teacher research project

200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences. 

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach. 

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

• Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
• Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
• Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
• Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

• Impact of Mindfulness Practices on Student Focus
• The Effectiveness of Peer Tutoring in Mathematics
• Strategies for Encouraging Critical Thinking in History Classes
• Using Gamification to Enhance Learning in Science
• Investigating the Impact of Flexible Seating Arrangements
• Assessing the Benefits of Project-Based Learning in Language Arts
• The Influence of Classroom Decor on Student Motivation
• Examining the Use of Learning Stations for Differentiation
• Implementing Reflective Journals to Enhance Writing Skills
• Exploring the Impact of Flipped Classroom Models
• Analyzing the Effects of Homework on Student Performance
• The Role of Positive Reinforcement in Classroom Behavior
• Investigating the Impact of Classroom Libraries on Reading Proficiency
• Strategies for Fostering a Growth Mindset in Students
• Assessing the Benefits of Cross-Curricular Integration
• Using Technology to Enhance Vocabulary Acquisition
• The Impact of Outdoor Learning on Student Engagement
• Investigating the Relationship Between Attendance and Academic Success
• The Role of Parental Involvement in Homework Completion
• Assessing the Impact of Classroom Rituals on Community Building
• Strategies for Increasing Student Participation in Discussions
• Exploring the Influence of Classroom Lighting on Student Alertness
• Investigating the Impact of Daily Agendas on Time Management
• The Effectiveness of Socratic Seminars in Social Studies
• Analyzing the Use of Graphic Organizers for Concept Mapping
• Implementing Student-Led Conferences for Goal Setting
• Examining the Effects of Mind Mapping on Information Retention
• The Influence of Classroom Temperature on Academic Performance
• Investigating the Benefits of Cooperative Learning Strategies
• Strategies for Addressing Test Anxiety in Students
• Assessing the Impact of Positive Affirmations on Student Confidence
• The Use of Literature Circles to Enhance Reading Comprehension
• Exploring the Effects of Classroom Noise Levels on Concentration
• Investigating the Benefits of Cross-Grade Collaborations
• Analyzing the Impact of Goal Setting on Student Achievement
• Implementing Interactive Notebooks for Conceptual Understanding
• The Effectiveness of Response to Intervention (RTI) Programs
• Strategies for Integrating Social-Emotional Learning (SEL)
• Investigating the Impact of Classroom Discussions on Critical Thinking
• The Role of Brain Breaks in Enhancing Student Focus
• Assessing the Benefits of Inquiry-Based Learning in Science
• Exploring the Effects of Music on Studying and Retention
• Investigating the Use of Learning Contracts for Individualized Learning
• The Influence of Classroom Colors on Mood and Learning
• Strategies for Promoting Collaborative Problem-Solving
• Analyzing the Impact of Flexible Scheduling on Student Productivity
• The Effectiveness of Mindful Breathing Exercises on Stress Reduction
• Investigating the Benefits of Service Learning Projects
• The Role of Peer Assessment in Improving Writing Skills
• Exploring the Impact of Field Trips on Cultural Competency
• Assessing the Benefits of Personalized Learning Plans
• Strategies for Differentiating Instruction in Large Classrooms
• Investigating the Influence of Teacher-Student Relationships on Learning
• The Effectiveness of Vocabulary Games in Foreign Language Classes
• Analyzing the Impact of Classroom Discussions on Civic Engagement
• Implementing Goal-Setting Strategies for Test Preparation
• The Role of Classroom Celebrations in Building a Positive Environment
• Strategies for Enhancing Student Reflection and Metacognition
• Investigating the Effects of Positive Behavior Supports (PBS)
• The Influence of Classroom Humor on Student Engagement
• Assessing the Benefits of Student-Led Research Projects
• Exploring the Impact of Timed vs. Untimed Tests on Anxiety
• Investigating the Use of Educational Podcasts for Learning
• The Effectiveness of Debate Activities in Developing Persuasive Skills
• Analyzing the Impact of Mindful Walking Breaks on Concentration
• Strategies for Promoting Digital Citizenship in the Classroom
