Improving Practice through Action Learning and Research

Improving Practice through Action Learning and Research

Instructions please open the uploaded folder named proposal to be used j read it then proceed with the below instructions

Undertake the study
Detailed description of how each of the ‘look’, ‘think’ and ‘act’ stages were carried out including references to the literature.

Demonstrates very high achievement of the action research routine with sound outcomes. Includes sound and clear description of the how the study was conducted – links very well to a very relevant and well constructed literature review

Conclusion / Outcomes

Summary of the project and description of the outcomes of the study including the impact it is expected to have on the professional area.

Very sound summary and description of the outcomes of the study with relevant and interesting links to the well constructed literature review.

Minimum of 2-3 graphs

Minimum of 2-3 figures

Minimum of 2-3 tables or diagrams

Minimum of 10 slides appendix

Examine teaching and/or unit evaluations to identify areas of improvement in teaching practice or the student experience.

Use appropriate action research methodologies to design and implement an action learning project that addresses an identified issue or need.

Evaluate the results of the action learning project and develop a plan for the modification of the teaching-learning process in a nominated unit/course.

Apply discipline knowledge.

Thinking skills (use analytical skills to solve problems).

Use the below 28 refrences


Biggs, J. (2001). The reflective institution: Assuring and enhancing the quality of teaching and learning. Journal Higher Education. 41(3), 221-238.

Dick, B. (2004). Action research literature Themes and trends. Action Research, 2(4), 425-444.

Dinkelman, T. (1997). The promise of action research for critically reflective teacher education. Teacher educator. 32 (4), 250-274.

Hughes, I. & Yuan, L. (2005). The status of action research in the People’s Republic of China. Action Research 3(4), 383-402.

Karim, K. (2001). Assessing the strengths and weaknesses of action research. Nursing Standard 15(26), 33-35.

Kuit, J. A., Reay, G. & Freeman, R. (2001). Experiences of reflective teaching. Active Learning in Higher Education 2(2), 128-142.

Levin, M. & Martin, A.W. (2007). The praxis of educating action researchers. The possibilities and obstacles in higher education, 5(3), 219-229.

Maksimovic, J. (2010). Historical Development of Action Research in Social Sciences. Facta Universitatis 9(1), 119-124. Retrieved from

McHatton, R. J. (2008, April 29). Gordon Graham: Cognitive Dissonance Theory. [Video file]. Retrieved from

Riding, P., Fowell, S. & Levy, P. (1995). An action research approach to curriculum developmentInformation Research 1(1), Retrieved from

Stringer, E. T. (2004). Action research in education. Upper Saddle River, NJ: Pearson Education, Inc.

Vaidya, S.R. (2001). Research for classroom teachers. Education 122 (1), 151-153. Retrieved from

Whitehead, J. (2007, Mar 02). Dr. Jacqueline Delong and Timothy Pugh on Action Research. [Video file]. Retrieved from

Yost, D.S., Sentner, S.M. & Forlenza-Bailey, A. (2000). An Examination of the Construct of Critical Reflection: Implications for Teacher Education Programming in the 21st Century. Journal of Teacher Education 51 (1), 39-49.

Young, M. R., Rapp, E., & Murphy, J. W. (2010). Action research: enhancing classroom practice and fulfilling educational responsibilities. Journal of Instructional Pedagogies, 3(1), 1-10. Retrieved from

Winter, R. (1996). Some principles and procedures for the conduct of action research. In O. Zuber-Skerritt (Ed), New directions for action research. London: Farmer


Anderson, T., & Shattuck, J. (2012). Design-based research a decade of progress in education research? Educational researcher, 41, 16-25.

Biggs, J, & Tang, C. (2011). The Society for Research into Higher Education: Teaching for Quality Learning at University (4th ed.). Berkshire, England: McGraw-Hill Education.

Burden, P. R., & Byrd, D. M. (2013). Methods for effective teaching: meeting the needs of all students (6th ed.). Upper Saddle River, NJ: USA: Pearson, Inc.

Erickson, F. (2012). Qualitative Research Methods for Science Education. In B. J. fraser, K. Tobin & C. J. Mcrobbie, (Eds.), Second International Handbook of Science Education (pp. 1451-1469).

Flood, J., Heath, S. B., & Lapp, D. (2014). Handbook of Research on Teaching Literacy through the Communicative and Visual Arts, Volume II: A Project of the International Reading Association. New York, USA: Routledge.

Genishi, C., & Dyson, A. H. (2009). Children, language, and literacy: Diverse learners indiverse times. New York, USA: Teachers College Press.

Hagevik, R., Aydeniz, M., & Rowell, C. G. (2012). Using action research in middle level  teacher education to evaluate and deepen reflective practice. International Journal of Research and Studies, 28(5), 675-684. Retrieved from

Jeffreys, M. R. (2016). Teaching cultural competence in nursing and health care: Inquiry, action, and innovation (3rd ed.). New York, USA: Springer Publishing Company.

Pedler M. (Ed.). (2011). Action learning in practice (4th ed.). Burlington, VT: Gower Publishing.

Shagoury, R., & Power, B. M. (2012). Living the questions: a guide for teacher-researchers (2nd ed.). Retrieved from

Stringer, E. T. (2013). Action Research (4th ed.). Thousand Oaks, California, USA: SAGE Publication, Inc.

Wu, R., Tu, Y., Wu, R., Le, Q. & Reynolds, B. (2012). An Action Research Case Study on Students’ Diversity in the Classroom. International Journal of Innovative Interdisciplinary Research,1(2). Retrieved from