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Parts of an Action Research and How to Conduct

What action research is and is not.

The Action Research Process

INITIAL STEPS

IN CONDUCTING AN

ACTION RESEARCH

STEP 1: MAKING THE COMMITMENT TO INQUIRY

• A professional stance
• A way of learning about your classroom
• A way of learning about yourself as a teacher
• Using the 5whQ
• Possible questions:

Why do the boys in my class….?

What happens when I …..?

I wonder what happens when  I …..?

Starting points to identify an issue you would like to research (Caro-Bruce, 2000):

Sometimes it helps to use a variety of questions such as:

I would like to improve ____________________________________

I am perplexed by________________________________________

I am really curious about __________________________________

Something I think would really make a difference is ___________

Something I would like to change is _______________________

What happens to student learning in my classroom when I _____?

How can I implement ____________________________________?

How can I improve ______________________________________?

Step 2:   Read , Research, Reflect

• Framing a good question

Avoid yes or no questions

Avoid questions to which you already know the answer

• A good question is

free of educational jargons,

use simple everyday words ,

do not prejudge the result

Characteristics of Good Research Questions

A good classroom action research question should:

• Be meaningful, compelling, and important to you as a teacher-researcher.
• Be manageable and within your sphere of influence.
• Be important for learners.
• Benefits your students by informing your teaching and the curriculum, by providing new insights about students and their learning , by broadening and deepening your perspectives, or by improving practice.
• Lead to taking an action
• What happens to the quality of student writing when I implement peer editing in my English classes?
• How does the use of computers affect the student writing process in my class?
• What happens to student understanding of specific geometrical concepts when I incorporate exploratory exercises into the teaching of geometry in my classroom?
• What happens to students’ academic performance in the classrooms when the school observes the heterogeneous system during cooperative learning activities?

Conducting a Literature Review (Holly, Arhar, and Kasten ,2005)

• Read broadly and generally, at first, then read more narrowly.
• When you are researching a novel topic that seems to have few resources, look for related topics and then synthesize them.
• Consult primary resources as possible.
• Ask for help.
• Read enough to get started, but not so much that you become too exhausted to conduct your study .
• Read with a critical eye.

Step 3: Make changes or try a new idea   

What are you going to do?

How will you measure the result?

Identifying Data Sources

• Why are we collecting the data?
• How are the data related to the research question?
• What kind of data will yield the best information? What counts as data?
• What data will we collect? How much data will we collect? Will data be easy or difficult to collect?
• Who will be using the data?
• What data sources will we use to collect information?
• How will the data be collected and analyzed? How systematic will data collection be?
• How will the data be organized? How will the data be displayed?
• What criteria will be used to analyze the data?
• How will the data be recorded and shared?

Step 4:  Evaluate and Reflect

How can you be sure that your conclusions are fair and accurate?

Step 5: Improve or amend your practice

How will I do things differently?

What have you learned from the project?

Have your questions been answered?

How will you share the results?

Could they be useful to others in your school/ community?

Context and Rationale of the Study

• Cite Literature review
• What is the general situation/circumstance that makes you develop your research proposal?
• Why is this situation/ circumstance important?
• What do you intend to do?
• This is the aim of your study. This should also be embedded in your main arguments.
• The significance of your research
• Why is your study important?
• Who or what industry will benefit? Why?
• What would be the potential contribution or insight of my research?

ACTION RESEARCH QUESTIONS

Reflect on your experiences and identify the most critical problem that affects your students’ learning

PROPOSED INTERVENTION, INNOVATION, STRATEGY

• Explain the intervention and cite literature that supports /validate the strategy to be used
• The teacher-researchers will develop an M.A.D (Modified Awareness Design) Tool : Contextualized and Localized Instructional Learning Material with seven (7) lessons where its objectives are based on the least mastered skills. The development of the IM anchors the simplified process of ADDIE Model which follows: Phase I – Preparation, Phase II – Development, Phase III – Validation, Phase IV – Try-Out.

Methodology

* PARTICIPANTS – All Grade 8 OHSP learners will serve as the respondents of this study.

