Chapter 3: Action Research for Lifelong Learning

Test Bank

Multiple Choice

1. A defining characteristic of action research is that it ______.

A. often leads to changes in practices

B. is rarely used to test out new strategies

C. does not require careful measurement

D. only uses qualitative data

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Comprehension

Answer Location: Defining Action Research

Difficulty Level: Medium

2. Who do most research historians consider the founder of action research?

A. Kurt Lewin

B. William James

C. John Dewey

D. B. F. Skinner

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Knowledge

Answer Location: Origins of Action Research

Difficulty Level: Easy

3. According to Lewin, in order for change to occur, ______.

A. forces driving change must overpower forces resisting change

B. forces must be in a state of equilibrium

C. physical and psychological forces must be stronger than group forces

D. people needed to be educated about the change

Learning Objective: 3-3: Describe Lewin’s change theory.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

3. Why is John Dewey viewed as important to the origins of action research?

A. He believed that only universal truths were important.

B. His model of inquiry emphasized using evidence to improve local contexts.

C. He believed experimentation was best carried out by researchers.

D. There was a definite beginning and end to inquiry.

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

4. Which of the following is a focus of action research?

A. producing knowledge for knowledge’s sake

B. the importance of designing studies that generalize to larger populations or situations

C. an emphasis on solving local problems

D. testing the validity of theories

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Comprehension

Answer Location: Basic Scientific Research Versus Action Research

Difficulty Level: Medium

5. When considering the design of an action research study, which of these strategies is best?

A. never draw elements from more than one design

B. since all the designs look at the same types of questions, just pick any design

C. consider a pragmatic mix of designs that best match the research questions

D. try to choose a design that helps generalize the results to an overall population

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

6. Participatory action research ______.

A. aims to empower individuals

B. is conducted by a team of stakeholders who are interested in the research problem

C. focuses upon social justice issues

D. involves all members of an organization

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

7. The female seventh-grade teachers at Main Street Middle School are concerned about the increased rates of student misbehavior in classes during the first quarter. They decide to conduct an action research project investigating student misbehavior in their classes. They develop their research questions, decide what information to collect, devise analysis strategies, interpret their findings, and share their findings with all of their colleagues at the middle school. This is an example of ______.

A. participatory action research

B. critical action research

C. feminist action research

D. appreciative inquiry

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Types of Action Research

Difficulty Level: Hard

8. Translational research involves ______.

A. translating research into other languages for international researchers to use in their writing

B. taking the results of research and making them easy to understand and implement

C. taking everyday ideas and turning them into research studies

D. taking qualitative action research studies and making them quantitative

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Comprehension

Answer Location: Basic Scientific Research Versus Action Research

Difficulty Level: Easy

9. Dr. Smythe’s most recent research study involved taking an instructional strategy found to be successful in a well-controlled laboratory environment and using that strategy in actual public school classroom with public school teachers. Her study is an example of ______.

A. participatory action research

B. basic research

C. translational research

D. feminist action research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Types of Action Research

Difficulty Level: Hard

10. Critical action research emphasizes ______.

A. the identification of crisis situations

B. political possibilities

C. traditional scientific rigor

D. the traditional role of the objective researcher

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

11. Critical action research ______.

A. is focused on problems within organizations

B. is a form of participatory research

C. contains a basic research component

D. strives to identify variables leading to generalized change

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

12. Critical action research is a form of ______.

A. evaluation research

B. basic research

C. orientational research

D. evaluation research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

13. An example of critical action research would be ______.

A. implementing strategies to reduce income inequality

B. a study of factors that are predictive of promotion within an organization

C. research to help build a learning organization

D. employees banding together to figure out how to improve morale

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Analysis

Answer Location: Types of Action Research

Difficulty Level: Medium

14. Feminist action research is focused on ______.

A. improving the lives of women

B. converting individuals to feminism

C. only women’s health issues

D. electing women to national offices

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

15. Action science is a form of action research that involves ______.

A. specific communities

B. learning in organizations

C. focusing on the strengths of individuals in organizations

D. reviewing the results of other studies

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

16. ______ is a form of action research that is focused on making an organization a learning organization where members work together, grow over time, and improve the organization.

A. Critical action research

B. Participatory action research

C. Appreciative inquiry

D. Action science

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

17. Which form of action research emphasizes traditional scientific rigor?

A. action science

B. appreciative inquiry

C. participatory action research

D. critical action research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

18. The type of learning that focuses on addressing just the immediate problem with considering how the problem is related to the system it resides in is called ______.

