Action research II Partial

1. A teacher systematically examines her own classroom practices to improve student engagement. This activity is best classified as: A. Experimental research. B. Action research. C. Survey research. D. Policy analysis.

2. Action research differs from traditional research mainly because it: A. Avoids data collection. B. Is conducted by practitioners to solve immediate problems. C. Excludes reflection. D. Requires laboratory settings.

3. A school counselor studying the effectiveness of a new intervention program is engaging in action research because: A. The study is externally funded. B. The inquiry occurs within the counselor's own professional context. C. The results will be published. D. The study uses quantitative data.

4. Which scenario best illustrates the primary goal of action research?. A. Comparing national literacy rates. B. Improving student learning through reflective inquiry. C. Testing a psychological theory. D. Ranking schools.

5. Action research is considered practitioner-friendly because it: A. Requires minimal effort. B. Produces universally generalizable results. C. Addresses local, relevant issues. D. Eliminates collaboration.

6. An educator who reflects on teaching strategies and adjusts instruction based on evidence is demonstrating: A. Detached observation. B. Professional compliance. C. Reflective practice. D. Curriculum standardization.

7. Educational literature typically identifies which two major types of action research?. A. Quantitative and qualitative. B. Narrative and ethnographic. C. Practical and participatory. D. Descriptive and correlational.

8. A teacher investigates low homework completion in her own class. This study represents: A. Participatory action research. B. Practical action research. C. Policy research. D. Experimental research.

9. A group of teachers and parents collaboratively study inequitable assessment practices. This approach aligns with: A. Practical action research. B. Survey research. C. Participatory action research. D. Experimental design.

10. Which feature most clearly distinguishes participatory action research?. A. Individual reflection. B. Focus on empowerment and social change. C. Limited stakeholder involvement. D. Emphasis on standardized testing.

11. In participatory action research, the democratic element refers to: A. Voting on research topics. B. Inclusion of participant voices. C. Political neutrality. D. Use of random sampling.

12. Building a community of learners is central to which element?. A. Democratic. B. Participatory. C. Empowering. D. Evaluative.

13. The empowering element of participatory action research aims to: A. Enforce instructional uniformity. B. Reduce autonomy. C. Enable individuals to overcome oppressive conditions. D. Improve test efficiency.

14. Research addressing assessments that reinforce student failure would best fit: A. Practical action research. B. Experimental research. C. Participatory action research. D. Survey research.

15. A defining characteristic shared by all action research is: A. National scope. B. Practical focus. C. External control. D. Randomized sampling.

16. Action research most often examines: A. Other educators' classrooms. B. Historical schooling trends. C. The researcher's own practices. D. Government policy.

17. Collaboration in action research is best described as: A. Independent inquiry. B. Inclusion of relevant stakeholders. C. Minimal communication. D. External supervision.

18. Which group could reasonably act as coparticipants?. A. Only administrators. B. Only students. C. Teachers, students, and external professionals. D. Only researchers.

19. An action plan in action research is typically developed: A. Before data collection. B. In response to identified findings. C. After publication. D. Without reflection.

20. Presenting findings to school stakeholders is an example of: A. Data reduction. B. A plan of action. C. Sampling strategy. D. Experimental control.

21. Which activity best illustrates an action plan?. A. Conducting a literature review. B. Launching a pilot instructional program. C. Collecting baseline data. D. Writing research questions.

22. Action research findings are shared primarily to: A. Meet publication requirements. B. Enable immediate application. C. Ensure anonymity. D. Reduce collaboration.

23. Which format is appropriate for disseminating action research?. A. National policy briefs only. B. Confidential archives. C. Oral presentations or reports. D. Statistical appendices only.

24. Action research differs from traditional academic research because it: A. Rejects theory. B. Focuses on solving immediate applied problems. C. Avoids evidence. D. Eliminates planning.

25. An educator who evaluates the impact of a new teaching approach on students is engaging in: A. Theoretical modeling. B. Self-reflective inquiry. C. Policy analysis. D. Detached observation.

26. Action research supports professional development mainly by: A. Standardizing practices. B. Encouraging continuous reflection and improvement. C. Reducing responsibility. D. Limiting innovation.

27. One commonly acknowledged challenge of action research is: A. Lack of relevance. B. Initial investment of time and energy. C. Absence of data. D. Excessive abstraction.