* SOURCES OF DATA/ INFORMATION – The following are the data collection tools which will be utilized this study:

• Research constructed questionnaire
• Pretest/ post-test
• Summative test scores

* DATA GATHERING METHODS

• In developing the instructional learning material, the concept of ADDIE will utilize where:
• Phase I- The preparation stage involves administering the pretest using the teacher-made test validated by the Grade 8 teachers. It will use to determine the least mastered skills of the Grade 8 OHSP learners. The contents and components of the MAD Tool: Contextualized and Localized IM will base on the result of the pretest.
• Phase II – The development stage involves the following phases; deciding on the format of the module, the process of writing the module and the initial revisions needed to improve the first draft of the module.
• Phase III – In the validation stage, English teachers (peers and experts) will ask to assess the module in terms of its objectives

Plans for Dissemination and Utilization

• The results of the study will be presented and disseminated during learning action cells , teacher’s quality circle , conference after the study and will be presented through infographics which will be part of the initiatives of the school administrators and the subject area teachers.

  Teachers must continue to give frequent positive feedback that supports pupil’s beliefs that they can do well; ensure opportunities for student’s success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of the material; and help students feel that they are valued members of a learning community.

Sample of Reflection

As I reflect on my first journey as a teacher-researcher, I breathe a sigh of relief. The light at the end of this long, winding tunnel is finally in sight. I found the process of conducting an action research project very complex and often overwhelming. However, at the same time, I found it to be extremely enlightening and rewarding.

It is self-perception about the study.

Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.

Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.

Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.

Cochran-Smith, M., & Lytle, S.L. (Eds.). (1993). Inside/outside: Teacher research and knowledge. New York: Teachers College Press.

Corey, S.M. (1953). Action research to improve school practices. New York: Teachers College Press.

Johnson, B.M. (1995, Fall). Why conduct action research? Teaching and Change,1, 90-105.

source: SDO Las Pinas

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Action plan for action research

An Action Research Plan for school including pre, during and final implementation

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Flordelez Cailing

ABSTRACT This research is a reading comprehension intervention, a total class of grade I and II pupils in Multigrade class, on the reading comprehension level of ten pupils out of 20 grades I and II pupils at risk for reading failure. They belong to the Frustration Level of their reading comprehension. Pre-test and Post reading was administered to Grade I and II pupils using set of passages from the PHIL-IRI and Developmental Reading Power to determine the reading comprehension skills of each pupils. This study aimed to improve the comprehension skills of grades I and II pupils in Multigrade class. The result showed that ten of the pupils significantly improved in their reading comprehension skills using graphic organizer. All target pupils’ in reading comprehension scores on the standardized PHIL-IRI passages and from the Developmental Reading Power were higher in the post test than at the pre-test. More comprehension gains were found in Phil-IRI passages that did not found in the intervention. Social validity measures taken from the teachers, parents, and pupils revealed positive evaluations of the intervention. Limitations, future direction on research, and applied inferences are discussed.

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This descriptive research study was conducted to determine the relationship of reading comprehension and mathematics performance of the 302 pupils at Anecito Panolino Elementary School of Division of Passi City for the school year 2014-2015. The Phil-IRI test, the profile questionnaire and first periodical grade of pupils in Mathematics were used as the data gathering tool. The statistical tools used were frequencies, means, standard deviation, t-test, one-way Analysis of Variance, and Pearson Product Moment Coefficient of Correlation. Acceptance or rejection of the null hypotheses was based on the.05 alpha level. The pupils of Anecito Panolino Elementary School were males and were in ages six to ten years old. They belong to a family that is earning below the poverty line and were enrolled in Grade V. They have a weak reading comprehension as to speed level, reading level, and comprehension level despite of gender, age, grade level and family income. In gender and family income there is almost a significant difference however in age and grade level it showed almost no significance on reading comprehension. Regardless of groupings, mathematics performance of the pupils was an “unsatisfactory” rating. Significant difference in mathematics performance of the pupils was found on gender however, there is none with respect to age, family income and grade level. The positive correlation between the pupils speed level, reading level, comprehension level and mathematics performance was determined in the study.

