your action research study.
• Detail the method(s) used. This part includes the procedures you used to collect data, types of data in your report, and justification of your used strategies.
• Highlight the research findings. This is the part in which you observe and reflect upon your practice. By analyzing the evidence you have gathered, you will come to understand whether the initial problem has been solved or not, and what research you have yet to accomplish.
• Suggest implications. You may discuss how the findings of your research will affect your future practice, or explain any new research plans you have that have been inspired by this report’s action research.

The overall structure of your paper will actually look more or less the same as what we commonly see in traditional research papers.

What Else Do We Need to Pay Attention to?

We discussed the major differences between action research and traditional research in the beginning of this article. Due to the difference in the focus of an action research report, the language style used may not be the same as what we normally see or use in a standard research report. Although both kinds of research, both action and traditional, can be published in academic journals, action research may also be published and delivered in brief reports or on websites for a broader, non-academic audience. Instead of using the formal style of scientific research, you may find it more suitable to write in the first person and use a narrative style while documenting your details of the research process.

However, this does not forbid using an academic writing style, which undeniably enhances the credibility of a report. According to Johnson (2002), even though personal thoughts and observations are valued and recorded along the way, an action research report should not be written in a highly subjective manner. A personal, reflective writing style does not necessarily mean that descriptions are unfair or dishonest, but statements with value judgments, highly charged language, and emotional buzzwords are best avoided.

Furthermore, documenting every detail used in the process of research does not necessitate writing a lengthy report. The purpose of giving sufficient details is to let other practitioners trace your train of thought, learn from your examples, and possibly be able to duplicate your steps of research. This is why writing a clear report that does not bore or confuse your readers is essential.

Lastly, You May Ask, Why Do We Bother to Even Write an Action Research Report?

It sounds paradoxical that while practitioners tend to have a great deal of knowledge at their disposal, often they do not communicate their insights to others. Take education as an example: It is both regrettable and regressive if every teacher, no matter how professional he or she might be, only teaches in the way they were taught and fails to understand what their peer teachers know about their practice. Writing an action research report provides you with the chance to reflect upon your own practice, make substantiated claims linking research to action, and document action and ideas as they take place. The results can then be kept, both for the sake of your own future reference, and to also make the most of your insights through the act of sharing with your professional peers.

Feldman, A., & Weiss, T. (n.d.). Suggestions for writing the action research report . Retrieved from http://people.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

Johnson, A. P. (2002). A short guide to action research . Boston, MA: Allyn & Bacon.

Marrow, A. J. (1969). The practical theorist: The life and work of Kurt Lewin . New York, NY: Basic Books.

Tiffany Ip is a lecturer at Hong Kong Baptist University. She gained a PhD in neurolinguistics after completing her Bachelor’s degree in psychology and linguistics. She strives to utilize her knowledge to translate brain research findings into practical classroom instruction.

Action Research Proposal Templates

An action research proposal is a document written to explain the problems faced in a particular field such as education or medicine and the actions that can be taken to solve those problems. Take an example of an action research proposal about the reading strategies in primary school. Writing an action research proposal is very helpful when undertaking your research. Completing this type of research proposal is made easier by using an action research proposal template because the latter explains the format one is supposed to follow.

When done thoroughly, an action research proposal can be persuasive and can increase the chances of your research is approved.

Action Research Proposal

Action Research Proposal DOC

Action Research Proposal Word

Action Research Proposal in Word

It is used to explain how the action research proposal should appear. You can find them all over the internet. However, when looking for one, ensure that you choose a site with highly specialized research proposal writing services.

Action Research Proposal Outline

It explains the format that is supposed to be used when creating an action research proposal. Different institutions use different formats, and the format you choose, therefore, depends on your institution. However, most of them follow the following format;

• Introduction- This is the section where you indicate your problem and your motivation for doing the research. In the above example; you have to explain that many pupils in primary school face challenges when reading. However, these students need to learn to learn because failure to this will lead to low performance and self-confidence.
• Literature review – in this section, you have to discuss the literature related to your topic or what has previously been discovered around your problem of research and why your analysis is a continuation of the same.
• Methodology- you have to indicate all the parties that will take part in the study, how data will be collected and analyzed and the plan of action. In the above example; teachers can be right participants. Data can be obtained through interviews. They can solve the problem by motivating the students to read more and also creating an extensive reading program for the students in primary schools.
• Conclusion – explains whether it is necessary to conduct this research.

Action Research Proposal PDF

The PDF form is entirely different from the word form. The action research template in PDF shows research that has already been carried out by another person. You can be allowed to follow the example as long as you do not copy paste.

Using an action research proposal template is very helpful. It will show the tutor and the supervisor that you have a complete understanding of the problem, related topics to the study and the actions that can be taken to solve that problem. It gives them more reason to allow you to continue to the main research.