28. Integrating action research into daily teaching requires educators to: A. Separate research from instruction. B. Recognize inquiry as part of teaching practice. C. Rely on external experts. D. Suspend teaching activities.

29. Action research is primarily conducted to: A. Rank educators. B. Address local educational concerns. C. Validate existing theory. D. Compare institutions.

30. Which statement best reflects the relationship between action research and teaching?. A. They compete for time. B. Action research replaces teaching. C. Action research can coexist with teaching. D. Teaching must stop during research.

31. Action research encourages educators to: A. Depend on external authorities. B. Take ownership of improvement processes. C. Follow fixed protocols. D. Avoid collaboration.

32. A study focusing on improving school-community relations best fits: A. Practical action research. B. Participatory action research. C. Experimental research. D. Survey research.

33. Practical action research is most appropriate for: A. Global inequality studies. B. Classroom-based instructional issues. C. National education reform. D. Political advocacy.

34. Participatory action research extends action research by emphasizing: A. Statistical rigor. B. Social and community transformation. C. Individual teacher reflection only. D. Curriculum compliance.

35. Action research is especially valued because it is: A. Prescriptive. B. Abstract. C. Relevant and meaningful to practitioners. D. Externally controlled.

36. Which scenario best represents collaboration?. A. A teacher working alone. B. Teachers and counselors jointly analyzing data. C. A researcher avoiding feedback. D. Independent observation.

37. Action research contributes to professional growth by: A. Limiting autonomy. B. Encouraging reflective practice. C. Eliminating inquiry. D. Standardizing instruction.

38. An action research project may reasonably involve: A. Only one teacher. B. Only administrators. C. A few individuals or an entire community. D. Only university researchers.

39. A key message of action research is that it: A. Disrupts teaching. B. Cannot be sustained. C. Can be integrated into daily practice. D. Requires formal publication.

40. Seeking collegial support during action research primarily helps educators to: A. Reduce reflection. B. Facilitate implementation of change. C. Limit participation. D. Increase control.

41. A teacher wants to improve reading engagement but is unsure whether action research fits her context. According to Creswell (2012), her first step should be to: A. Begin collecting classroom data. B. Conduct a literature review. C. Decide if action research is the most appropriate design. D. Write a problem statement.

42. A school team has limited time and access to participants. This consideration is most relevant when: A. Developing sub-questions. B. Determining feasibility of action research. C. Identifying themes. D. Sharing findings.

43. An educator chooses action research because she wants to test solutions while teaching. This highlights action research as: A. Theoretical inquiry. B. Applied inquiry. C. Experimental research. D. Policy evaluation.

44. After confirming action research is appropriate, a teacher reflects on daily classroom challenges. What step is she entering?. A. Data analysis. B. Identifying a problem. C. Implementing an action plan. D. Sharing research.

45. A teacher asks, “How can I reduce off-task behavior during group work?. A. A theoretical question. B. An action research focus. C. A hypothesis. D. A policy question.

46. An educator selects a research topic because it aligns with her professional growth goals. This reflects the recommendation that topics be: A. Broad. B. Easy to study. C. Personally meaningful. D. Institutionally imposed.

47. A problem statement introduces the study and clarifies its direction. Its primary function is to: A. Report findings. B. Guide the research. C. Describe instruments. D. Summarize literature.

48. A teacher writes, “This study explores how peer feedback affects writing motivation.” This sentence functions as: A. A research conclusion. B. A problem statement. C. A data analysis plan. D. A literature summary.

49. To keep an action research project manageable, a teacher limits her inquiry to four sub-questions. This follows guidance to: A. Maximize scope. B. Reduce reflection. C. Limit sub-questions to three to five. D. Avoid complexity.

50. A problem statement that defines “differentiated instruction” is addressing which requirement?. A. Feasibility. B. Definition of key terms. C. Data analysis. D. Sampling strategy.

51. Explaining the researcher's role as the classroom teacher helps clarify: A. Statistical validity. B. Research context. C. Instrument reliability. D. Ethical approval.

52. Identifying parents and colleagues as beneficiaries of the study strengthens the: A. Methodology. B. Significance of the problem. C. Data analysis. D. Literature review.