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How to Start an Action Research

by: Jhonmark D. Barruga

Action Research is a challenge to every teacher to improve the quality of teaching. Superiors suggest and encourage their subordinates to do at least one action research each year. But there is a big question along the way that hinders them and that is how to start an action research.

Action Research discourages most of the teachers for it involves a complex process. This process features difficulties to leaders due to lack of knowledge and expertise to direct them into the right track. But how are you going to start this battle for your research?

Looking for the problem in your school is the first thing to do. The formulation of the problem is one of the hard tasks to start. Make up your mind, just do it cool. Look for any data that you have inside your classroom. Once you have the collected data, analyze in identifying the problem. Action planning is the next thing to do. Read books specifically researches related to your identified problem so you can make the possible solution. Third thing to do is taking action in where you have to identify all the steps needed for the implementation of the study. It includes the process of selecting the research design and methodology in collecting, analyzing and interpretation of data that will support to validate the effectiveness of the solution implemented. Next step in the process of Evaluation reveals the result and findings from the collected data, observation, intervention, data analysis and interpretation that will support to validate the effectiveness of the solution implemented. This will also present answers from the questions with regards to the action plan implemented. And lastly is the general findings that will be the basis in crafting the recommendations in improving the status of a certain situation.

Action Research is indeed an intricate job to do, but with a little courage, patience and passion, nothing is impossible. Don’t stop from learning, find time to be inspired for you to appreciate Action Research and realize that it can be easy.

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Office of the Assistant Secretary for Planning and Evaluation

National Action Plan for Combating Antibiotic-Resistant Bacteria Progress Report: Fiscal Year 2022

The evolution of pathogens to resist the drugs used to treat infections is an ongoing threat to public health, animal health, food production, and national security. Globally, a recent analysis estimated that 1.2 million deaths were caused by antibiotic-resistant (AR) bacteria in 2019, making this threat a leading cause of death for people of all ages worldwide. Domestically, the Centers for Disease Control and Prevention (CDC) estimates that more than 2.8 million Americans suffer from AR infections each year and that more than 35,000 die. While significant progress to address AR has been made in recent years, CDC found surges in antibiotic use and resistant infections in U.S. hospitals during the first year of the COVID-19 pandemic, including an alarming 15 percent increase in both resistant hospital-onset infections and deaths.

To coordinate and enhance the public health response to the AR threat, the U.S. Government is currently pursuing the National Action Plan for CARB, 2020-2025 (2020 Plan), which takes a global One Health approach recognizing that AR arising in humans, animals, or the environment may spread from one to the other, and from one country to another. The 2020 Plan follows on the original National Action Plan for CARB, 2015-2020, and describes continuing and new actions considered to be the highest priority for reducing antibiotic resistance. These Plans have provided a roadmap to guide the Nation in reducing the prevalence of antibiotic-resistant bacteria through infection prevention and control, surveillance, diagnostic testing, therapeutic and other product innovation, and global coordination.

The FY22 Report summarizes progress toward the 2020 Plan and includes highlights related to pandemic preparedness, equity, and other challenges; new and updated targets; common challenges and barriers; and progress toward all targets in FY22. The report includes a spotlight on surveillance, describing the collaboration between the Food and Drug Administration (FDA), CDC, and USDA to support the National Antimicrobial Resistance Monitoring System for Enteric Bacteria (NARMS), which tracks changes in the antimicrobial susceptibility of enteric (intestinal) bacteria in the United States. Other achievements include:

• CDC’s efforts to develop evidence and incorporate health equity-driven efforts into its antibiotic stewardship program and research activities;
• The National Institutes for Health’s (NIH's) efforts to store, manage, analyze, and disseminate submitted sequence data and expand the data collection of antimicrobial resistant organisms and genes;
• The Agency for Healthcare Research and Quality’s (AHRQ’s) continued expansion of the Safety Program for Improving Antibiotic Use with positive results in long-term and ambulatory care, including completing the suite of three healthcare setting-specific toolkits based on the Four Moments of Antibiotic Decision Making;
• FDA’s multiple advances to foster stewardship of medically important antibiotics in animals, including the development of a targeted multi-media stakeholder outreach campaign director to farmers and ranchers in preparation for label changes associated with GFI #263.
• The Administration for Strategic Preparedness and Response/Biomedical Advanced Research and Development Authority’s (ASPR/BARDA’s) renewal of CARB-X with options to provide a total of up to $300 million over the next 10 years to support preclinical development of therapeutics, preventatives, and diagnostic candidates to combat AR infections; and
• USDA’s virtual public meeting to recognize 10 years of progress since the first USDA Antibiotic Resistance workshop held in 2012.

The primary challenge to implementing the 2020 Plan has been the COVID-19 pandemic, which led to increased numbers of hospitalized patients, increased lengths of stay and severity of illness for many patients, staffing shortages, changes in antibiotic use, and departures from standard infection prevention and control practices. The CARB Task Force continues to monitor, evaluate, and adapt to the impact of the COVID-19 pandemic on AR and ongoing efforts to address its threat.

For more information, please contact [email protected] .

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Final Management Plan for the Apalachicola National Estuarine Research Reserve

A Notice by the National Oceanic and Atmospheric Administration on 08/16/2024

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• Document Details Published Content - Document Details Agencies Department of Commerce National Oceanic and Atmospheric Administration Document Citation 89 FR 66687 Document Number 2024-18333 Document Type Notice Pages 66687-66688 (2 pages) Publication Date 08/16/2024 Published Content - Document Details
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Notice of approval of the revised management plan Apalachicola National Estuarine Research Reserves.

Notice is hereby given that the Office for Coastal Management, National Ocean Service, National Oceanic and Atmospheric Administration (NOAA), U.S. Department of Commerce approves the revised management plan for the Apalachicola National Estuarine Research Reserve in Florida. In accordance with applicable Federal regulations, the Florida Department of Environmental Protection revised the Apalachicola Reserve's management plan, which replaces the plan previously approved in 2015.

The approved Apalachicola Reserve management plan can be downloaded or viewed at https://floridadep.gov/​rcp/​nerr-apalachicola/​documents/​apalachicola-nerr-management-plan . These documents are also available by sending a written request to the point of contact identified below (see FOR FURTHER INFORMATION CONTACT ).

Matt Chasse of NOAA's Office for Coastal Management, by email at [email protected] , phone at 240-628-5417.

Pursuant to 15 CFR 921.33(c) , Florida must revise the management plan for the Apalachicola research reserve at least every five years. Changes to a reserve's management plan may be made only after receiving written approval from NOAA. NOAA approves changes to management plans via notice in the Federal Register . On December 27, 2023, NOAA issued a notice in the Federal Register announcing a thirty-day public comment period for the proposed revision of the management plan for the Apalachicola National Estuarine Research Reserve ( 87 FR 89406 ). Appendix C of the plan contains a summary of written and oral comments received, and an explanation of how comments were incorporated into the final version of the management plan.

The revised management plan outlines the reserve's: strategic goals and objectives; administrative structure; programs for conducting research and monitoring, education, and training; resource management, restoration and public use and access; volunteer support, and communications plans; consideration for future land acquisition; and facility development and improvement to support reserve operations.

The Apalachicola's revised management plan will focus on addressing specific coastal management issues including hydrological changes in the Apalachicola River and floodplain; coastal development; and climate change and extreme events. Research and monitoring aims to expand understanding of the ecological processes related to the Apalachicola River and watershed and develop new research initiatives and monitoring projects to fill gaps in our understanding of key ecosystem functions related to pollutants, habitats, and diversity. Reserve education programming prioritizes in-field studies for students and teachers. Programming for K-12 students will be provided for a continuity of content across the entire academic experience of local students. Reserve outreach efforts will target participants from all ages and walks of life while recognizing the local community as key stakeholders. Coastal training will deliver formal trainings, skill-building opportunities, tools and technical assistance that enable audiences to continue to implement sound policies based on science that protect the environment. In addition, the reserve's regular engagement with decision makers strengthens partnerships, furthers assessments of audience needs and forges positive ( print page 66688) working relationships with decision makers to increase stewardship and resilience throughout the reserve.