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Action Research Proposal

Proposal maker.

Being able to start the processes of research require a researcher to undergo several screening and assessment procedures. Hence, it is not only the execution of  how to develop grant proposal ,  conference proposal examples & samples  and other business proposal examples that needed a process guide. Proposals used in the academic and educational fields need one too. One of the initial tasks of a researcher is to come up with an action research proposal. This document should be developed in a strong and effective manner to ensure that the research proposal will be approved.

• 56+ Proposal Examples
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As one of the first documents that are necessary to be prepared, it is important for an action research proposal to convince the screening committee that the research proposal can benefit the community and other entities to whom the study is for. Use  simple proposal formats  when making action research proposals so you can ensure that your target audience can easily understand the content of the document.

Participatory Proposal

Size: 215 KB

Educational Action Research Sample Proposal

Size: 63 KB

Classroom Action Research

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How to Create an Outstanding Action Research Proposal

Just like when developing  business proposal examples & samples , you have to devote a lot of time and effort when making an action research proposal. This document can make or break the chances of your research to push through. A few ways on how you can make an impressive action research proposal include the following:

1. Ensure that you can present your awareness with the problem at hand. This can make your action research proposal more convincing especially if you can point out the root cause of the problem and how your research proposal can be of help should it be executed. This is also applicable when following the steps on  how to prepare a need statement for your grant proposal .

2. List down the precise methods that you will use within the entirety of the research activities. This will allow your action research proposal to look more through and well-prepared.

3. Present current literature and  research proposal examples & samples  that can serve as one of your research’s foundation. Having significant information and guides related to the research that you would like to immerse in can help the screening committee when it comes to identifying the success potential of your research proposal.

Project Proposal Example

Size: 292 KB

Proposal for Teachers

Size: 175 KB

Dissertation Proposal

Size: 17 KB

Elements of an Effective and Convincing Action Research Proposal

There are different ways on how an action research proposal can be developed and presented. A basic outline that will allow you to showcase the necessary items that should be seen in an action research proposal include these elements:

1. Just like when developing  project proposal examples , have an introduction that can present the problem that you would like to provide a solution with. Presenting this at the initial discussion of your action research proposal can convince the screening committee to further look into the content of the paper.

2. Present supporting details that can give an idea on how big the problem is. These items can make the need for your research proposal more necessary. Unlike the processes on  how to write a request for proposal , the steps in developing an action research proposal relies more on your own desire to present something necessary and research-worthy to be discussed rather than from a demand coming from a particular entity.

3. Come up with a list of literature review that you can briefly discuss. Having a literature review can solidify your claims that your research is essential to be developed and executed.You may also see  how to write a proposal for a project

4. Discuss the entities who are expected to be included in your study.These entities will serve as some of the variables that your research will take into account. Remember that it is not only in  service proposal examples  where the description of individual or group participation matter.

5. Present the ways and methods on how you plan to execute the research. You can also include a short presentation of your research results assessment.You may also see business proposal letters .

Education Proposal Example

Size: 199 KB

Action Research Proposal Format

Size: 73 KB

Tips When Making an Action Research Proposal

If you already know how to make an event planning service proposal , then you may be interested to broaden your knowledge when it comes to proposal development. If you are one of those who would like to have an understanding with how action research proposals are effectively made, then this discussion is for you. Here are some useful tips that can help you create an action research proposal that has higher chances of getting approved:

1. Be specific with the aspect of the problem that you would like to further study, evaluate or investigate. It is important for you to be precise with what you would like to give focus on so that the entire research activity will be guided accordingly. The same goes with  landscaping proposal examples & samples  as you have to specify the landscaping activity that will be specifically implemented within a particular area should the proposal be approved.

2. Properly present the initial data that you have collected. The way you organize and showcase the foundation of your action research proposal can affect the impression and perception of the screening committee towards your research proposal.You may also see  commercial proposal

3. Use Free Proposal Examples & Samples as your guides. Having references when making an action research proposal can make it easier for you to come up with your own document. This will also help you properly format and put together all the content that you want to present in your action research proposal.You may also see  policy proposal examples

Simple Action Research Proposal

Size: 106 KB

Course Project Action Research Proposal

Size: 25 KB

Do You Want to Have an Attention-Grabbing Action Research Proposal?

When creating an action research proposal, make sure that you are aware of what you are discussing.  Workshop Proposal ,  Accounting Proposal  and  Concept Proposal Examples & Samples  also need to be treated in the same manner. Some action research proposals fail to impress screening committees because of the researcher’s lack of understanding either with regards the problem needed to be faced or the research steps and activities that will be implemented.

Always remember that how you present an action research proposal reflect how you look into the research activity and its potential to be a success. With this, maximize the usage of our downloadable examples so you can develop an action research proposal that can impress your research screening committee.You may also see  investment proposal examples

Text prompt

• Instructive
• Professional

Generate a proposal for a new school recycling program

Compose a proposal for a school field trip to a science museum.

