EDP125 Action Research Assignment 2 Group Patricia Chandler, Denise Coffey, Sarah Collins, Karen Cook, Lisa Cooke

What is Action Research? EVALUATE RECONSTRUCTCONSTRUCT RE-EVALUATE

What are the principles? Reflective Dialectical Collaborative Risk Multiple Structure Theory, Practice and Transformation

The Purpose of Action Research Helps to identify problems & seek solutions systematically Can be used at all levels & in all areas of education

What are the advantages? Used to investigate any issue or concern Versatile and easy to use Promotes shared understanding and approaches Developing in a specific environment are more likely to succeed Members are more committed Change is owned and managed by participants Collaboration builds trust and support It can start small and grow over time Can obtain assistance from outside

Improves education by incorporating change Involves educators working together to improve their own practices Is persuasive and authoritative, since its done by teachers for teachers It is collaborative Participative Practical and relevant Develops critical reflection about ones teaching Requires us to test our ideas about education Open minded A critical analysis Justification of ones teaching practices

Simple problem solving Not done to or by other people Not simple implementation of predetermined answers Not conclusive Not a fad Action Plan Is NOT

Methodology Keep it as simple as possible by only having one research question Sub questions to support the main question as research hypotheses need to decide who can provide the data needed, how many participants are needed, and how to gain access to those individuals (Creswell, 2005)

Removes the gap between deciders and the doers. Together they decide the action, process and participate. Generates commitment. How does action research achieve outcomes?

Planning Identify the issues to be changed Looking elsewhere for information Develop the questions and research methods to be used Develop a plan related to specific environment or situation Acting Trialling the change following the plan Collecting and compiling evidence Questioning the process and making changes as required Observing Analyse the evidence Collating the findings Writing the report Sharing your findings with participants Reflecting Evaluating the first cycle of the process Implementing new findings or strategy Revisiting the process Repeat the process

Making Action Research Valid Validity: the degree to which scientific observations actually measure or record what they purport to measure (Pelto & Pelto, 1978, p. 33)

References Hendricks, C. (2009). Improving Schools through Action Research: A comprehensive Guide for Educators. USA: Pearson Education, Inc. Mertler, C. (2006). Action Research: Teachers as Researchers in the Classroom. USA: Sage Publications, Inc.

The University of Sydney. (2002) Action Research Report 1 : Action Research as Professional Development. The collaborative nature of action research. Retrieved October 2, 2009, from faculty.edfac.usyd.edu.au/projects/NSWhistory/actio n_research_report1.html#Journeying Through Action Researchhttp://www-