Furthermore, no reserve boundary or acreage changes are incorporated into the revised management plan. The revised management plan will serve as the guiding document for the 234,715 acre Apalachicola National Estuarine Research Reserve for the next five years.

NOAA reviewed the environmental impacts of the revised management plan and determined that this action is categorically excluded from further analysis under the National Environmental Policy Act (NEPA), as amended, 42 U.S.C. 4321 et seq., and the Council on Environmental Quality Regulations for Implementing the Procedural Provisions of NEPA ( 40 CFR 1500-1508 (2022), consistent with NOAA Administrative Order 216-6A.

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New climate and sustainability research efforts will focus on eight ‘Solution Areas’

The Stanford Doerr School of Sustainability will establish new research initiatives under topics including climate, water, energy, food, nature, and cities.

The Stanford Doerr School of Sustainability has selected eight interconnected Solution Areas to focus its research efforts over the next decade. This new research plan amplifies the school’s ability to translate Stanford research into large-scale solutions and inform key decision makers in policy and business.

Selected based on extensive faculty input and assessment of where Stanford can make the most meaningful impact, the eight areas are: climate; water; energy; food; risk, resilience, and adaptation; nature; cities; and platforms and tools for monitoring and decision making. 

“Solution Areas identify and leverage the critical junctions between the most pressing global sustainability challenges and the areas where Stanford has the talent and expertise to find solutions,” said Dean Arun Majumdar. “This collaborative all-campus approach expands and strengthens our commitment to using all the power we have – the knowledge, the education, the talent, the innovation, the resources, the influence – to build a thriving planet for future generations.” 

‘Integrative Projects’ and ‘Flagship Destinations’

In each Solution Area, the school plans to build two types of research initiatives. One type, called Integrative Projects, will be managed by the school’s institutes, including the Stanford Woods Institute for the Environment , the Precourt Institute for Energy , and a planned Sustainable Societies Institute. 

Integrative Projects will be organized around decade-long research themes and dedicated to creating solutions through interdisciplinary collaboration, engagement with partners beyond Stanford, identifying significant knowledge gaps, and understanding systems.

According to Chris Field , the Perry L. McCarty Director of the Stanford Woods Institute for the Environment and a professor in the Stanford Doerr School of Sustainability and the School of Humanities and Sciences , the new commitment to these areas “will provide both resources and coordination that expand Stanford faculty’s capacity to deliver sustainability solutions at scale.” 

A second type of research initiative, called Flagship Destinations, is managed by Stanford’s Sustainability Accelerator . Flagship Destinations are targets for the pace and scale of work to address challenges facing Earth, climate, and society. For example, the school’s first Flagship Destination, announced in 2023 , calls for enabling the removal of billions of tons of planet-warming gases annually from Earth’s atmosphere by the middle of this century. By working backward from sustainability targets in consultation with faculty and external experts, this initiative seeks to rapidly translate Stanford research into policy and technology solutions. Additional Flagship Destinations will be announced later this week.

Whereas Integrative Projects are designed to produce knowledge and evidence that can eventually lead to solutions, Flagship Destination projects are intended to help verify and demonstrate that well-studied solutions can succeed at large scale so they can be launched out of Stanford and implemented for the benefit of humanity and our planet. Scalable solutions nurtured and launched through these projects could take the form of policy frameworks, open-source platforms, nonprofit organizations, new for-profit companies, and ongoing collaborations all committed to addressing pressing sustainability challenges.

“By working together in these Solution Areas across disciplines and with collaborators beyond the university, we maximize our ability to have positive impacts on the timeframe and scale needed for the planet and humanity,” said Scott Fendorf , senior associate dean for integrative initiatives and the Terry Huffington Professor in the Stanford Doerr School of Sustainability. 