DepEd Action Research Topics and Sample Titles

DepEd Action Research is a process of systematic, reflective inquiry to improve educational practices or resolve problems in any operating unit (i.e. school, classroom, office).

The research topic/area should be taken from Basic Education Research Agenda under the following themes: teaching and learning, child protection, human resource development, and governance themes: disaster risk reduction management, gender and development, and inclusive education.

READ: Action Research in Education: What You Need to Know

Table of Contents

Areas of Research

The area of research differs based on the levels of governance. All research proposals must be anchored on the following thematic areas:

• improving access to education
• improving the quality of education
• improving governance

Table 1 below outlines the areas of research that the National, Regional Office, Division Office, and school shall undertake.

Table 1. Proposed areas of research, per level of governance

READ: DepEd Order No. 43, s. 2015

DepEd Research Proposals should also follow the prescribed outline/format stipulated in the Research Management Guidelines.

Proponent/s (maximum of three) along with his/her or their proposal should submit the following documents to the Schools Division Research Committee (SDRC) for final evaluation using the rubrics attached:

ACCEPTANCE AND APPROVAL SHEET

Research proposal application form and endorsement of immediate supervisor, declaration of absence of conflict of interest, declaration of anti-plagiarism, sample deped action research topics and titles.

All DepEd Action Research to be conducted must be related to the nature of work, would improve teaching and learning, access and school governance, and matters arising from the SIP analysis and Learning Action Cells sessions that require further investigation.

Revised Guidelines for the Basic Education Research Fund (BERF)

DepEd Research Management Guidelines

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

86 thoughts on “DepEd Action Research Topics and Sample Titles”

Good day po, ask permission po yo have a copy of a qualitative research paper thank you…

Hello po! Can you send me a copy of sample Action Research related to Enhancing Mathematical Basic operations. Thank you po and God bless you

Kindly send samples of these researches sir/madam?Thankyou very much. 1.Word-Recognition Practice: Its Impact on the Development of Pupils’ Listening Comprehension 2.The Use of 1 Story Book per Week for the Development of Reading Comprehension Among Kindergarten

3. Play-based learning VS computer-based learning In improving the reading skills of Kindergarten Learners Using Manipulative materials in teaching mathematics fundamental operations. 4. Improving mathematics performance through games and graphics organizers 5.Drill: Enhancing multiplication and division operation skills

Hello good morning. Can I ask a sample of action research?

Good Day! Can I ask the following research for my reference? Thank you po.

1. Strengthening Parent’s Participation Through Awards Recognition (SPPAR) Approach: Incentives. Benefits, and Contribution to Quality Education 2. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 3. Improving Reading Comprehension Through Multimedia Assisted Instruction. 4. Twenty-minute habit through word wall activities.

Can I have a copy of the action research ” The Effectiveness of COT-RPMS in the Teaching Performance of Teachers” for reference sir. Thank you and more power!

Good pm sir. Can i ask for a sample copy for the following Action Reasearch for my reference? 1. Remedial Reading Intervention Through Reviving Fuller Lesson Approach 2. Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement

May I request a sample action research here? I would like to read and learn para may may magawa din yung mga guro na gustong maka gawa ng AR.

Greetings! Sir Mark Anthony Llego, I would like to ask if it is okay with you to copy your ideas in your Action Research Because I need it for our Action Research also in our Field Study 2.

Good day! May I ask for the copy of the research

Effectiveness of Araling Panlipunan Intervention and Review Program Towards the Increase of Quarterly MPS for Elementary Pupils

The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan for Pupils’ Learning Outcomes

Have a blessed day Sir Mark. I humbly ask for a sample research for reference lng po. Effectiveness of COT-RPMS in the Teaching Performance of Teachers. or any research on governance po. Thank you ang God bless po!

Hello Po. Could you please give me an example of this research. “Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement”

Good day po! Can I ask help po to the author of Action Research name below to support may on going researcch about numeracy gap. Drill: Enhancing Multiplication and Division Operation skills

Thanks Sir Mark . God bless po

Good day po. Can I ask the following following research for my reference? 1.Reward System. An Intervention Addressing Dropout. 2.Maximizing Parents’ Involvement in Monitoring Students’ Performance in School. Maraming salamat po.

GOOD EVENING PERMISSION TO THE OWNER OF THIS AR The relationships between ALS Learner’s Attendance and the Result of ALE Test Of BPOSA. may i ask soft copy for this please. thanks sir/mam.

Good day po sir Mark… Pwede po ba makahingi ng sample action research related po sa UTILIZATION OF INSTUCTIONAL MULTIMEDIA: ITS EFFECT ON THE COMPREHENSION LEVEL OF STRUGGLING LEARNERS IN ENGLISH as my reference po. Salamat po

Hello po. Can I ask for the sample of this action researches for reference?

