Action Research
Keyword: What is action research; Types of Action Research; Characteristics of Action Research; A
plan of action Research,
Research is:
Organized systematic
scientific investigation to solve problems and
test hypothesis, or Add new knowledge to the field of study
Research is a very careful, critical and disciplined inquiry varying in
technique and method according to the nature and conditions of the problem
identified, directed towards the clarification or resolution (or both) of a
problem.
Conducted when a decision must
be made about a specific real-life problem
Research undertaken to answer
questions about specific problems or to make decision about a particular course
of action or policy
Action Research
Definition
Action research is a research that
ANY of us can do on his/her own practice to improve it.
It can be conducted with the
assistance or guidance of professional researchers in order to improve
strategies, practices, and knowledge of the environments within which they
practice.
“Action research is a process in
which participants examine their own educational practice, systematically and
carefully, using the techniques of research”
Action research can be described as
a family of research methodologies which pursue ACTION (or Change) and RESEARCH
(or Understanding) at the same time.
What
is action research?
Action research is inquiry or
research in the context of focused efforts to improve the quality of a
PRACTICE.
It is typically designed and
conducted by practitioners who analyze the data to improve their own practice.
Action research can be done by
individuals or by teams of colleagues. The team approach is called collaborative
inquiry.
Action research has the potential to
generate genuine and sustained improvements in schools.
AR gives educators new opportunities
to reflect on and assess their teaching;
To explore and test new ideas,
methods, and materials;
To assess how effective the new
approaches were;
To share feedback with fellow team
members;
To make decisions about which new
approaches to include in the practice.
Types of Action Research
There are two main types of action research:
1.
Practical Action Research
Addresses a specific problem Primary
purpose is to improve practice and inform larger issues
A “how to” approach
2.
Participatory Action Research
·
Philosophically driven, Empower individuals and
groups to improve their lives and bring about a social change.
·
Stakeholders are involved and are active in all
processes Levels of Participation Provide information
·
Become informed of purpose of the study
·
Receive findings
·
Assist in data collection
·
Review findings
·
Participate in interpretation
·
Participate in designing the project
·
Participate in problem specification
·
Initiate study
·
Advantages of Action Research
·
It can be performed by anyone, in any type of
school or institution
·
It can help to improve educational practice
·
It can help education and other professionals to
improve their craft
·
It can help them learn to identify problems
systematically
·
It can build up a small community of
research-oriented individuals at the local level
Characteristics of Action Research
• It is an emergent
process which takes shape as understanding increases;
• It is an iterative
process which converges towards a better understanding of what happens;
• It is participative
(Change is usually easier to achieve when those affected by the change are
involved) and qualitative.
A practical focus
A practical focus
A problem that will have immediate
benefits for
Single teacher
Schools
Communities
The
educator-researcher research his own practices
Self reflective research by the educator-researchers turns the lens on
their own educational classroom, school, or practices.
Collaboration
Collaboration
Collaboration in student, teacher,
community, and researcher
Dynamic process
Dynamic process of spiraling back
and forth among reflection, data collection, and action
Does not follow a linear pattern
Does not follow a causal sequence
from problem to action
A
plan of action
The action researcher develops a
plan of action
Formal or informal; involve a few
individuals or an entire community
May be presenting data to
stakeholders, establishing a pilot program, or exploring new practices
1.
Sharing research
•
Groups of stakeholders
•
Local schools, educational personnel
•
Local or state individuals
•
Not specifically interested in
publication but in sharing with
individuals or groups
who can promote change
•
Arises from practical questions
•
its validity is strengthened through peer examination and discussion
Why
Action research
It is participatory; It is “from
within” and not from an external “Expert’s eye”
It is Very real “presences” can
emerge in the dynamically unfolding relations which can teach us new ways of
conducting our practice.
It is the most logical way of doing
research on societal and community issues.
Sometimes, it does not make sense to
go to an outsider ,with often shaky or no knowledge of the given situation,
thinking that with a few questions, he/she can get enlightening answers.
It is difficult to grasp the issues
of a group or community by an outsider who has limited interaction with the
group.
The
Action Research Plan
- Write an area-of-focus statement
- Define the variables
- Develop research questions
- Describe the intervention or innovations
- Describe the membership of the action research group
- Describe negotiations that need to be undertaken
- Develop a timeline
- Develop a statement of resources
- Develop data collection ideas
References
Alton-Lee,
A. (2011) Using evidence for educational improvement, Cambridge Journal of
Education, 41(30), 303-329.
Bartlett,
B. & Burton, D. (2006): Practitioner
research or descriptions of classroom practice? A discussion of teachers
investigating their classrooms, Educational Action Research, 14(3), 395-405
Castleton,
G., Moss, T. & Milbourne, S. (2011) Challenges in Leading for Literacy in
Schools in T.Le, Q. Le & M. Short, Language
and Literacy Education in a Challenging World. New York: Nova Science
Publishers.
Freebody,
P. (2003) Qualitative Research in Education
London: Sage Publishers.
Graczewski,
C., Knudson, J. & Holtzman, D. (2008) Instructional leadership in practice:
What does it look like and what influence does it have? Journal of Education
for Students Placed at Risk, 14(1), 72-96.
Gronn,
P. (2000) Distributed Properties: A new architecture for leadership. Educational
Management and Administration, 28(3), 371-395.
Murphy,
J. (2004) Leadership for literacy: A framework for policy and practice. School
Effectiveness & School Improvement, 15(1), 65 – 96.
Mills,
G. (2000). Action Research: A guide for the teacher researcher. Upper
Saddle River, NJ: Pearson/Allyn & Bacon.
Roberts,
K. & Owens, S. (2012) Innovative Education: a Review of the Literature,
Adelaide: DECD.
Sharratt,
L. & Fullan, M. (2006) Accomplishing district wide reform. Journal of
School Leadership, 16,583-595
Souto-Manning,
M. (2009) Teacher as Researcher: Teachers Search and ReSearch: Questioning
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B. & Skrzypic, G. (2012) Framing research questions, approaches,
analysis. Powerpoint presentation
