Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Chapter 18 Action Research Designs

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.2 By the end of this chapter, you should be able to: Define the purposes and uses of action research Describe types of action research designs Identify key characteristics of action research Describe the steps in conducting an action research study List criteria for evaluating an action research study

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.3 What Is Action Research? Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.4 When Do You Use Action Research? When you have an educational problem to solve When educators want to reflect on their own practices When you want to address schoolwide problems When teachers want to improve their practices When educators want to participate in a research project

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.5 How Action Research Developed Teacher and school inquiries (teacher-initiated research studies) Professional inquiry by teachers (self-study) School-based site councils (school committees) In-service days (teacher staff-development activities) 1970s 1980s 1990s 2000s Movement Toward Action Research

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.6 Why Action Research Is Important Encourages change in the schools Fosters a democratic (involvement of many individuals) approach to education Empowers individuals through collaboration on projects Positions teachers and other educators as learners who seek to narrow the gap between practice and their vision of education Encourages educators to reflect on their practices Promotes a process of testing new ideas (Mills, 2000)

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.7 Types of Action Research Designs Action Research ParticipatoryPractical Studying local practices Involving individual or team- based inquiry Focusing on teacher development and student learning Implementing a plan of action Leading to the teacher-as-researcher Studying social issues that constrain individual lives Emphasizing “equal” collaboration Focusing on “life-enhancing changes” Resulting in the emancipated researcher

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.8 Practical Action Research: Mills (2000) Dialectic Research Spiral Analyze and Interpret Data Develop an Action Plan Collect Data Identify an Area of Focus

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition 18.9 Features of Participatory Action Research Deliberate exploration of a relationship between the individual and others Participatory: People conduct studies on themselves Practical and collaborative Emancipatory (challenges procedures) Helps individuals free themselves from constraints found in media, language, work procedures, and power relationships Reflexive or dialectical: Focused on bringing about change in practices

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Stringer’s (1999) Action Research Interacting Spiral Think Look Act

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Action Research A practical focus: Researchers study practical issues that will have immediate benefits to teachers, schools, and communities. The educator-researcher’s own practices: Self-reflective research by the educator- researchers turns the lens on their own educational classroom, school, or practices. Collaboration between stakeholders

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Collaboration Administrators Staff Teachers Students Parents Community Stakeholders Collaborative Team

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Action Research Dynamic process –The process spirals 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

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Key Characteristics of Action Research (cont’d) 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

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Steps in Conducting Action Research 1. Determine if action research is the best design to use 2. Identify the problem to study 3. Locate resources to help address the problem 4. Identify the information you will need

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition The Problem Is Only One Phase in Which to Enter Identifying “Problem” Collecting Data Evaluating Existing Data Taking Action Point of Entry Point of Entry Point of Entry Point of Entry

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Taxonomy of Action Research Data Collection Techniques Action Research Data Collection Techniques (The Three Es) Enquiring When the researcher asks Participant observation (Active participant) Passive observer Experiencing Through observation and fieldnotes Privileged, active observer Informal interview Structured formal interview Questionnaires Attitude scales Standardized tests Examining Using and making records Archival documents Journals Maps Audio and videotapes Artifacts Fieldnotes

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Steps in Conducting Action Research (cont’d) 5. Implement the data collection 6. Analyze the data 7. Develop a plan for action 8. Implement the plan and reflect

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Action Research Does the project clearly address a problem or issue in practice that needs to be solved? Did the action researcher collect sufficient data to address the problem? Did the action researcher collaborate with others during the study? Was there respect for all collaborators? Did the plan of action advanced by the researcher build logically from the data? Is there evidence that the plan of action contributed to the researcher’s reflection as a professional?

Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition Evaluating Action Research (cont’d) Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding? Did the action research actually lead to change, or did a solution to a problem make the difference? Was the action research reported to audiences who might use the information?