1. The attitude of Grade 10 Students Towards Learning Mathematics

2. An Action Research on Improving Teachers’ Assessment Skills and Behaviour Towards Performance -Based Classroom Assessment

Good day. It’s a great privilege that i know you. Can you help me materialize my action research? I am interested on Oplan search for children with special needs: Basis for opening SPED classes. Thank you…

Good day. It’s a great privilege that i know you. Can you help me materialize my action research? I am interested on Oplan search for children with special needs: Basis for opening SPED classes.

Hi Po, can I ask a permission to get a copy of your research ” The effect of Gadgets in the Learning Behavior of Grade 4 Learners” Thank you po

Good Day and Mabuhay! can I have a sample copy on institutionalizing Project CLEAN as a Solid Waste Management in School Through the SPG Involvement

Good day! May I have a copy of the following research for reference? 1.Improving the Reading Comprehension Skills of Grade 6 pupils through Reading Remediation Using Short Reading Selection 2. Drill:Enhancing Multiplication and Division Operation Skills 3. Reading Materials:Improving Reading Ability of Third Graders

Good day po! Can I ask the copy of this researches for my reference?

1. Word Recognition, Comprehension and Fluency Through Multimedia Instruction for Multi-Grade Pupils 2. The Impact of Communicative Language Teaching Strategies in Solving English Oral Communication Learning Deficiency 3. Translation of English to Filipino and Mother Tongue to Improve Reading Comprehension 4. Using Sound Blending To Acquire Reading Skills in the Early Grades 5. Pictoword Application: An Aid in Enhancing the Learners’ Vocabulary and Spelling Skills

Thank you po and God bless

Hello Sir/Ma’am. Can I ask a copy of the following action research for reference. Thank you po in advance. 1.Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 2. Improving Reading Comprehension Through Multimedia Assisted Instruction

Good day po Sir Llego.

A very helpful information to all who wish to conduct researches.

May I request permission to have a copy from the owner of the research “Maximizing Parents’ Involvement in Monitoring Students Performance in School” and “Play-Based Word Translation Activities: An Intervention to Improve Reading Comprehension” for reference.

Good day Ma’am/Sir! Can I have this copy of, “Improving the reading skill of Grade 6 Pupils through Reading Remediation using short reading selection?”. Thank you and God bless.

Hello po Madam/sir:

Please share me a soft of the research “Understanding Multi-Grade Teachers’ Life Changing Experiences: A Phenomenological Analysis….Thank u sir and More power and blessings to come…God Bless po…

Good day Ma’am/Sir, Can I have the copy of the following research for reference. Thank you.

1. Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School 2. Saturday Mathematics Program: Its Effect to Selected Students of Trento District 3. Scientific Calculator Literacy of Grade 11 Students

May I ask permission who owns this Studies/ Research

1. The Plight of Teachers on One Time Monthly Salary Release: Financial Literacy and Survival. 2. Delving into the Implementation of School-Based Management (Sbm) in the Schools Division of Antipolo City

Good evening.Can you share a copy of the ff research? Badly needed for reference only. 1. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 2. The Effect of Gadgets in the Learning Behavior of Grade 4 Learners 3. Improving Reading Comprehension Through Multimedia Assisted Instruction Thank you po and god bless❤️❤️

I want to learn more on writing action research. Can I ask for a latest action research proposal with complete parts?

Hi, good day po Sir! Can I ask a copy of this Action Research ” The Effect of Gadgets in the Learning Behavior of Grade IV Learners”?

Hi Sir! May I request for a copy of this reseaech entitled, Using Songs As A Tool in Improving the Listening and Comprehension Skills in English Thank you in advance.

Good day! Can I ask if you can give me a sample of Research Question about “Post Assessment on Mathematical Skills of Grade 10 students after Modular Distance Learning” Hoping for your response. Thank you in advance.

Good day po. Can I ask the following following research for my reference? 1. Using Manipulative materials in teaching mathematics fundamental operations. 2. Improving mathematics performance through games and graphics organizers 3.Drill: Enhancing multiplication and division operation skills 4. Twenty-minute habit through word wall activities

Thank you and Keep safe!

Good day po. Can I ask copy of Word-Recognition Practice: Its Impact on the Development of Pupils’ Listening Comprehension as sample Action Research po sana? Thank you in advance.

Good day po. Can I request a copy for reference about 1. ” The Attitude of Elem Teachers towards Inclusive Education” 2. Improving the skills of G7 students in BPP through Blended Approach…My permission to the owner. Thank you so much

good morning po can i ask a copy of the sample research about Difficulties Encountered by the Grade IV Mathematics teacher in Teaching pupils exposed to MTB-MLE

Good day po. Can I ask a copy of Action Research about Teacher’s Challenges in Doing Action Research:Basis for Intervension. and The Effectiveness of COT-RPMS in the Teaching Performance of Teachers Thank you and More Power Sir!