A. single-loop learning

B. insight learning

C. double-loop learning

D. theory in use learning

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

19. The type of learning that looks and questions assumptions, values, realities, reasons for actions, and how a problem relates to the larger system is called ______.

A. single-loop learning

B. insight learning

C. double-loop learning

D. theory in use learning

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

20. The type of learning that leads to learning organizations is called ______.

A. single-loop learning

B. insight learning

C. double-loop learning

D. theory in use learning

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

21. Teachers, staff, parents, students, and administrators at Central Valley High School completed an action research project. They met together, discussed the strengths of the school, developed a shared vision, and implemented a school-wide intervention plan to reach their goal of improved student achievement. This is an example of ______.

A. action science

B. appreciative inquiry

C. participatory action research

D. critical action research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Analysis

Answer Location: Types of Action Research

Difficulty Level: Medium

22. The school principal is completing an action research project for a class she is taking. She is focusing on the best in teachers and staff. When meeting with students, she is commenting on the positives rather than the negatives. Her action research project is ______.

A. critical action research

B. participatory action research

C. feminist action research

D. appreciative inquiry

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Types of Action Research

Difficulty Level: Hard

23. Action research focused on changing something large is known as ______.

A. individual action research

B. collaborative action research

C. systemwide action research

D. appreciative inquiry

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

24. As part of a school transformation experience, the faculty, staff, and administrators at Public School 123 met over a period of time. As a result of these meetings, they identified what the school did well and the school’s potential. They then developed a results-oriented vision for the school’s future, followed by a structure that would help them achieve their vision. Finally, the school community worked together to implement the new structure and maintain their vision of what the school should be. This is an example of what type of action research?

A. action science

B. appreciative inquiry

C. discovery

D. individual action research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Types of Action Research

Difficulty Level: Hard

25. In general, the process of conducting action research involves ______.

A. reflecting, planning, acting, and observing

B. discovering, dreaming, designing, and destiny

C. forming, storming, norming, and performing

D. hypothesis generation, designing interventions, intervening, and assessing impact

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Knowledge

Answer Location: The Cycle of Action Research

Difficulty Level: Easy

26. Sandra does a study concerning poor reading achievement in her school. After collecting data and analyzing it, she recognizes that her assumptions about what elements of reading instruction needed to be improved were wrong. She realizes that she needs to rethink her theory. What phase of the action research cycle is she focused on?

A. act

B. observe

C. plan

D. reflect

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

27. Sandra does a study concerning poor reading achievement in her school. After collecting data and analyzing it, she recognizes that her assumptions about what elements of reading instruction needed improvement were wrong. She realizes that she needs to rethink her theory. Her reconsideration of her theory based on data suggests that Sandra ______.

A. is a reflective practitioner

B. is finished studying reading achievement in her school

C. is using appreciative inquiry

D. is unlikely to engage in further action research cycles

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Application

Answer Location: The Cycle of Action Research

Difficulty Level: Hard

28. Which phase of the action research cycle includes a statement of what you will be trying to improve?

A. reflect

B. plan

C. act

D. observe

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Knowledge

Answer Location: The Cycle of Action Research

Difficulty Level: Easy

29. A “who does what, when chart” is the important outcome of which phase of the action research cycle?

A. reflect

B. plan

C. act

D. observe

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Knowledge

Answer Location: The Cycle of Action Research

Difficulty Level: Easy

30. Ms. Bain has developed an action plan to accompany changes she is making in her classroom. It will contain information on ______.

A. strengths, needs, and challenges she will face

B. what needs to be improved, actions to be taken, and observed outcomes

C. quantitative data, qualitative data, and sources of evidence

D. who does what, when they do it, and how they do it

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Application

Answer Location: The Cycle of Action Research

Difficulty Level: Hard

31. The cycle of action research ______.

A. always begins with planning

B. always ends with the action phase

C. is finite

D. may be entered at any point in the cycle

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

32. In the act phase of the action research cycle, ______.

A. you determine what is going on and why it is

B. a literature review is conducted to see what actions others have taken

C. you generate problem statements

D. the intervention or investigation is carried out

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

33. Mr. White is trying out a new behavior management strategy in his class. He is currently collecting and interpreting data. What phase of the action research cycle is he in?

A. reflect

B. plan

C. act

D. observe

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Application

Answer Location: The Cycle of Action Research

Difficulty Level: Hard

34. Ms. Freeman is conducting an action research project for her master’s thesis. She is currently thinking about what her results mean, developing her conclusions, and planning what she should do next. It appears that she is in ______ phase of the action research cycle.

