Warm up! Find a peer that you have never worked with before! You have 60 seconds each to tell each other what you know about action research. You should each record what your peer says, and then post on the wall. Let’s go.....! Start by doing an activity which will allow you to tell us what you know about action research Write one word on each card (get everyone to write) until you have a selection arranged on your table. Words may include: improvement, cyclical, political, participative, qualitative, practioner-based, change, reflective, personal Resources: blank cards folded like name cards

Did you say...? Teacher centred Self reflection & Self evaluation It’s about improving practice Cyclical and ongoing Structured methodology Range of methods to gather evidence Different to empirical research Qualitative Kurt Lewin (1940) We will be looking at Assignment 4 again at the end of the session. However, we have based this afternoon’s session on the requirements for A4.

Learning Outcomes To understand the term ‘action research’ To understand the methodology of action research through a case study To understand the importance of clear questionning To understand what is involved in ass 4 To be able to plan an action research project To identify opportunities for action research in own curriculum To be aware of the action research online tasks, and how these fit into assignment 4 Anything else you want to add? We will be looking at Assignment 4 again at the end of the session. However, we have based this afternoon’s session on the requirements for A4.

Research All research sets out to generate valid evidence to support a claim to new knowledge, that is to say that a person knows something now which was not known before. McNiff, J et al (2003) You and Your Action Research Project (second edition) Oxford: Routledge p.10 This basically means that you now know something that you didn’t know before. Could take very different forms – could be very objective like a new discovery or it can be something very subjective e.g. when a person comes to understand something that they didn’t understand before. Research can be very contentious because there are different views as to what counts as ‘knowledge.’

What is action research? “a small-scale intervention in the functioning of the real world and a close examination of the effects of such an intervention.” Cohen, L. and Manion, L. (1994) This is just one definition – I will present you with others, but some of the language here is key. Small scale – it should be small scale, and based on your teaching Intervention – this means that you elect to do something differently to try and solve the problem Close examination of effects – did your intervention work?

What is action research? Action research may be seen as a form of self study or first person enquiry. McNiff, J et al (2003) You and Your Action Research Project (second edition) Oxford: Routledge p.10 First person – ie, you! So, you are at the centre of this research, it’s about you doing something in action! It’s not about you doing things to other people, but about improving your practice.

What’s the difference? Traditional qualitative research – the researcher stands outside the research Action research – the researcher is the centre of the research and the focus is self improvement The first one is empirical research e.g. a study to find out if all learners living in a deprived area have passed their course. This is about taking a step back, and looking at the evidence. The second is about you e.g. a study to see if I can enhance the learning experience for a group of E2E learners who are struggling to stay on programme

Action and Research In addition to considering action research, you could think about action and research. You may find that the outcomes from one have been more useful than the other. Perhaps taking time to research has been the most beneficial or perhaps the research confirmed your original thoughts and the action was the most important aspect. Following the research, you may be much better informed about your chosen topic.

Action tends to be... cyclic – similar steps tend to recur, in similar sequence participative – the clients and informants are involved as partners, or at least active participants, in the research process qualitative – it deals more often with language than with numbers; and reflective – critical reflection upon the process and outcomes are important parts of each cycle Dick, B. (2000) Stress that AR is linked to direct practice Participants may be equal partners – whether you are seeking the views of your managers of learners, then everybody who participates is equal A more natural language is used which is easier for participants.

Action Research ... Is practitioner – based Is focused on learning Embodies good professional practice but goes beyond Leads to personal and social improvement Is responsive to social situations Demands higher order questioning Action research in education tends to be Be practitioner – based – practitioners regard themselves as researchers. This means that you – the researcher - is inside the situation and you will inevitably influence what is happening. Be focused on learning – helps you develop a deeper understanding about what you do – AR has a personal aim and a social aim. The personal aim is the improvement of your own learning and the social aim is an improvement of your situation – both are equally important and interdependent. Embody good professional practice and goes beyond - more than problem solving and reflection – to be action research there must be informed, committed action that gives rise to knowledge as well as successful action. It is informed because other people’s views and feelings have been taken into consideration – and values are examined and argued. Lead to personal and social improvement – People commit to evaluating their own work with a view to influencing others and being held accountable for their actions. AR is a form of personal enquiry – always done collaboratively involving others. In your action research, you will be working with your learners, peers, mentor – and so on – to reach your conclusions Be responsive to social situations – people do AR when they want to investigate what is happening in their particular situation and try to improve it Demands higher order questioning – because it involves questioning the assumptions and values that underlie practice e.g. why is the situation like it is and why one may need to change the way one thinks about it. We will look at how we can question our own practice later. So how do we go about it ? (next slide) …

The cycle Chosen topic plan act observe reflect There are lots of action research cycle models and theories – but they all same the same thing....plan, act, observe, reflect

Choice of topic for research Assignment 2 is based on Curriculum Design. You will choose one of these topics to carry out an action research project for Assignment 4.

Choice of topic for research Keep it small scale Use the planning pro-forma in the assignment brief to help you It is important that you select a very small area to carry out your action research.

Methods you could use Questionnaires: multiple choice, open questions, closed questions Interviews: face to face; telephone, structured; semi structured, with individuals, with focus groups Observation: people - participant and non-/par Observation: product Control groups: one does, one doesn’t Comparative groups: group tries 2 methods Diaries, journals and logs ... plus many more Consider the advantages and disadvantages of some of these methods Look at the pitfalls of question writing How will you collate and analyse data from open questions?

Ethical considerations What ethical considerations will you need to consider? Complete the online task to find out!

Some copyright issues Do not use: Trademarks, graphics owned by others Commercial software Music, video clips, animations Text where you can be accused of plagiarism Sources or quotes that have not been acknowledged

What do other people think about this subject? What work has been carried out by other researchers? Show your understanding of previous research and build the outcomes from previous work into your project – this is an online task Literature review

Carry out the research Keep good records of events and outcomes – dated, timed, signed Suggest keeping a journal or log You will need to show that you understand how to collect data

Consider your evidence What does your evidence show? Analyse your data Interpret the results

Make recommendations for further action At this point, the next piece of action research could begin. What would the next steps be? You will not be writing a list but you will show that you understand the implications of your findings.

Evaluate How well did you carry out the research? Could you have improved? Evaluate the planning, implementation, conclusion-drawing and presentation stages of your action research

Writing up Be as clear, concise and analytical as possible Use diagrams/graphs/charts only if they help you communicate your data more effectively Make reference to texts on research methods and your area of study Be careful what you claim... If you’ve interviewed 15 people, you cannot make sweeping statements. You will need to use words such as: seems, appears, indicates, may, could, possibly

References (Cohen, L. and Manion, L. (1994) Research Methods in Education (fourth edition). London: Routledge) Dick, B. (2000) A Beginner’s Guide to Action Research. Available from: http://www.scu.edu.au/schools/gcm/ar/arp/guide.html#a_g_intro Accessed August 17th 2009 Draw attention to referencing here – an example of books/website

Day 4 Preparation Policy or initiative: identify one, and record on wall See online tracker and Task 1.1a: Micro-Research Session Trainee led presentations on the initiative Launch assignment 1