• The Role of Visualization Techniques in Mathematics Learning
• Assessing the Benefits of Classroom Agreements for Behavior
• Exploring the Effects of Goal-Setting in Physical Education
• Investigating the Influence of Classroom Seating Charts on Behavior
• The Effectiveness of Peer Editing in Improving Writing Skills
• Strategies for Integrating Cultural Competency in History Lessons
• Analyzing the Impact of Classroom Pets on Student Well-Being
• The Role of Morning Meetings in Building Classroom Community
• Investigating the Benefits of Using Learning Centers in Elementary Schools
• Exploring the Effects of Virtual Reality in Geography Education
• Assessing the Impact of Homework Choice on Student Motivation
• Strategies for Promoting Growth Mindset in Mathematics
• The Influence of Classroom Layout on Group Collaboration
• Investigating the Benefits of Mindful Listening Practices
• The Effectiveness of Using Real-World Examples in Science Lessons
• Analyzing the Impact of Student-Led Assessments on Accountability
• Exploring the Use of Learning Contracts for Student Responsibility
• Investigating the Benefits of Teaching Digital Literacy Skills
• Strategies for Implementing Peer Mentoring Programs
• The Role of Graphic Novels in Promoting Literacy
• Assessing the Impact of Flexible Grouping in Mathematics Classes
• The Effectiveness of Using Storytelling for Conceptual Understanding
• Investigating the Influence of Classroom Rituals on Attendance
• Exploring the Benefits of Mindfulness Practices in Physical Education
• Strategies for Integrating Social Justice Education in the Curriculum
• Analyzing the Impact of Goal-Setting on Homework Completion
• The Role of Classroom Mindfulness Activities in Stress Reduction
• Investigating the Benefits of Using Educational Apps for Vocabulary
• The Effectiveness of Using Drama in History Lessons
• Assessing the Impact of Classroom Routines on Time Management
• Exploring the Influence of Teacher-Student Rapport on Academic Achievement
• Strategies for Promoting Active Listening Skills in the Classroom
• Investigating the Benefits of Using Concept Mapping in Science
• The Role of Classroom Socratic Seminars in Developing Critical Thinking
• Assessing the Impact of Mindful Eating Practices on Student Focus
• Exploring the Effects of Flipped Learning in Physical Education
• Investigating the Benefits of Using Educational Games for Math Fluency
• The Effectiveness of Peer Assessment in Art Classes
• Strategies for Fostering Creativity in Science Education
• Analyzing the Impact of Morning Stretches on Student Alertness
• The Role of Classroom Discussions in Enhancing Social Studies Learning
• Investigating the Benefits of Using Augmented Reality in History Lessons
• Assessing the Impact of Growth Mindset Interventions on Test Anxiety
• Strategies for Incorporating Environmental Education in the Curriculum
• The Effectiveness of Using Conceptual Maps in Literature Analysis
• Exploring the Influence of Classroom Lighting on Reading Comprehension
• Investigating the Benefits of Using Learning Apps for Language Acquisition
• The Role of Classroom Experiments in Science Education
• Analyzing the Impact of Mindful Breathing Exercises on Test Performance
• Strategies for Promoting Collaborative Problem-Solving in Mathematics
• Assessing the Benefits of Mindfulness Practices in Physical Education
• Exploring the Effects of Flexible Seating on Student Collaboration
• Investigating the Influence of Homework Choice on Student Motivation
• The Effectiveness of Using Educational Podcasts for History Learning
• Strategies for Integrating Sustainability Education Across Subjects
• Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
• The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
• Investigating the Benefits of Using Digital Storytelling in Literature Classes
• The Effectiveness of Inquiry-Based Learning in Social Studies
• Assessing the Impact of Student-Led Book Clubs on Reading Engagement
• Strategies for Incorporating Financial Literacy in Mathematics Education
• Exploring the Influence of Classroom Decor on Science Interest
• Investigating the Benefits of Mindful Movement Breaks in the Classroom
• The Role of Reflection Journals in Developing Critical Thinking Skills
• Analyzing the Impact of Virtual Field Trips on Geography Learning
• Strategies for Promoting Inclusive Physical Education Practices
• Assessing the Benefits of Using Educational Board Games for Learning
• The Effectiveness of Mindfulness Practices in Foreign Language Classes