A. reflect

B. plan

C. act

D. observe

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Application

Answer Location: The Cycle of Action Research

Difficulty Level: Hard

35. The strengths of action research include ______.

A. producing generalizable results

B. traditional research rigor

C. the development of lifelong learning

D. ease of approval from IRBs

Learning Objective: 3-6: Compare the strengths and weaknesses of action research.

Cognitive Domain: Comprehension

Answer Location: Strengths and Weaknesses of Action Research

Difficulty Level: Medium

36. The weaknesses of action research studies include ______.

A. being based on small samples, thus having limited generalizability

B. the empowerment of practitioners

C. the commitment to democratic social change

D. the integration of theory and practice

Learning Objective: 3-6: Compare the strengths and weaknesses of action research.

Cognitive Domain: Comprehension

Answer Location: Strengths and Weaknesses of Action Research

Difficulty Level: Medium

37. Sally is a graduate student in education. For her action research project, she has just finished implementing a class-wide behavior plan for an academic quarter. The next thing she should do is ______.

A. figure out what she wants to do next

B. examine the results of the intervention

C. plan a follow-up study.

D. reflect upon the experience

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Analysis

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

38. For his educational research class, Richard has to conduct an action research project. He has decided to change the way he teaches reading vocabulary words to see if students’ comprehension test scores improve. He has written down what he will do differently in terms of teaching vocabulary and when he will make the changes. He has ensured that his plan is ethical and feasible. This is an example of a(n) ______.

A. action plan

B. who does what, when chart

C. critical friend

D. action research journal

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Analysis

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

39. One way to generate ideas for an action research project is to have a colleague observe you teach and suggest things you could do to improve your teaching. This is an example of using a(n) ______.

A. action plan

B. who does what, when chart

C. critical friend

D. action research journal

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

40. In appreciative inquiry action research studies, the phase where people work together to determine how the organization should be structured to achieve its vision is called the ______.

A. discovery phase

B. dream phase

C. design phase

D. destiny phase

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

41. In appreciative inquiry action research studies, the phase where people work together to determine the organization’s strengths and potential is called the ______.

A. discovery phase

B. dream phase

C. design phase

D. destiny phase

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

42. Ms. Mercado is preparing to change the responsibilities of her paraprofessional. She has talked with the paraprofessional and together they identified and removed barriers to the change. They implemented the change, and now they are back in a new state of equilibrium. Mercado has used ______.

A. Lewin’s force field theory

B. Lewin’s change theory

C. feminist action research

D. Deweyan inquiry

Learning Objective: 3-3: Describe Lewin’s change theory.

Cognitive Domain: Analysis

Answer Location: Origins of Action Research

Difficulty Level: Medium

43. In Lewin’s force field theory, change occurs ______.

A. relatively frequently

B. during the unfreezing stage

C. when restraining forces are stronger than driving forces

D. when driving forces are stronger than restraining forces

Learning Objective: 3-3: Describe Lewin’s change theory.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

44. Melanie is trying to change her diet by using Lewin’s change theory. She has determined that her family’s unwillingness to eat new foods is an example of ______.

A. a driving force

B. equilibrium

C. a restraining force

D. refreezing

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Origins of Action Research

Difficulty Level: Hard

45. For Lewin, change occurs ______.

A. during unfreezing

B. during refreezing

C. during equilibrium

D. during disequilibrium

Learning Objective: 3-3: Describe Lewin’s change theory.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

46. Ms. Hewitt is working on changing the behavior of one of her students. She has identified and believes she understands the driving and restraining forces that are operating to impact the student’s behavior. She has completed ______.

A. a force field analysis

B. participatory action research

C. quantitative analysis

D. basic research

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Application

Answer Location: Origins of Action Research

Difficulty Level: Hard

47. Deweyan inquiry occurs in five phases. Which of the phases listed below is NOT one of them?

A. “Something is wrong” phase

B. “Let’s try this and see what happens” phase

C. “The change is over” phase

D. “Doing this would mean” phase

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Knowledge

Answer Location: Origins of Action Research

Difficulty Level: Easy

48. Deweyan inquiry relies on ______.

A. equilibrium, driving, and restraining forces

B. reflection, observation, and experimentation

C. unfreezing, changing, and refreezing

D. discovery, dreams, and destiny

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Easy

49. Davis is starting a new company in Silicon Valley. He is committed to his employees’ growth through working together. He has brought in consultant to help him accomplish this through trying different interventions to help his company that is continually changing. To accomplish this, the consultant may use ______.

A. critical action research

B. Lewin’s change theory

C. individual action research

D. action science

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Analysis

Answer Location: Origins of Action Research

Difficulty Level: Medium

50. For all of its strengths, action research has some important weaknesses. According to the book, one of its biggest weaknesses is ______.

