1. 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

2. 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.

3. 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.

4. 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.’

5. 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?

6. 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.

7. 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

8. 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.

9. 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.

10. 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) …

11. 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

12. 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.

13. 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.

14. 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?

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

16. 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

17. 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

18. 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

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

20. 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.

21. 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

22. 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

23. 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: Accessed August 17th 2009
Draw attention to referencing here – an example of books/website

24. 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