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Action research can be characterized as a type of applied research whose goal is to improve specific practice in specific settings (Mills, 2014). This type of research will benefit the Veterans Administrative Healthcare system by allowing resolution of specific problems, providing enhanced procedures and practices, and not requiring results to be applicable in every situation. Action research can allow researchers, observers, and study participants flexibility and autonomy in solving real-world problems (Fitchman-Dana, n.d.). This is why it can be beneficial to the Veterans Administration Healthcare system. However, Action research does have opponents who believe using action research makes causal relationships difficult to ascertain, that in many instances the generalization of findings are almost impossible, and that researcher bias can be easily included in research outcome (McKay & Marshall, 2002). Although, many other supporters of the action research paradigm assert that this approach allows for more collaboration, allows for role modeling of desire behaviors, allows for practical pacing at all phases of the research process, and enhance best practices (Fitchman-Dana, n.d.). These vital tools can provide long-term advancements on many levels. The point that resonates with this leaner is the fact that the benefits of action research significantly outweigh its limitations. McKay and Marshall (2002) assert that action research provides effective problem-solving and credible research capabilities. It also supports efficacy in reflection, learning processes, planning, evaluation, and monitoring towards the most advantageous solutions. References: Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research (Links to an external site.)Links to an external site. Retrieved from http://www.aasa.org/content.aspx?id=12826 (Links to an external site.)Links to an external site. Mckay, J., & Marshall, P. (2001). It & People, 14(1), 46-59. Retrieved from http://www.cse.chalmers.se/feldt/advice/mckay_2001_double_imperatives_in_action_research.pdf Mills, G.E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA:Pearson Education, Inc.

Action research can be characterized as a type of applied research whose goal is to improve specific practice in specific settings (Mills, 2014). This type of research will benefit the Veterans Administrative Healthcare system by allowing resolution of specific problems, providing enhanced procedures and practices, and not requiring results to be applicable in every situation. Action research can allow researchers, observers, and study participants flexibility and autonomy in solving real-world problems (Fitchman-Dana, n.d.). This is why it can be beneficial to the Veterans Administration Healthcare system.

However, Action research does have opponents who believe using action research makes causal relationships difficult to ascertain, that in many instances the generalization of findings are almost impossible, and that researcher bias can be easily included in research outcome (McKay & Marshall, 2002). Although, many other supporters of the action research paradigm assert that this approach allows for more collaboration, allows for role modeling of desire behaviors, allows for practical pacing at all phases of the research process, and enhance best practices (Fitchman-Dana, n.d.). These vital tools can provide long-term advancements on many levels.

The point that resonates with this leaner is the fact that the benefits of action research significantly outweigh its limitations. McKay and Marshall (2002) assert that action research provides effective problem-solving and credible research capabilities. It also supports efficacy in reflection, learning processes, planning, evaluation, and monitoring towards the most advantageous solutions.

References:

Fitchman-Dana, N. (n.d.). Top 5 reasons for school leaders to engage in action research (Links to an external site.)Links to an external site. Retrieved from http://www.aasa.org/content.aspx?id=12826 (Links to an external site.)Links to an external site.

Mckay, J., & Marshall, P. (2001). It & People, 14(1), 46-59. Retrieved from http://www.cse.chalmers.se/feldt/advice/mckay_2001_double_imperatives_in_action_research.pdf

Mills, G.E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA:Pearson Education, Inc.

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