• Investigating the Influence of Classroom Rituals on Academic Rigor
• Exploring the Impact of Student-Led Conferences on Goal Setting
• The Role of Mindful Listening Practices in Improving Communication Skills
• Investigating the Benefits of Using Educational Apps for Science Exploration
• Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
• Strategies for Promoting Gender Equity in STEM Education
• Assessing the Impact of Classroom Celebrations on Student Well-Being
• The Effectiveness of Using Debate Activities in Language Arts
• Exploring the Influence of Positive Affirmations on Classroom Climate
• Investigating the Benefits of Using Concept Mapping in History Essays
• Strategies for Incorporating Media Literacy in Social Studies
• Analyzing the Impact of Mindful Reflection Practices on Homework Completion
• The Role of Peer Collaboration in Enhancing Artistic Skills
• Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
• The Effectiveness of Mindful Breathing Exercises in Test Preparation
• Assessing the Impact of Flipped Learning in Science Laboratories
• Strategies for Promoting Civic Engagement in Social Studies Classes
• Exploring the Influence of Outdoor Learning on Scientific Inquiry
• Investigating the Benefits of Using Learning Stations for Literature Analysis
• The Role of Mindful Movement in Improving Physical Education Experiences
• Analyzing the Effectiveness of Virtual Reality in Language Learning
• Strategies for Incorporating Global Perspectives in Geography Education
• Assessing the Impact of Mindful Coloring Activities on Stress Reduction
• The Effectiveness of Using Educational Games for History Review
• Investigating the Benefits of Mindful Breathing Exercises in Mathematics
• Exploring the Influence of Classroom Rituals on Study Habits
• The Role of Mindful Listening Practices in Enhancing Oral Communication
• Analyzing the Impact of Student-Led Workshops on Study Skills
• Strategies for Promoting Critical Media Literacy in Language Arts
• Assessing the Benefits of Mindfulness Practices in Physical Fitness
• The Effectiveness of Using Educational Apps for Music Appreciation
• Investigating the Influence of Classroom Decor on Artistic Expression
• Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
• The Role of Peer Assessment in Improving Science Fair Projects
• Analyzing the Benefits of Mindful Breathing Exercises in History Classes
• Strategies for Promoting Teamwork in Physical Education
• Assessing the Impact of Classroom Celebrations on Cultural Understanding
• The Effectiveness of Using Conceptual Maps in Geography Education
• Investigating the Benefits of Mindful Movement Breaks in Mathematics
• The Role of Mindful Listening Practices in Improving Musical Skills
• Analyzing the Impact of Student-Led Discussions in Philosophy Classes
• Strategies for Incorporating Environmental Stewardship in Science Education
• Assessing the Benefits of Using Educational Games for Physical Fitness
• Exploring the Influence of Classroom Decor on Mathematical Interest
• Investigating the Effectiveness of Virtual Reality in Art Appreciation
• The Role of Mindful Movement in Enhancing Physical Education Experiences
• Strategies for Promoting Cultural Competency in Language Arts
• Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
• The Effectiveness of Using Educational Apps for Science Exploration
• Investigating the Benefits of Peer Teaching in Mathematics Classes
• Exploring the Influence of Classroom Rituals on Language Arts Skills
• Assessing the Impact of Mindful Coloring Activities on Creative Expression
• The Role of Mindful Listening Practices in Improving Public Speaking
• Investigating the Benefits of Using Learning Stations for History Learning
• The Effectiveness of Peer Assessment in Improving Writing Skills
• Strategies for Promoting Digital Literacy in Geography Education
• Analyzing the Impact of Mindful Eating Practices on Healthy Habits
• Assessing the Benefits of Using Educational Games for Social Studies
• The Effectiveness of Mindful Movement Breaks in Science Education
• Exploring the Influence of Classroom Decor on Writing Motivation
• Investigating the Role of Mindfulness Practices in Mathematics Anxiety
• Strategies for Incorporating Financial Literacy in Social Studies
• Analyzing the Benefits of Using Concept Mapping in Science Labs
• The Role of Mindful Breathing Exercises in Improving Music Education
• Exploring the Impact of Virtual Reality on Foreign Language Acquisition
• Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

• Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
• Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
• Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
• Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers. 

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes. 

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact. 

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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What is Teacher Research?

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Teacher research is intentional, systematic inquiry by teachers with the goals of gaining insights into teaching and learning, becom­ing more reflective practitioners, effecting changes in the classroom or school, and improving the lives of children.... Teacher research stems from teachers' own questions and seeks practical solutions to issues in their professional lives.... The major components of teacher research are: conceptualization, in which teachers identify a significant problem or interest and determine relevant re­search questions; implementation, in which teachers collect and analyze data; and interpretation, in which teachers examine findings for meaning and take appropriate actions.... Teacher research is systematic in that teachers follow specific procedures and carefully document each step of the process. — " The Nature of Teacher Research " by Barbara Henderson, Daniel R. Meier, and Gail Perry

Teacher Research Resources

The resources below provide early childhood education professionals with tools to learn more about the teacher research process, explore accounts of teachers conducting research in their own classrooms, and connect with others in the field interested in teacher research.

Resources from  Voices of Practitioners

The Nature of Teacher Research Barbara Henderson, Daniel R. Meier, and Gail Perry

The Value of Teacher Research: Nurturing Professional and Personal Growth through Inquiry Andrew J. Stremmel

How To Do Action Research In Your Classroom: Lessons from the Teachers Network Leadership Institute Frances Rust and Christopher Clark

Resources From Other Publications

The resources listed here provide early childhood education professionals with tools to learn more about the teacher research process, explore accounts of teachers conducting research in their own classrooms, and connect with others in the field interested in teacher research.

American Educational Research Association (AERA) AERA encourages scholarly inquiry and promotes the dissemination and application of research results. It includes special interest groups (SIGs) devoted to early childhood and teacher research. Potential members can join AERA and then choose the Action Research or Teachers as Researchers SIGs (See “AR SIG, AERA” and “TR SIG, AERA” below.) AERA holds an annual conference with presentations of early childhood teacher research among many other sessions. www.aera.net

Action Research Special Interest Group, American Educational Research Association (AR SIG, AERA) This group builds community among those engaged in action research and those teaching others to do action research. It offers a blog, links to action research communities, and lists of action research books, journals, and conferences. http://sites.google.com/site/aeraarsig/

Teacher as Researcher Special Interest Group, American Educational Research Association (TAR SIG, AERA) This group consists of AERA members who are teacher educators and preK–12th grade educators; it aims to present teacher research at the AERA conference and elsewhere nationally. Early childhood teacher research is an important part of the group. http://www.aera.net/SIG126/TeacherasResearcherSIG126/tabid/11980/Default.aspx

The Center for Practitioner Research (CFPR) of the National College of Education at National-Louis University CFPR aims to affect education through collaborative scholarship contributing to knowledge, practice, advocacy, and policy in education. The website includes selected action research resources, including links to websites, book lists, conference information, and its online journal  Inquiry in Education . http://nlu.nl.edu/cfpr

Educational Action Research Educational Action Research  is an international journal concerned with exploring the dialogue between research and practice in educational settings. www.tandf.co.uk/journals/reac

Let’s Collaborate, Teacher Research from Access Excellence @ the National Health Museum This site includes useful supports for engaging in teacher research, including examples of K–12 research focused on science education. It offers information on starting a project, examples of teacher research projects, and links to online resources. www.accessexcellence.org/LC/TL/AR/