Hello good day po Sir! Can I ask a copy of this Action Research ” The Effect of Gadgets in the Learning Behavior of Grade IV Learners”?

Hi Sir, Can I ask for the copy of thirls research for reference. Thank you.

Challenges of Grade 1 Teachers in Mother Tongue Based-Multilingual Education Among Elementary Schools of Antipolo City

Good day ! Can I ask the research for a reference? Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Thank you po

Pwede po makahingi ng copy ng research abot Using Five Finger Retell (FFR) in Enhancing the Reading Comprehension Skill of Fifth Graders. For reference po. Tnak you

Good day Ma’am/Sir, Can I have the copy of the following research for reference. Thank you😊

1. Home Visitation: Its Effect on Learners with Misbehavior 2. Improving the Reading Comprehension Skills of Grade 6 Pupils through Reading Remediation Using Short Reading Selections 3. The Effect of Gadgets in the Learning Behavior of Grade 4 Learners 4. Improving Reading Comprehension Through Multimedia Assisted Instruction

The Filipino Short Story: It’s Effect on the Reading Comprehension of the Grade 6 Learners

Good day po, may I ask a permission to access or have a soft copy of the action research in titled “Improving Mathematics Performance Through Games and Graphic Organizers” for reference purposes po. Thank you.

Good day po This is mary ann may l ask permission to share to me a soft copy of this AR . Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School Thank you & more power.

Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four Ginto in Teacherph Elementary School

Hi sir/mam. Pwede po bang humingi ng copy ng action research ninyo about The Effect of Gadgets in the Learning Behavior of Grade 4 Learners

Thank you po. Guide lng po.

hello po may asking permission po sa author or owner po sa research factors affecting learners’ performance in mapeh pashare nman po plss?

Institutionalizing Project CLEAN As a Solid Waste Management in School Through SPG Involvement.. can you give me a copy po fore reference purposes..god bless po.

Good day. Can you give me a copy of action research for reference po. tnx in advance..

hello sir can i have a copy of this research PROMOTING PARENTS’ AWARENESS ON PHONETICS: AN AID TO LEARNERS READING PROFICIENCY

Can I have the copy of this research:

Remedial Reading Program : An intervention for reading skill

My I ask permission who own this Studies/ Research.

1. The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan 5 in Pupils’ Learning Outcomes 2. Research Writing Capabilities of Teachers: An Exploratory Study

Thank you po.

Sir can i can have a sample copy of this research entitled ‘the effective of using online games in teaching grammar and vocabulary. It will help me a lot..

Thank you so much sir..

Good day sir, can I access this sample action Research for reference “Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words” Thank you po

Good day sir can I ask this research for my reference Thank you po. *Play based learning versus computer based learning in improving the reading skills in kindergarten

Good Day! Sir, can I have access to this topic “Attitudes of Elementary Teachers Towards Inclusive Education” for my reference. Thanks..

Hello sir. Can I have a copy of this Topic for reference sir. Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words

good day po mam and sir,

asking permission of copy of action research Improving Mathematics Performance Through the Use of Differentiated Instruction of Grade Four? for my reference po. thank you in advance god bless

Good day po! Can I ask the research for a reference? Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Good day sir, Can i ask a sample of the Factors affecting learners’ performance in MAPEH??Most specifically online classes?

Can i ask for a reference regarding this research topic: Contextualized Language Module and Students’ English Proficiency and Attitude Towards the English Language. Thank you so much!

Can i ask sample of action resesrch?

Hello sir. Would you please share me a copy of action research about vocabulary enrichment? Thank you sir .

Good day, Sir, with your permission po can I have a copy of the following Action Research for reference po sana. 1. Blended Learning: Social Media as A Learning Tool. 2. institutionalizing Project CLEAN as a Solid Waste Management in School Through the SPG Involvement 3. The Effect of Computer-Aided Instruction in Teaching Araling Panlipunan in Pupils Learning Outcome

Good Day! Can I ask the following research for my reference?

The Effect of the Scaffolding Strategy on the Performance of Grade 9 Students in Solving Word Problems in Math

Thank you so much po❤️ God Bless????

Hello Ma’am/Sir! Can I have the copy of this research:

Using ICT Generated Word Game in Increasing Vocabulary Skills of Seventh Graders

Hello Ma’am/Sir! Can I have the copy of this research:

Innovative Reading Intervention Scheme: A Tool in Improving Reading and Vocabulary Words

Hello po! Who can provide and share a sampleof action research for my title: Using the Art of Digital Story telling to Improve the Reading and Listening Comprehension Skills of Grade 4 Pupils

Good day po can i ask sample topic about teaching and learning strategies action research

Good Day Sir, can I access and use this sample action research? badly need po for our FIELD study for review and critique lang sana huhu hopefully ma notice.

