Action research is a cyclical research process that may be used to improve instructional practice, assessment tools, and student outcomes. Action research always focuses on local problems and takes place in the natural setting of a classroom, laboratory, or school. Unlike traditional research, action researchers are primarily "committed to taking action and effecting positive educational change in their classrooms and schools based on their findings" (Mills, 2011, p. 3). Both the process and outcomes of action research offer several benefits to the teacher-researcher, and it is believed that these transformations in teacher practice improve student outcomes. Research demonstrates that engaging in action research serves as an effective "teacher professional development" process, especially in its ability to promote: (1) understanding of teaching and learning; (2) teaching and management expertise; and (3) confidence in one's abilities to effect positive change in classrooms and schools (Bonner, 2006; O'Connor, Green, & Anderson, 2006; Sax & Fischer, 2001). Teachers involved in action research are also reported to have a greater awareness of their teaching practices and student needs as well as more positive perspectives toward change and pedagogical risk-taking (O'Connor, Green, & Anderson, 2006).