Workshops will be held with faculty and external experts to develop research strategies for each Solution Area on a rolling basis. Strategy workshops, opportunities to provide input on future Integrative Projects, and requests for proposals (open to all Stanford faculty) will be announced in the coming months.

Related message from leadership: Read a letter to faculty about the new Solution Areas from Dean Majumdar with Precourt Institute for Energy director William Chueh; Stanford Woods Institute for the Environment director Chris Field; Accelerator faculty director Yi Cui and executive director Charlotte Pera; and Integrative Initiatives associate dean Jenna Davis and senior associate dean Scott Fendorf.

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Josie garthwaite, explore more.

Using AI to link heat waves to global warming

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New technology extracts lithium from brines inexpensively and sustainably

A new method for extracting lithium from briny water offers a more efficient, cost-effective, and environmental alternative to traditional lithium production. It could also help solve lithium supply chain issues.

• Energy storage

New report on Stanford Doerr School of Sustainability affiliates programs

The Industrial Affiliates Review Committee established in February 2024 has released its report on all industrial affiliates programs in the school, identifying gaps and possible solutions for aligning with university guidelines.

• School planning

Mastering Action Plan Development: A Comprehensive Guide for Educators Engaging in Action Research

Action research is an increasingly popular approach to professional development among educators as it allows them to investigate and reflect on their instructional practices to effect positive change in the classroom (Feldman & Minstrell, 2000; Stremmel, 2003). To achieve meaningful results, an effective action plan is crucial. This article provides a step-by-step guide to action plan development, empowering educators with the knowledge and tools necessary to create actionable, meaningful, and sustainable action research projects.

Table of Contents

The Value of Action Research in Education

Educators constantly seek to improve their teaching methods, cater to diverse student needs, and adapt to evolving educational contexts. Action research is a valuable tool for achieving these objectives, enabling educators to:

• Investigate their practice systematically and reflectively (Carr & Kemmis, 1986).
• Apply research-based knowledge to everyday classroom situations (Altrichter et al., 2002).
• Enhance their capacity for critical thinking, self-evaluation, and professional learning (Sagor, 2000).
• Implement, monitor, and evaluate change initiatives within their specific teaching context (Feldman & Minstrell, 2000).

By engaging in action research, educators evolve as reflective practitioners, better equipped to handle complex classroom challenges and improve student learning outcomes.

Essential Components of an Action Research Action Plan

An  action plan  is a detailed road map that guides an action research project’s implementation, monitoring, and evaluation. It consists of several key components:

• Statement of Purpose:  Clearly articulates the research question or problem, providing context and rationale for the project.
• Literature Review:  Reviews relevant research, theories, and practices to inform the project and establish a theoretical framework.
• Data Collection Methods:  Identifies appropriate and ethical data collection strategies, such as interviews, surveys, or classroom observations.
• Data Analysis Approach:  Outlines analytical methods to interpret and make sense of the collected data.
• Implementation Plan:  Specifies the intervention or action steps, including anticipated outcomes, timelines, and necessary resources.
• Reflection and Evaluation:  Details methods and criteria for assessing project results, reflecting on the effectiveness of the action plan, and identifying areas for improvement.

Developing Your Action Plan: A Step-by-Step Guide

Step 1: formulate a clear purpose statement.

Begin your action plan by identifying the key issue or problem you aim to address within your classroom context. This should be informed by your observations, experiences, and reflections, as well as by the needs and interests of your students.

Your purpose statement should be concise yet comprehensive, reflecting the significance and relevance of your research question (Stringer, 2004). Additionally, it should specify the population for whom the change is intended, the end goal, and the possible implications of the research findings.

Step 2: Conduct a Literature Review

A literature review helps situate your action research project within broader educational theories and existing research and identify any knowledge gaps in the field. When undertaking a literature review, consider the following guidelines:

• Select relevant, high-quality sources such as peer-reviewed academic papers, books, and reports.
• Include a mix of seminal works and more recent publications to ensure a rich and up-to-date understanding.
• Employ critical analysis in discussing the literature and evaluating its relevance, strengths, weaknesses, and applicability to your context.

