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The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or questionnaires.Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher.Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of lenses.
Basically, triangulation means using multiple independent sources of data to answer one's questions.
Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box.
Practitioners who engage in action research inevitably find it to be an empowering experience.
Action research has this positive effect for many reasons.
The ability of the action research process to satisfy an educator's need for “fit” may be its most powerful attribute.
Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is assured.For the harried and overworked teacher, “data collection” can appear to be the most intimidating aspect of the entire seven-step action research process.The question I am repeatedly asked, “Where will I find the time and expertise to develop valid and reliable instruments for data collection?A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data.During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions: By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.Perhaps even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students.Seeing students grow is probably the greatest joy educators can experience.”, gives voice to a realistic fear regarding time management.Fortunately, classrooms and schools are, by their nature, data-rich environments.All teachers have had the experience of implementing a “research-proven” strategy only to have it fail with their students.The desire of teachers to use approaches that “fit” their particular students is not dissimilar to a doctor's concern that the specific medicine being prescribed be the correct one for the individual patient.