53. A researcher checks whether her problem is clearly stated and doable within time limits. She is using: A. A data collection protocol. B. A self-evaluation checklist. C. A coding scheme. D. An action plan.

54. A study requiring extensive funding and national access would likely be judged as: A. Highly feasible. B. Inappropriate for action research. C. Well-designed. D. Ready for implementation.

55. A teacher reviews previous studies to inform her plan of action. She is locating: A. Participants. B. Resources. C. Variables. D. Outcomes.

56. Partnering with a university researcher primarily helps by: A. Replacing the teacher's role. B. Expanding available expertise. C. Eliminating data collection. D. Ensuring publication.

57. Conducting a literature review helps an action researcher mainly to: A. Prove originality. B. Understand what is already known. C. Replace classroom data. D. Finalize conclusions.

58. A literature review that combines ideas across studies is demonstrating: A. Listing. B. Synthesis. C. Sampling. D. Evaluation.

59. One purpose of a literature review is to justify: A. The sample size. B. The importance of the research question. C. The data analysis technique. D. The conclusions.

60. Which source would be most appropriate for a literature review?. A. Anonymous blogs. B. Peer-reviewed journal articles. C. Informal social media posts. D. Classroom anecdotes only.

61. According to Efron & Ravid (2013), the literature review process includes how many steps?. A. Two. B. Three. C. Four. D. Five.

62. A researcher begins by searching ERIC and JSTOR. This corresponds to which step?. A. Writing the review. B. Locating sources. C. Identifying themes. D. Constructing an outline.

63. A teacher prefers peer-reviewed articles over general websites because they are: A. Shorter. B. More credible. C. Easier to read. D. Freely available.

64. Using keywords such as “classroom engagement” and “peer feedback” reflects good practice in: A. Data coding. B. Literature searching. C. Action planning. D. Sharing findings.

65. After reading multiple studies, a researcher notes recurring ideas about motivation. She is: A. Collecting data. B. Identifying themes. C. Writing conclusions. D. Implementing action.

66. Writing brief summaries of each theme mainly helps to: A. Reduce reading. B. Organize findings coherently. C. Avoid outlining. D. Replace analysis.

67. A researcher groups themes into broader categories. This step supports: A. Sampling. B. Constructing the literature review outline. C. Data analysis. D. Sharing research.

68. Organizing themes from least related to most related helps to: A. Shorten the review. B. Establish logical flow. C. Eliminate theory. D. Focus only on results.

69. Moving from historical perspectives to classroom practice is an example of organizing: A. Randomly. B. From general to specific. C. From results to theory. D. Alphabetically.

70. Completing the outline indicates the researcher is ready to: A. Collect classroom data. B. Write the literature review. C. Develop conclusions. D. Share findings.

71. Identifying resources before data collection primarily helps to: A. Avoid reflection. B. Strengthen the plan of action. C. Reduce workload. D. Replace analysis.

72. A teacher consults colleagues to refine her problem statement. This action supports: A. Sampling. B. Collaboration. C. Data coding. D. Dissemination.

73. A researcher limits the scope of the study due to time constraints. This reflects attention to: A. Significance. B. Feasibility. C. Credibility. D. Generalizability.

74. An action research problem rooted in classroom experience is most likely to be: A. Abstract. B. Practically relevant. C. Theoretically driven. D. Externally imposed.

75. Reviewing literature before implementing change helps prevent: A. Reflection. B. Redundant or uninformed actions. C. Collaboration. D. Data collection.

76. A teacher synthesizes themes and begins drafting paragraphs. She is now: A. Locating sources. B. Writing the literature review. C. Identifying keywords. D. Evaluating feasibility.

77. Financial resources are considered during planning mainly to: A. Guarantee success. B. Support implementation. C. Replace reflection. D. Eliminate collaboration.

78. Community expertise is valuable in action research because it: A. Narrows perspectives. B. Expands the resource base. C. Replaces the teacher. D. Reduces relevance.

79. Chapter 3 emphasizes that action research planning is: A. Linear and fixed. B. Systematic and reflective. C. Theory-driven only. D. Detached from practice.

80. Overall, the steps in Chapter 3 guide educators to: A. Conduct large-scale studies. B. Systematically investigate and improve practice. C. Replace teaching with research. D. Focus on publication outcomes.