National Association of Early Childhood Teacher Educators (NAECTE) NAECTE promotes the professional growth of early childhood teacher educators and advocates for improvements to the field. NAECTE’s  Journal of Early Childhood Teacher Education  occasionally publishes teacher research articles, including a special issue focused on teacher research (Volume 31, Issue 3). NAECTE also provides ResearchNets, a forum to foster educational research with teacher research presentations. www.naecte.org

Networks: An On-line Journal for Teacher Research at the University of Wisconsin A venue for sharing reports of action research and discussion on inquiry for teachers at all levels, this journal provides space for discussion of inquiry as a tool to learn about practice and improve its effectiveness. http://journals.library.wisc.edu/index.php/networks

Self-Study Teacher Research: Improving your Practice through Collaborative Inquiry, Student Study Guide from Sage Publications This web-based student study site accompanies a book of the same name; it provides a wealth of information on its own for teachers or teacher educators who conduct studies of their own teaching practice. http://www.sagepub.com/samaras/default.htm

Teacher Action Research from George Mason University This site offers information about the teacher research process, including resources for carrying out teacher research studies. It also contains discussion of current teacher research issues and a comparison of teacher research to other forms of educational research and professional development. http://gse.gmu.edu/research/tr

Teacher Inquiry Communities Network from the National Writing Project (NWP) This network offers information on a mini-grant program supporting an inquiry stance toward teaching and learning. It includes information about the grant program, program reports, and examples of projects (including early elementary projects). http://www.nwp.org/cs/public/print/programs/tic

Teaching and Teacher Education This journal aims to enhance theory, research, and practice in teaching and teacher education through the publication of primary research and review papers. http://www.journals.elsevier.com/teaching-and-teacher-education

Voices of Practitioners

How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

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When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

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Researching your teaching practice: an introduction to pedagogic research

What is pedagogic research, why should you do it and what effect can it have on your academic career? 

1 August 2019

The Academic Careers Framework at UCL recognises that education activities which support students to learn can strengthen an application for promotion. This includes contributing to pedagogic research.

When applying for UCL Arena Fellowships (nationally recognised teaching awards accredited by the Higher Education Academy), contributing to pedagogic research is recognised in the UK Professional Standards Framework (UKPSF) as an area of activity [A5] and as a professional value [V3].

At the heart of both the UKPSF and pedagogic research is a philosophy of reflective practice, dissemination of research, engagement of students, and attention to disciplinary specificity.

• The Academic Careers Framework at UCL 
• The UK Professional Standards Framework (UKPSF) 

What pedagogic research means

Also known as the scholarship of teaching and learning (SoTL), or education enquiry, pedagogic research is an established field of academic discourse involving carefully investigating your teaching practice and in turn developing the curriculum.

It requires a systematic and evidence-based study of student learning, often through a small-scale research projects engaging students.

Pedagogic research is a form of self-study, and/or action research involving critical reflection and reflexivity on current practice, which gives way to new knowledge. It encourages investigating learning, including what works and what does not.

As with any rigorous research endeavour, you will need to be well-informed and critically reflective.

Pedagogic research has the goal of improving the quality of education locally and further afield, through dissemination of best practice to colleagues at UCL and beyond, in conferences and in either discipline-specific education journals or education-focused journals.

Pedagogic research brings together key objectives in UCL’s Education Strategy , by encouraging:

• active connections between education and research
• reflection on and development of our education provision
• connections between staff and students in partnership to improve education.

Pedagogic research allows educators to examine their own practice, reflect on successes and challenges, and share experiences so others can learn from this, improving education more widely.

Consider aligning your research to UCL’s education strategy

A number of pedagogic research projects focus on research-based education , specifically through uncovering answers to the following:

“What kinds of impact, if any, does UCL’s research-based education strategy (Connected Curriculum) have on changing real practice within and across the disciplines, at UCL and beyond?”

• Contact [email protected] to find out more and get involved in this research.  

Pedagogic research will support a community of scholars

Making transparent how learning is possible and developing practice may well involve collaboration with students in research activities and data collection. Students are well-suited to be co-researchers on pedagogic research projects.

