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Why I decided to write this book?
As a new lecturer in both FE (further education) and HE (higher education), I found research terminology quite difficult to grasp when doing my own action research project for my Level 7 Postgraduate Diploma in Education and Training. There was almost a decade-long gap between completing my dissertation at undergraduate level, and then doing my postgraduate action research project. It took a while for me to re-acquaint myself with the differences and overlap between terms such as systematic reviews and meta-analysis. There weren’t any books or resources available which made research principles relatable to practice, so I decided to write one.
Potentially many researchers who are conducting action research/ research are in the same position as I was, so the ambition was to help others with my book, ‘A 101 Action Research Guide for Beginners’. It was always daunting not knowing where to begin, and there are probably many action researchers out there who feel the same way, so a book like this, written with the frankness of a Yorkshire person, could be a huge asset to others.
What it offers to readers?
The main premise of the book is to demystify research terminology for those teaching, and completing action research projects. Research terms such as systematic reviews, meta-analysis, primary research, and literature reviews are explained simply, with solid links to practice included (with a STEM and healthcare field focus). A book like this offers a much-needed bridge between research concepts and doing research in the real world.
With those new to research it may be difficult to know where to start. Managing a research project is difficult at times. Having a book to refer to that explores the practical side of research, and explains how to format research proposals and conduct research projects, will be an advantage to both up and coming and experienced researchers. Linking practice and research concepts together in a joined-up manner, rather than considering them as separate entities facilitates readers in gaining a deeper comprehension of research terminology. The book conveys how the researcher tackled issues they faced in their action research project by working with others to overcome obstacles. An action research project conducted in a FE college in West Yorkshire is shared in its entirety. This encompasses the research proposal, ethical considerations for the research project, literature review, methodology, results, results discussion and conclusion/ recommendations; right through to it being published in TES (a UK national magazine for teachers) to provide a bonafide practical research example.
Themes such as ethics and maintaining an unbiased approach in research are explained meaningfully. The book depicts how to structure a research proposal and research project report using a contemporary action research project as a template. The book chronicles the rationale behind the choices in methodology selected, and unscrambles research principles, so it connects with researchers at all levels.
Other areas covered in the book include reflection (with reflective account exemplars), artificial intelligence, and quality assurance. It has a free website with more examples of action research in STEM teaching, to provide supplementary resources to further support the readers.
The book is available here: A 101 Action Research Guide for Beginners – Peter Lang Verlag, and at other online retailers, and may be a welcome gift to researchers at all levels doing research projects at undergraduate or postgraduate level.
Readers can benefit from a 10% discount when using code ARG10, valid until 31 March 2025. Please note that discount codes are not valid in regions with fixed book pricing.
Find it here: https://www.peterlang.com/document/1466014
Good luck to all of you doing research projects!