Step 3: Select Data Collection Methods

As an action researcher, you must collect evidence to justify your proposed changes and interventions. Data can be qualitative, such as interviews or documentation, or quantitative, such as test scores or survey responses. Select the data collection method or methods that best align with your research question, theoretical framework, and available resources.

Remember to adhere to ethical guidelines, including obtaining informed consent from participants, maintaining confidentiality, and minimizing potential harm or discomfort to those involved (Brydon-Miller et al., 2003).

Step 4: Determine a Data Analysis Approach

Data analysis involves organizing, interpreting, and making sense of the collected information in light of the research question or problem. Many data analysis techniques include coding qualitative data into themes, conducting statistical analyses on quantitative data, or using mixed-methods approaches (Creswell & Creswell, 2017).

Select an analytical approach that aligns with your data types, research objectives, and theoretical framework, and remember to keep an open, analytical mind throughout the process.

Step 5: Develop an Implementation Plan

The implementation plan outlines the action steps or interventions, detailing the project’s timeline, resources, and expected outcomes. This plan is informed by your literature review, data collection, and analysis and should adhere to the principles of effective action plans (Ferrance, 2000). Consider the following:

• Define clear, realistic, and measurable goals or benchmarks.
• Allocate adequate resources (time, materials, personnel, etc.) to support the implementation.
• Sequence and schedule tasks in a coherent and manageable way.
• Design mechanisms to monitor progress, such as regular check-ins, evaluations, or reviews.

Step 6: Reflect and Evaluate

An essential aspect of action research is ongoing reflection and evaluation throughout the project cycle. Evaluate the impact of the implemented changes using predetermined criteria and measures. Reflect on your role as a researcher, experiences, beliefs, and assumptions, and how these may impact your action research process (Coghlan & Brannick, 2001).

Based on your reflections and evaluations, modify or revise your action plan and cycle through the process once more, refining and improving your projects iteratively.

Mastering action plan development empowers educators to engage effectively in action research, promoting improving teaching practice and student learning. By following the guidelines and steps provided in this article, educators can create meaningful, well-informed, and actionable plans that drive change and foster professional growth in their educational journeys.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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Negotiating for Lower Drug Prices Works, Saves Billions

Biden-Harris Administration delivers on promise to lower prescription drug costs for Americans

In a historic moment that will help lower prescription drug prices for millions of people across America, the Biden-Harris Administration announced that it has reached agreements for new, lower prices for all 10 drugs selected for negotiations. These negotiated drugs are some of the most expensive and most frequently dispensed drugs in the Medicare program and are used to treat conditions such as heart disease, diabetes, and cancer. The new prices will go into effect for people with Medicare Part D prescription drug coverage beginning January 1, 2026. 

If the new prices had been in effect last year, Medicare would have saved an estimated $6 billion, or approximately 22 percent, across the 10 selected drugs. These negotiated prices range from 38 to 79 percent discounts off of list prices. About nine million people with Medicare use at least one of the 10 drugs selected for negotiation. People with Medicare prescription drug coverage are expected to see aggregated estimated savings of $1.5 billion in their personal out-of-pocket costs in 2026. For more detailed information about the negotiated prices please see the Centers for Medicare & Medicaid Services (CMS) Negotiated Prices Fact Sheet .  

“Americans pay too much for their prescription drugs. That makes today’s announcement historic. For the first time ever, Medicare negotiated directly with drug companies and the American people are better off for it,” said U.S. Department of Health and Human Services (HHS) Secretary Xavier Becerra. “Congressional budget estimators (Congressional Budget Office) predicted about $100 billion savings over 10 years from drug negotiations, and a $3.7 billion savings in the first year alone. Today we’re announcing that in our first year of negotiations we are saving Medicare an estimated $6 billion and Americans who pay out of pocket will be saving another $1.5 billion moving forward. Empowering Medicare to negotiate prices not only strengthens the program for generations to come, but also puts a check on skyrocketing drug prices.”