Engaging with the existing body of scholarship will position your work in a larger field and allow you to contribute to the community while learning from others.

Finally, sharing your findings in public forums to help others develop practice will support community-based and shared knowledge construction.

Pedagogic research resembles rigorous disciplinary research

“ “You spend some time looking at different approaches to teaching and learning within a specific field of knowledge and about learning in general in that area. You research how the knowledge is known and practised and applied within the discipline and you consider what others have done and then you plan your program and you monitor the results and improve it. It is also about writing about it and communicating it to others in the larger arena. You communicate what you do locally so other students within the discipline or profession can be helped to learn and more can be known about how the learning is achieved and how thinking and knowledge is structured in the areas. It’s about reflective practice and it’s about active dissemination of that practice for the benefit of learning and teaching.” (Trigwell et al. 2000: 167)

Subject disciplines have distinctive approaches to conducting research into education.

6 key steps to develop your own pedagogic research project

1. identify the problem and set clear goals.

Identify the focused problem you wish to consider. You may already know the intervention or practice you would like to improve, but it is important to have clear goals in mind.

You may focus on overcoming a challenge you face in your education practice. Taking a problem-based approach will make connection between pedagogic research and discipline-specific issues. For example, you could focus on massification and large class teaching, or developing cross-cultural understanding in diverse political science courses.

A helpful place to start is to identify a gap in the existing pedagogic research.

It’s also useful at this early stage to begin thinking about potential audiences for disseminating your work. This will allow you to strategically frame the project in line with what stakeholders need to know; demonstrating the initiative has value will make the work more publishable and relevant to your career development.

• What do I want to know about student learning in my discipline and/or how do I want to develop it?
• What do I want to do to develop my practice?
• Who will I communicate my findings to?
• How will this goal advance the work of other scholars?

2. Prepare adequately and begin to implement your development

You’ll want to be as prepared as possible.

Conducting a literature review relevant to your discipline and education context will help ensure your project has not already been done and help you refine the study and methodology.

Begin to implement your enhancement activity, for example through revising rubrics, assessment criteria or learning activities.

Avoid conducting a controlled experiment, where only some students receive the benefit of development.

Set a research question that allows you to explore, understand and improve student learning in specific contexts.

Discuss your plans with colleagues and students. Consider engaging collaborators.

Find out if an ethics application is required. At UCL, education research is generally considered ‘low-risk’, involving completing a simple ‘low risk’ ethics application form for Chair’s review. Allow on average two weeks for review.

As part of the application process a participant information sheet and consent form need to be produced if you are recruiting participants to your study. Data protection registration is required only if you are using ‘personal data’.

• What will my students learn and why is it worth learning?
• Who are my students and how do students learn effectively?
• What can I do to support students to learn effectively?
• What does the literature tell me about this issue?
• What activities will I design to improve education?
• What ethical implications are there?
• How will I measure and evaluate the impact of my practice on student learning?

The British Educational Research Association (BERA) offers a wealth of information on ethics in their online guide.

3. Establish and employ appropriate methods of enquiry

In order to investigate changes to education practice, a range of methods could be employed, including:

• reflection and analysis
• focus groups
• questionnaires and surveys
• content analysis of text
• Ethnography
• Phenomenography
• observational research and speculation.

Capturing students’ views are important; they will value the opportunity to be involved in improving education at UCL.

Treat your programme as a source of data to answer interesting questions about learning: collect data available at your fingertips.

Your colleagues may also be able to contribute to the research.

Be sure to gain participants’ consent.

• What methods do I need to employ to measure my practice?
• Who will I engage?
• What are my students doing as a result of my practice?

For more on methods:

• Cohen, L., Manion, L., and Morrison, K. (2007). Research Methods in Educatio n. London: Routledge.
• Stierer, B. and Antoniou, M. (2004). Are there distinctive methodologies for pedagogic research in higher education? Teaching in Higher Education 9, no. 3: 275–285.

4. Evaluate results

Analyse your data using appropriate strategies.

Draw appropriate conclusions and critically reflect on your findings and intervention.