Good Day, po! Can I ask the following research for my reference??

1.Challenges of Grade 1 Teachers in Mother Tongue Based-Multilingual Education Among Elementary Schools of Antipolo City

2. The Effect of the Scaffolding Strategy on the Performance of Grade 9 Students in Solving Word Problems in Math

3. The Use of 1 Story Book per Week for the Development of Reading Comprehension Among Kindergarten

4. Play-based learning VS computer-based learning In improving the reading skills of Kindergarten Learners

Thank you so much po, I really need it????

Can I ask a sample of action research title?

Good day po… Can I ask the following research for reference? 1. Effectiveness of Innovation Techniques in Teaching Science 2. Effectiveness of Using Activity Sheets in Teaching Science Among Seventh Graders

Thank you and God bless.

Good day po ma’am. may may nakuha na po ba kaung references tungkol sa mga reaserch topics po ninyo na iyan? Maari po bang pashare ma’am. Maraming Salamat po.

Good Day po

1. The Effects of Computer-Aided Instruction in Teaching Araling Panlipunan 5 in Pupils’ Learning Outcomes 2. Research Writing Capabilities of Teachers: An Exploratory Study

Sir mark, may i ask sample of action research, governance po.tnx po

Hello sir may permission who owns this research Factors affecting learners’ performance in MAPEH

non-cognitive factors affecting the academic of student-athletes

Can I ask a sample of Action Research?

i hope sir mark that you can help me in my action research

I’m happy sir Mark Anthony Llego for the information about Action Research.

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Module 5 Assignment- Action Research Proposal

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Build a Corporate Culture That Works

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their culture in such a way that the words become an organizational reality that molds employee behavior as intended.

All too often a culture is described as a set of anodyne norms, principles, or values, which do not offer decision-makers guidance on how to make difficult choices when faced with conflicting but equally defensible courses of action.

The trick to making a desired culture come alive is to debate and articulate it using dilemmas. If you identify the tough dilemmas your employees routinely face and clearly state how they should be resolved—“In this company, when we come across this dilemma, we turn left”—then your desired culture will take root and influence the behavior of the team.

To develop a culture that works, follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value statement.

Start by thinking about the dilemmas your people will face.

Idea in Brief

The problem.

There’s a widespread understanding that managing corporate culture is key to business success. Yet few companies articulate their corporate culture in such a way that the words become an organizational reality that molds employee behavior as intended.

What Usually Happens

How to fix it.

Follow six rules: Ground your culture in the dilemmas you are likely to confront, dilemma-test your values, communicate your values in colorful terms, hire people who fit, let culture drive strategy, and know when to pull back from a value.

At the beginning of my career, I worked for the health-care-software specialist HBOC. One day, a woman from human resources came into the cafeteria with a roll of tape and began sticking posters on the walls. They proclaimed in royal blue the company’s values: “Transparency, Respect, Integrity, Honesty.” The next day we received wallet-sized plastic cards with the same words and were asked to memorize them so that we could incorporate them into our actions. The following year, when management was indicted on 17 counts of conspiracy and fraud, we learned what the company’s values really were.

• EM Erin Meyer is a professor at INSEAD, where she directs the executive education program Leading Across Borders and Cultures. She is the author of The Culture Map: Breaking Through the Invisible Boundaries of Global Business (PublicAffairs, 2014) and coauthor (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). ErinMeyerINSEAD

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Releases 18 Jun 2024

WADA launches Call for Proposals for 2025 Scientific Research Grants

Help advance anti-doping research   

The World Anti-Doping Agency (WADA) is pleased to launch the new Call for Proposals for the 2025 Scientific Research Grant Program . 

Science is key to driving advances in anti-doping. Innovative research helps the anti-doping community identify new trends in doping, new drugs, new delivery mechanisms, new methods, and new ways to improve doping detection. 

Since 2001, WADA has invested more than USD 90 million in research grants for more than 650 projects. These grants are critical because they increase the volume and diversity of research dedicated to developing new and improved detection methods for performance-enhancing substances and methods. 

To submit expressions of interest for 2025 Scientific Research Grants Program 

Scientists interested in submitting an expression of interest (EOI) as part of our 2025 Scientific Research Grant Program are invited to do so beginning on 1 July* 2024 via the Agency’s WADAGrants  platform. 

As announced in October 2023 , WADA’s new grant submission system welcomes researchers to submit EOIs at any time during the year. EOIs will go through an initial review process prior to selected research teams being invited to submit a full application. Each granting year will consist of three cycles of review of EOIs and subsequent full applications. The cycles are scheduled to align with WADA’s Executive Committee meetings, during which funding decisions are made. All relevant deadlines are presented in the table below and are also available on WADA’s website .  