A. reliance on weaker research methods

B. strong statements of cause and effect

C. ease of approval from IRBs

D. empowering practitioners

Learning Objective: 3-6: Compare the strengths and weaknesses of action research.

Cognitive Domain: Knowledge

Answer Location: Strengths and Weaknesses of Action Research

Difficulty Level: Easy

51. The cycle of action research is similar to Dewey’s ______.

A. change theory

B. force field analysis

C. idea that we need to learn and grow throughout life

D. driving forces

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Knowledge

Answer Location: The Cycle of Action Research

Difficulty Level: Easy

52. Which of the following is an important underpinning of Dewey’s work?

A. a belief in unchanging truth

B. a pragmatist philosophy

C. a focus on general versus local truths

D. a belief that only scientists can engage in inquiry

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Knowledge

Answer Location: Origins of Action Research

Difficulty Level: Easy

53. In comparing Deweyan inquiry to the action research cycle, which of the following is true?

A. Both have four phases.

B. Both focus on general versus local truths.

C. They both can be entered at any phase or cycle.

D. Deweyan inquiry ends after a single cycle.

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Analysis

Answer Location: Origins of Action Research

Difficulty Level: Medium

True/False

1. In action research, it is not necessary to link your theory to existing research literatures.

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Comprehension

Answer Location: Basic Scientific Research Versus Action Research

Difficulty Level: Medium

2. Action research tends to be cyclical or ongoing because researchers reflect on their findings and then devise another phase of intervention and data collection.

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Easy

3. Action research grew out of Kurt Lewin’s linking of theory and practice.

Learning Objective: Define action research and describe its origins.

Cognitive Domain: Knowledge

Answer Location: Origins of Action Research

Difficulty Level: Easy

4. Critical action research and participatory action research are the same thing.

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

5. Feminist action research is a type of critical action research.

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Knowledge

Answer Location: Types of Action Research

Difficulty Level: Easy

6. Individual action research can be conducted by research teams.

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

7. In order to carry out action research, you must always begin with reflection, then proceed to planning, action, and observation in order.

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

8. It is not possible to conduct a descriptive action research project.

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

9. Many of the weaknesses of action research relate to weaker research methods and validity strategies when compared to other forms of research used in educational settings.

Learning Objective: 3-6: Compare the strengths and weaknesses of action research.

Cognitive Domain: Comprehension

Answer Location: Strengths and Weaknesses of Action Research

Difficulty Level: Medium

10. During the observe phase of action research, data are collected using multiple tools and methods.

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

11. Dewey called himself an instrumentalist.

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

12. Dewey believed that we always obtain provisional truth subject to updating and improving.

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research

Difficulty Level: Medium

13. Action research can only be carried out by PhD-level researchers.

Learning Objective: 3-7: State a problem at your workplace that can be addressed via action research.

Cognitive Domain: Comprehension

Answer Location: Action Research Journaling

Difficulty Level: Medium

Essay

1. Explain what is meant by the action research attitude.

Learning Objective: 3-1: Define action research and describe its origins.

Cognitive Domain: Application

Answer Location: Defining Action Research

Difficulty Level: Hard

2. Describe Lewin’s change theory and provide an example of it.

Learning Objective: 3-2: Contrast the different types of action research. | 3-3: Describe Lewin’s change theory. | 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Application

Answer Location: Examples of Educational Research

Difficulty Level: Hard

3. Compare and contrast the different types of action research.

Learning Objective: 3-2: Contrast the different types of action research.

Cognitive Domain: Comprehension

Answer Location: Types of Action Research

Difficulty Level: Medium

4. Describe the cycle of action research.

Learning Objective: 3-5: Explain the Cycle of Action Research.

Cognitive Domain: Comprehension

Answer Location: The Cycle of Action Research

Difficulty Level: Medium

5. Identify a problem in your workplace or other environment. Describe how you would address the problem with action research.

Learning Objective: 3-7: State a problem at your workplace that can be addressed via action research.

Cognitive Domain: Application

Answer Location: Theory

Difficulty Level: Hard

6. Describe characteristics of Dewey’s work that can be found in modern action research approaches.

Learning Objective: 3-4: Describe Dewey’s approach to inquiry.

Cognitive Domain: Comprehension

Answer Location: Origins of Action Research | The Cycle of Action Research

Difficulty Level: Medium

7. What are some ways you can use an action research journal to help facilitate your becoming a reflective practitioner?

Learning Objective: 3-7: State a problem at your workplace that can be addressed via action research.

Cognitive Domain: Application

Answer Location: Action Research Journaling

Difficulty Level: Hard