Return to earlier stages if further development or data collection is needed, before continuing with the project.

How has student learning changed as a result of my practice and what evidence do I have?

• What lessons have I learned?
• What adjustments have been made to my teaching?

5. Prepare your presentation

Begin to write up your work, presenting the evidence and results of your intervention.

Use the evidence you gathered to design and refine new activities, assignments and assessments for further iterations. Be critically reflective.

• What worked and what did not go according to plan?
• What can others learn from my project?
• How has enhancement developed student learning?
• What makes my intervention worth implementing?

6. Share your project with others

Go public with your project and communicate your findings (whether work-in-progress or complete) with peers, who can comment, critique and build on this work.

Engage your students in the work and invite feedback.

Share results internally (at teaching committees, or in reports), across UCL (at the UCL Education Conference , or a UCL Arena event ), or internationally (in open-access publications, and through conference presentations).

More dissemination ideas can be found below.

• What can engaging others tell me about this development?
• What impact does my work actually have on others interested in developing their practice?

This may lead to you examining the medium and long-term impact of the education development project.

Engaging multiple stakeholders over a long period of time may result in returning to step 1, through another iteration of development.

How to disseminate your pedagogic research

Sharing your findings and intervention is an important part of pedagogic research.

Look to disseminate through the following forums.

With the UCL community

• Local teaching committees.
• Faculty education events.
• Write a case study for the UCL Teaching & Learning Portal .
• Propose to deliver an Arena event . Submit a proposal if you'd like to run an event by completing the form (word document) or emailing [email protected] . 
• Present at the annual UCL Education Conference .

At a higher education conference

Within the uk.

• Assessment in Higher Education 
• British Educational Research Association 
• Higher Education Academy Annual Conference  
• Higher Education Conference & Exhibition
• Society for Research into Higher Education
• Staff and Education Development Association
• Universities UK

Wonkhe  has a calendar of many major UK events and conferences.

Outside the UK 

• Educause (Information Technology in Higher Education, USA)
• Higher Education Research and Development Society of Australia
• International Society for the Scholarship of Teaching and Learning
• Society for Teaching and Learning in Higher Education (Canada)

Through publication

In a pedagogy-based book series:

• Palgrave’s Critical University Studies Series

In a higher education journal, cross-disciplinary or discipline-specific:

• Active Learning in Higher Education
• Assessment and Evaluation in Higher Education
• Biochemistry and Molecular Biology Education
• Studies in Higher Education
• Teaching & Learning Enquiry

The  IOE, UCL's Faculty of Education and Society website  has an updated long list of journals, both cross-disciplinary and discipline-specific.

Successful pedagogic research

Projects with maximum impact:

• investigate learning processes
• partner with students in the research and education development
• engage the body of pedagogic research
• critically reflect on changes
• are relevant to a wide audience
• communicate through open-access forums.

“ Teaching is the most impactful thing we do as academics in higher education. The sheer number of students we encounter and influence over our careers is incredible.     Pedagogic research (SoTL) offers an opportunity for us as academics to refine our practice and to generate understanding through evidence of what works and doesn’t in student learning.     In a research intensive institution, like UCL, pedagogic research offers us the chance to link the teaching and learning space more clearly with our research agendas, whilst at the same time contributing to opening up new opportunities to foster student learning.” David J. Hornsby, Deputy Head of Department (Education), UCL STEAPP 

An example of pedagogic research at UCL

“Recognising that students could better engage with core writing concepts through acting like a teacher, I designed peer review exercises to follow draft submissions of work, as part of a module I coordinate in The Bartlett School of Architecture. After consulting the literature, I realised that there was very little by way of guidance on how to set this up. 

Following the implementation phase, I held a focus group with students to find out their views, which were overwhelmingly positive. This enhancement project also improved students’ marks. I published this work and placed it on the module reading list, which helps underscore the value of this pedagogic tool and makes transparent the learning process.”  Brent Carnell, UCL Arena Centre for Research-based Education and The Bartlett School of Architecture  

• Carnell, B. (2016). Aiming for autonomy: Formative peer assessment in a final-year undergraduate course . Assessment & Evaluation in Higher Education 41, no. 8: 1269–1283. 