“CMS is proud to have negotiated drug prices for people with Medicare for the first time. These negotiations will not only lower the prices of critically important medications for cancer, diabetes, heart failure, and more, but will also save billions of dollars,” said CMS Administrator Chiquita Brooks-LaSure. “Medicare drug price negotiation and the lower prices announced today demonstrate the commitment of CMS and the Biden-Harris Administration to lower health care and prescription drug costs for Americans. We made a promise to the American people, and today, we are thrilled to share that we have fulfilled that promise.”

As a hypothetical example, a senior with Medicare who takes Stelara pays a 25% coinsurance on the drug which may amount to about $3,400 today for a 30-day supply. When the negotiated price goes into effect in 2026, that same 25% coinsurance would cost the beneficiary about $1,100 before the person reaches the catastrophic cap, after which the beneficiary will pay no more out of pocket on their prescription drugs. A beneficiary’s actual costs will depend on their plan’s benefit design.

In August 2023, HHS announced the first 10 drugs covered under Medicare Part D selected for the first cycle of negotiations.

The selected drugs accounted for $56.2 billion in total Medicare spending, or about 20 percent of total Part D gross spending in 2023. Overall, total Part D gross spending for the 10 selected drugs more than doubled from 2018 to 2022, from about $20 billion to about $46 billion, an increase of 134 percent. Medicare enrollees paid a total of $3.4 billion in out-of-pocket costs in 2022 for these drugs.

“CMS negotiated in good faith on behalf of the millions of people who rely on these 10 drugs for their health and well-being. The new negotiated prices will bring much needed financial relief, affordability, and access,” said Meena Seshamani, MD, PhD, CMS Deputy Administrator and Director of the Center for Medicare. “Throughout the process, we remained true to our commitment to be thoughtful and transparent, meeting publicly with patients, providers, health plans, pharmacies, drug companies and others to help inform the process. We will continue to do so for future cycles. Our team is actively working on the next cycle of negotiations where we will combine what we have learned from this first cycle and apply it in negotiating prices for the next round of up to 15 selected drugs.”

The Office of the Assistant Secretary for Planning and Evaluation (ASPE) also released new data today detailing historic pricing trends of the 10 drugs selected for the first cycle of the negotiation program. The report finds that from 2018 to 2023, list prices increased as much as 55 percent.

CMS will select up to 15 more drugs covered under Part D for negotiation for 2027 by February 1, 2025. CMS will select up to 15 more drugs covered by Part B or Part D for 2028, and up to 20 more Part B or Part D drugs for each year after that, as required by the Inflation Reduction Act.

In addition to these newly negotiated prices, people with Medicare are already experiencing lower drug costs thanks to the Inflation Reduction Act. And, next year, all Medicare Part D enrollees will benefit from a $2,000 out-of-pocket cap on their prescription drug costs, further making prescription drugs more affordable for seniors and people with disabilities.

View the CMS Negotiated Prices Fact Sheet at https://www.cms.gov/files/document/fact-sheet-negotiated-prices-initial-price-applicability-year-2026.pdf

View the Historic Trends Fact Sheet from the Office of the Assistant Secretary for Planning and Evaluation (ASPE) at https://aspe.hhs.gov/reports/medicare-drug-price-negotiation-program-comparing-drug-price

View a CMS Plain Language infographic at https://www.cms.gov/files/document/infographic-negotiated-prices-maximum-fair-prices.pdf

For more information about the Inflation Reduction Act, including plain language materials, please visit LowerDrugCosts.gov .  For more information available in Spanish, please visit MedicamentosBajoPrecio.gov .

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Commemorating the 2nd anniversary of the biden-harris lower cost prescription drug law, biden-harris administration releases final part two guidance to help people with medicare prescription drug coverage manage prescription drug costs, hhs announces cost savings for 64 prescription drugs thanks to the medicare rebate program established by the biden-harris administration’s lower cost prescription drug law, media inquiries.

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