To support scientists, further details regarding the submission and review processes are available in the Application Guidelines for Scientific Research Grants . 

Important deadlines for the three cycles in 2025: 

*Please note that applicants will only be able to submit EOIs for the 2025 Scientific Research Grant Program starting on 1 July 2024, at which point Cycle 2 of the 2024 Scientific Research Grant Program will close. 

Latest news

WADA announces Independent Observer teams for the 2024 ...

WADA publishes outcomes of Phase I of ADO Benchmarking ...

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Eureka Network Resilience Call for Proposals 2024-25

1. introduction, 2. application deadlines, 3. sectors of focus, 4. related tools and events, 5. eligibility requirements, 7. application process, 8. contacts, 9. registration.

Eureka  has launched a multilateral call for proposals for joint research and development (R&D) projects in the field of disaster resilience, response and recovery. Participating countries include Canada, Austria, Belgium (Flanders & Wallonia), Chile, Czech Republic, Denmark, France, Lithuania, Singapore, South Korea, Spain, Türkiye, and the United Kingdom .

This call for proposals is open to small and medium-sized enterprises (SMEs) from Canada who wish to form project consortia to perform collaborative projects focused on developing innovative products, processes or technology-based services.

• Canadian registration deadline:  August 16, 2024
• Canadian expression of interest deadline:  September 2, 2024
• International consortium project proposal deadline:  October 31, 2024

This call invites proposals related to all technological or market areas that have clear links to disaster resilience, response and recovery. Relevant industry sectors include:

• construction
• health: services, public health, medical devices
• water: public and private utilities, technology developers
• energy: utilities, technology developers
• information communication technologies
• electronic components and systems

Please consult the Scope section in the Eureka Call for disaster resilience, response and recovery projects for more information.

• Access the B2Match Platform  for project development and consortium building.

Applicants must form a project consortium and develop a collaborative research and development (R&D) project that meets the following criteria:

5.1 Consortium

• 1 eligible Canadian SME
• 1 eligible foreign partner from one of the participating countries/regions listed for this call
• The parties listed above must be unrelated parties (i.e., no direct, indirect, beneficial or constructive ownership interest between these parties)
• Participation of Canadian research institutes, universities, large enterprises and other companies are welcome as additional participants on a self-funding basis or as subcontractors.
• The  project partners  that form the consortium must agree on a plan addressing intellectual property rights and intent to commercialize.

5.2 Project

• substantial commercial potential and outcomes that can be realized within 2-3 years of completion of the project
• a civilian (non-military) purpose
• a complementary technological contribution from each partner
• an obvious advantage and added value resulting from the cooperation between the participants
• In particular, no single organization or country can be responsible for more than 70% of the project budget.

5.3 Canadian funding eligibility requirements

• be an incorporated, profit-oriented SME in Canada
• have 500 or fewer full-time equivalent employees
• pursue growth and profit by developing and commercializing innovative, technology-driven new or improved products, services or processes in Canada
• have a differentiated and protectable technology that could become competitive in global markets
• have sufficient working capital (e.g., revenue, investment) and resources to undertake a multi-year R&D collaboration and commercialize the results
• be committed to significant growth through international market expansion
• have a minimum of 15 full-time equivalent employees
• have commercialized 1 or more products domestically or internationally
• have greater than $500,000 CAD in annual revenue

5.4 Foreign partner eligibility requirements

Non-Canadian applicants must contact their country’s national funding body to discuss possibilities of funding and/or self-funding as well as to obtain country-specific criteria.

Please consult the  Eureka call for proposals announcement for foreign partner eligibility requirements.

Eligible project participants in collaborative projects selected through this call for proposals may receive funding from their respective national funding body. Funds will be provided in accordance with the applicable laws, regulations, rules, and procedures established by the relevant national funding body, country, jurisdiction and/or program.

Project participants not eligible for funding from the National Research Council of Canada Industrial Research Assistance Program (NRC IRAP) or their National Funding Body (e.g., universities, research institutes, and participants from other countries) are welcome to participate on a self-funded basis or as sub-contractors to funded participants, according to each country's funding regulations.

Self-funded participants will be required to provide a “self-funding declaration” for which a template will be provided.

Additional country-specific funding parameters are outlined on the Eureka Network's website .

6.1 Canadian funding

In Canada, this call for proposals is offered through NRC IRAP, who is responsible for delivering this call for proposals and for managing any resulting funding agreements.

Eligible Canadian SMEs may receive up to 50% reimbursement of eligible project costs up to a maximum total funding amount of $500,000 CAD over 12 to 36 months.

Note:  Canadian SME applicants must be eligible for funding as NRC IRAP clients before they can be considered for funding through this call for proposals. For more information on NRC IRAP eligibility and becoming an NRC IRAP client, please contact NRC IRAP at 1-877-994-4727.