Case studies of interest on the Teaching & Learning Portal:

• A hybrid teaching approach transforms the functional anatomy module
• Novel assessment on anatomy module inspires reconfiguration of assessment on entire programme
• Peer instruction transforms the medical science classroom

Where to find help and support

The following initiatives and opportunities are available to colleagues to support research:

• Meet with colleagues experienced in pedagogic research, including from the IOE or the Arena Centre for Research-based Education.
• Funding from UCL ChangeMakers to work in partnership with students to develop education.  
• Funding from the Arena Centre for Research-based Education. Sign up to the monthly newsletter to hear about the latest funding opportunities.
• A Guide to Scholarship of Teaching and Learning (SOTL), Vanderbilt University  
• International Society for the Scholarship of Teaching and Learning resources 
• Early-career researcher information and resources from the British Educational Research Association (BERA) 
• Bass, R. (1999). “ The scholarship of teaching: What’s the problem? ” Inventio: Creative Thinking about Learning and Teaching 1 (February), no. 1. 
• Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate . Princeton, New Jersey: Carnegie Foundation for the Advancement of Teaching. 
• Cleaver, E., Lintern, M. and McLinden, M. (2014). Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry . London: Sage. 
• Fanghanel, J., McGowan, S., Parker, P., McConnell, C., Potter, J., Locke, W., Healey, M. (2015). “ Defining and supporting the Scholarship of Teaching and Learning (SoTL): A sector wide study .” York, UK: Higher Education Academy. 
• Felten, P. (2013). “ Principles of good practice in SoTL .” Teaching & Learning Inquiry 1, no. 1: 121–125. 
• Fung, D. (2017). “ Strength-based scholarship and good education: The scholarship circle. ” Innovations in Education and Training 54, no. 2: 101–110. 
• Greene, M. J. (2014). “ On the inside looking in: Methodological insights and challenges in conducting qualitative insider research .” The Qualitative Report 19, no. 29: 1–13. 
• Healey, M. (2000). “ Developing the scholarship of teaching in higher education: A disciplinebased approach .” Higher Education Research & Development 19, no. 2: 169–189. 
• Healey, M. Resources from Professor Mick Healey  (Higher Education Consultant and Researcher) - a range of resources including bibliographies and handouts. 
• Healey, M., Matthews, K. E., & Cook-Sather, A. (2019). Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals .  Teaching & Learning Inquiry ,  7 (2), 28-50.
• Hutchings, P. (2000). “ Approaching the scholarship of teaching and learning .” In Opening Lines: Approaches to the Scholarship of Teaching and Learning, by P. Hutchings, 1–10. Mento Park: The Carnegie Foundation.
• Hutchings, P., Huber, M. and Ciccone, A. (2011). The Scholarship of Teaching and Learning Reconsidered . San Francisco: Jossey-Bass. 
• Koster, B. and van den Berg, B. (2014). “ Increasing professional self-understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. ” Studying Teacher Education 10, no. 1: 86–100. 
• O’Brien, M. (2008). “ Navigating the SoTL landscape: A compass, map and some tools for getting started .” International Journal for the Scholarship of Teaching and Learning 2 (July), no. 2: 1–20.  
• Rowland, S. and Myatt, P. (2014). “ Getting started in the scholarship of teaching and learning: A “how to” guide for science academics .” Biochemistry and Molecular Biology Education 42, no. 1: 6–14. 
• Tight, M. (2012). Researching Higher Education. Milton Keynes, UK: Open University Press. 
• Trigwell, K., Martin, E. Benjamin, J. and Prosser, M. (2000). “ Scholarship of teaching: A model .” Higher Education Research & Development 19, no. 2: 155–168.

This guide has been produced by  UCL Arena . You are welcome to use this guide if you are from another educational facility, but you must credit UCL Arena. 

Further information

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