Action Research

How trustworthy are the articles you are reading for your literature review? What other issue are you discovering?

What is action research? a process in which participants examine their own educational practice systematically and carefully, using the techniques of research. the research will inform and change the researcher’s practices in the future. carried out within the context of the researcher’s environment on questions that deal with educational matters at hand. a cycle of posing questions, gathering data, reflection, and deciding on a course of action a continuous cycle of planning, action and review of the action

Aims of Action Research an action aim - to bring about change in some community or organisation or program or intervention; a research aim (to increase knowledge and understanding on the part of the researcher or the client or both, or some other wider community). to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework

Aims of Action Research In the action research paradigm, learning and change are not just about making adjustments to cope better with existing conditions; they involve asking whether what currently exists is what we should live with. To engage both the researcher and the system of the ‘other’ or client in collaboration that incorporates change. Compared to traditional research which typically generates an argument FOR change in the future.

Why engage in action research? a useful way of doing research if you are a practitioner who wishes to improve your understanding of your practice. a means for activists who wish to engage the clients as co-researchers. preliminary or pilot research before using some other research approach. for situations where you wish to bring about action in the form of change, and at the same time develop an understanding which informs the change and is an addition to what is known PRAXIS – development of knowledge through independent and purposeful action. (Normal professional practice?)

Teachers use action research because: 1.it deals with their own problems, not someone else’s 2.it can start now—or whenever they are ready—providing immediate results 3.action research provides them with opportunities to better understand, and therefore improve, their educational practices 4.as a process, action research promotes the building of stronger relationships among staff 5.importantly, action research provides educators with alternative ways of viewing and approaching educational questions providing a new way of examining their own practices Adapted from Mertler, C.A. & Charles, C.M., (2008) Introduction to education research, 6th Edition, Allyn & Bacon, Boston, Mass, page 308.

Strands of work in action research an action strand which is about making change: making useful and noticeable difference to the world outside of oneself, and to how things get done in that world (the ‘outer journey’). a knowledge strand which is about enriching our collective wisdom about how and why things and people work. a learning strand which is about developing individual and collective practice, enhancing our capability to do the same or different—possibly harder—things in the future.

The layers of work in action research the day-to-day work undertaken by the action researcher and others in the external world: plans made, meetings attended, reports written, techniques and strategies used to get things done and make things happen; the work of understanding the multiple and sometimes contradictory or paradoxical perceptions of that work by the players involved; the work of using those contradictions and paradoxes to illuminate, guide and refine what the action researcher and others are undertaking in the external world; the work of building knowledge, understanding, and even theory, which can enhance and enrich the future practice of all those involved.

Data collection interviews portfolios diaries field notes audio tapes photos memos questionnaires focus groups anecdotal records checklists

Data collection journals individual files logs of meetings videotapes case studies surveys records – tests, report cards, attendance self-assessment samples of student work, projects, performances

Interpret Data At least three different types of data needed to triangulate. Analyse and identify major themes. Quantifiable data can be analysed without the use of statistics. Other data, such as opinions, attitudes, or checklists, may be summarized in table form. Data that are not quantifiable can be reviewed holistically and important themes can be noted.

Outcomes of action research a change in the situation, practice or behaviour of the client or ‘other’; improved understanding of the client’s situation or behaviour for both the client and the researcher/change agent; development in the competence and practice of the researcher/change agent; additions to the store of knowledge and theory available to the wider professional and general community; improved understanding of the processes through which individuals, groups, organisations or larger social systems change.

What to investigate? Purpose for the research? ▫ Personal professional development ▫ Developing a democratic and more just society Based on existing beliefs, assumptions, knowledge.

Changes What is “wrong” that is to be changed? What risks are acceptable in changing? How much choice of action is there within researcher’s power?

Critical reflection. Developing an awareness of the “gap” between the desired state and actuality. Stop and not only think, but think about the way we are thinking: we start questioning why we are doing what we are doing. For example, we might check the assumptions we’ve been making or the way we’ve been feeling or the motives behind our actions. Against what framework? Who has contributed to the framework? What authority does it have?

Dangers of action research Read chapter 11 “An ethical approach to practitioner research” Extensive list of further resources: