North Carolina Action Research Network

The Goal of the NC Action Research Network: To support action research in North Carolina classrooms for improved instructional practice and performance and to develop a network of teacher expertise and support for action research

Goals/Outcomes of Action Research
  • Improve instructional practice
  • Become reflective practitioners
  • Use data and research to support the use of an existing strategy or practice
  • Test and validate a new strategy with quantitative and qualitative data
  • Share research with other practitioners

NC ARN Participant Page

NC ARN Coach Page

Map of the North Carolina Action Research Network 2016 - 2017

According to Geoffrey E. Mills (2014), action research is the “systematic inquiry conducted by teachers and other educators to find solutions to critical, challenging, relevant issues in their classrooms and schools.”
  • Action research is done by teachers for their classroom and students (no experts needed!)
  • Action research has been in educational research since 1934 when the term was coined by Kurt Lewin, a leader in educational research
  • Action research has a strong impact on practice: it is persuasive and authoritative; it is relevant; it allows teachers to access research findings; it challenges the intractability of reform of the educational system; and it is not a fad.
Teachers who thrive with action research are: reflective practitioners; have strong self-initiative quality; have a strong intrinsic motivation to improve their practice; and have a strong motivation to improve the lives of children they serve.

  • Kick-Off , one-day, initial training (Raleigh), July 28, 2016: Introduction to Action Research and exploration of program components
  • Online Professional Development Module (Home Base): Implementing Action Research (Professional Development Modules); 14 Hours
  • Quarterly face-to-face meetings in Raleigh (weekends)
  • Monthly virtual meetings
  • Each participant will be assigned an Action Research Coach; the coach will provide feedback and support throughout the process via, email, phone calls and virtual meetings
  • Support from Action Research will be ongoing and consistent.
  • Participants will be guided through the course to choose a topic to research (from their classroom practices) and then through the action research process to produce an action research plan. Coaches will provide feedback and support in the online, facilitated course and each each work product created to ensure quality work.
  • Once a participant has an approved action research plan, the participant will implement the research project in their classroom and begin collecting data.
  • The coach will guide the participant through the data analysis process and the resulting findings and conclusions.
  • Each participant will incorporate all the action research documents into an action research report.
  • Participants will be encouraged and supported to present their findings at educational conferences and research conferences.
  • Information on action research and the NC Action Research Network will be provided to each participants' principal to ensure school-based support of the project.
  • The end date of the program is May 31, 2017.
  • Upon completion and submission of Action Research Report, each participant will receive 8.0 CEUs and an Action Research Digital Badge.

For more information contact: Angela Jackson, Service Support Coordinator, East
NC Department of Public Instruction, Educator Effectiveness Division

Documents/Forms/Templates to Download

Feedback from Action Research Network participants:

"I have grown tremendously in my ability to plan and engage in self-directed pd that specifically relates to my classroom. I have learned to be more reflective and adaptive as the needs in my classroom change."

"I continue to refer to and implement what I learned through my research. The research I did forced me to be intentional and systematic with my instruction and data collection, and the results motivated me to continue the work at my school. My PLC was so impressed by what I was doing and sharing, they jumped on board too, which made the work all the more exciting."

"I believe I am more responsive to the needs of my students and I know that I am more accessible to both my students and their parents/guardians. I think that the experience was very meaningful and I felt like I was actually valued as an educator - outside my classroom for the first time in 30 years."

Pictures from Our Face-to-Face Meetings: "Communication Activity - Marshmallow Man!"