Note:  Canadian SME applicants may apply to more than one NRC IRAP call for proposals simultaneously. However, NRC IRAP may limit the number of funded projects per applicant. Canadian SME applicants who are applying to more than one opportunity or who have ongoing NRC IRAP projects should speak to their NRC IRAP representative for more information.

6.2 Foreign partner funding

Funding will only be provided to labelled projects that are positively evaluated by all participating funding bodies. Funding of project partners is subjected to budgetary availability and national funding conditions stipulated by each funding body. Please consult the  Eureka call for proposals announcement for more information.

This call for proposals is being hosted by the Eureka Network. Each  project consortium  must complete and submit a Eureka project online application form. Please consult the Eureka project application form webpage for instructions on how to complete and submit the Eureka project application form.

In addition to the project consortium submitting a Eureka project application form, each  project partner  seeking funding must submit all required documents to, and meet the due diligence process of, their respective national funding body. Failure at any point or for any reason to do so may cause the entire collaborative project application to be considered incomplete or ineligible and render the entire project consortium ineligible for funding through this call for proposals.

Application processes and evaluations will be performed independently by each national funding body in accordance with their national and institutional laws and regulations. Once each national funding body has evaluated the submitted applications, a final joint project selection will be performed.

Information on respective application processes follows below:

7.1 Canadian application process

The Canadian application process has 4 phases:

• Registration
• Expression of interest
• International consortium project proposal
• National funding body proposal and funding agreement

Step 1: Registration phase

Each Canadian applicant must register using the Register button at the bottom of this page. Basic information about the applicant and the organization will be required upon registration

NRC IRAP will review registrations for this call for proposals and contact applicants if more information is required. Qualifying applicants will proceed to the next phase and be invited to submit an expression of interest form.

Step 2: Expression of interest phase

During this phase, each Canadian applicant seeking funding must submit an expression of interest (EOI) form outlining basic information on the applicant and the collaborative project.

While completing the EOI form, each Canadian applicant is encouraged to contact their NRC IRAP representative to discuss their project idea and receive guidance on preparing their submission.

It is recommended that applicants submit the EOI as early as possible. EOIs will be evaluated by the applicant’s NRC IRAP representative and the NRC IRAP International Office. Qualifying applicants will be invited to submit the more detailed international consortium project proposal in collaboration with their project partners.

Step 3: International consortium project proposal phase

During the international consortium project proposal (ICPP) phase, all project partners work together to complete and submit an application package to each implicated national funding body. The contents of the ICPP package are unique to each national funding body.

In this call for proposals, the Canadian ICPP application package consists of:

• project consortium
• collaborative project
• expected outcomes
• expected project costs and calendar
• information about the Canadian SME
• information about make up of the project consortium
• information related to the structure of the project
• roles and responsibilities of each consortium member
• project management framework
• division of intellectual property rights
• confidentiality and publication agreements, and liability clauses.

Canadian ICPP applications will be evaluated by an NRC IRAP evaluation team including the applicant's NRC IRAP representative and the NRC IRAP International Office. NRC IRAP will work with the partner countries for joint review and labelling. Only collaborative projects that are deemed worthy of the Eureka label will be invited to proceed to the final national funding body proposal and funding agreement stage.

Step 4: National funding body proposal and funding agreement phase

During the national funding body proposal and funding agreement phase, all eligible project partners work independently to complete funding proposals and sign legally binding funding agreements with their respective national funding body. Canadian applicants will work with their NRC IRAP representative to prepare an NRC IRAP funding proposal and contribution agreement. Alternatively, participants may be self-funded.

7.2 Foreign partner application process

For information related to country-specific application stages, requirements, instructions, ICPP application package and national funding applications and funding agreements, please consult your country’s contact available on  Eureka Network’s Website .

For questions or for more information, please refer to the  Eureka Network’s website  for your country’s contact person. Canadian organizations can contact:

Eric Holdrinet NRC IRAP Eureka National Project Coordinator – Canada [email protected]

Canadian SME participants must be registered IRAP clients. If not already an IRAP client, Canadian SMEs must contact 1-877-994-4727 to determine if they might be eligible for support through NRC’s Industrial Research Assistance Program.

To begin the application process, the Canadian applicant must register for this opportunity by clicking the Register button.

If there is no Register button visible below this line, it means registration for this call for proposals has closed.

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W ASHINGTON — There seems to be broad agreement that change is coming for the National Institutes of Health. It is just a matter of how much — and which institutes see their fates upturned.

Two House Republicans whose committees oversee the agency on Friday laid out a sweeping plan to nearly halve the number of NIH institutes and centers, establish director term limits, restrict certain infectious disease research, and bolster grant reporting, among dozens of proposed changes. They shared their plans in a whitepaper and in an opinion piece in STAT .

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