![]() ![]() ![]() For example, if the goal of an individual is to maximize income, then if the individual chooses to cheat on his income taxes or to sell drugs but in the end can maximize income the goal-oriented action is considered purposely rational than someone who requires less money. The purpose of the action is to fulfil some other goal and is treated as a means in itself i.e. Rationality is based on logical and scientific grounds. ![]() Efficiency is central but the action also has to be rational. The purpose is to find effective ways to achieve the goal. The means and ends are decided by the goal that needs to be achieved. The goal is derived from the desire of the actor. However, they may exist as a mixture of a contaminated form of social action. ![]() But what did he mean by ideal actions? He meant that these actions might not occur similarly in the real world as they have been explained in the Weber theory. Max Weber defined four types of ideal actions. #Define actio professional#The object of action research could be almost anything related to educational performance or improvement, from the effectiveness of certain teaching strategies and lesson designs to the influence that family background has on student performance to the results achieved by a particular academic support strategy or learning program-to list just a small sampling.įor related discussions, see action plan, capacity, continuous improvement, evidence-based, and professional development.Max Weber define social action as “action is social in so far as by virtue of the subjective meaning attached to it by acting individual it takes account of the behaviour of others and is thereby oriented in its course it includes all human behaviour when and insofar as the acting individual attaches a subjective meaning to it”. ReformĮducators typically conduct action research as an extension of a particular school-improvement plan, project, or goal-i.e., action research is nearly always a school-reform strategy. The basic principles of action research that were described by Lewin are still in use to this day. The term “action research” was coined in the 1940s by Kurt Lewin, a German-American social psychologist who is widely considered to be the founder of his field. That said, while action research is typically focused on solving a specific problem (high rates of student absenteeism, for example) or answer a specific question (Why are so many of our ninth graders failing math?), action research can also make meaningful contributions to the larger body of knowledge and understanding in the field of education, particularly within a relatively closed system such as school, district, or network of connected organizations. Less formal, prescriptive, or theory-driven research methods are typically used when conducting action research, since the goal is to address practical problems in a specific school or classroom, rather than produce independently validated and reproducible findings that others, outside of the context being studied, can use to guide their future actions or inform the design of their academic programs. Unlike more formal research studies, such as those conducted by universities and published in peer-reviewed scholarly journals, action research is typically conducted by the educators working in the district or school being studied-the participants-rather than by independent, impartial observers from outside organizations. Evaluate the results of the actions taken.Organize, analyze, and interpret the data.The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.Īction research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses-whether organizational, academic, or instructional-and help educators develop practical solutions to address them quickly and efficiently. ![]()
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