1. Action Research Yueh-kuei Hsu National Taiwan Normal University

2. 2 The Aims and Nature of Action Research (AR)  The systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions (Ebbutt, cited in James, 2001:15).  Small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention (Halsey, cited in James, 2001:15).

3. 3 The Aims and Nature of Action Research (AR)  Is problem-focused (Wallace, 1998:15).  Is evaluative and reflective as it aims to bring about change and improvement in practice.  Is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers.  Changes in practice are based on the collection of information or data which provides the impetus for change.

4. 4 Key Terms for Understanding of Investigating (James, 2001:15)  systematic  improve educational practice  groups of participants  practical actions  small-scale  real world

5. 5 Considerations before Developing a Research Question (Hopkins, 1985:47; Kemmis and McTaggart, 1982:18)  Do not tackle issues that you cannot do anything about.  Setting a realistic timeframe for the research and focusing on a small issue.  Try to focus on one issue at a time.  Choose areas for research which are of direct relevance and interest to yourself and to your school circumstances.  Link questions for your research with broad changes in school curricula or professional development priorities.

6. 6 Finding a Focus (Burns, 1999:54)  What is happening in my classroom? What am I concerned about?  What makes me concerned about this issue?  What could I do to get more information about what is happening?  How will I go about collecting this information?  What could I do to change what is happening?  My students don’t seem to … What can I do about this?  I’d like to integrate more … into my class. How can I do this?

7. 7 Researchable Issues  Classroom groupings ? I’m teaching a very diverse group of students with different levels of proficiency. How can the students become resources for each other in order to speed up the learning process?  Classroom dynamics ? My class is a mixed-level class and sub- groupings don’t seem to be working. Is it possible to develop whole-group activities that will improve class interaction?

8. 8 Researchable Issues  Assessment ? I have heard about using portfolios to assess students’ progress. How can portfolios be used for assessment by my students?  Teaching activities ? How can I provide more contextualized and authentic language activities to my students? ? My students don’t seem to use English outside the classroom. What tasks can I develop to raise their awareness about the importance of practicing in real-life situations?

9. 9 An Example of a Full Cycle of Investigating in Practice  Identifying topics to investigate  Exploring a topic  Investigating in class  Evaluating learning

10. 10 Action Research Processes 1 Exploring  An open-ended and uncertain phase: ☺ What can teachers do to respond to individual difference in the classroom?

11. 11 Action Research Processes 2Identifying  This involves a ‘fact finding’ process which enables the researchers to refine their ideas about the general focus area and to prepare for more systematic investigation. ☺ After a short period of general observation, teachers may find out that in their classroom, there are fast (experienced) learners, slow (inexperienced) learners, learners who don’t have enough confidence, and learners who tend to have behavior problems.

12. 12 Action Research Processes 3Planning  This phase involved developing a plan of action for gathering data, and considering and selecting a range of appropriate research methods. ☺ Teachers decided to observe students’ classroom performance and at the same time to develop cooperative group learning activities which they hoped would improve the classroom dynamics and cooperative relationships between all the students.

13. 13 Action Research Processes 4 Collecting data  During this period, the procedures selected for collecting data are developed and put into action: ☺ Through classroom observations, interviews, questionnaires, documentations, etc.

14. 14 Action Research Processes 5 Analysing/reflecting  This phase is considered as a combination of both analysis and reflection. 6Hypothesising/speculating  In this phase, teachers may draw out hypotheses or predictions about what is likely to occur.

15. 15 Action Research Processes 7 Intervening  The phase involves changing classroom approaches or practices in response to the hypotheses one has made. ☺ Students with varied ability would become more engaged in cooperative group activities.

16. 16 Action Research Processes 8 Observing  This phase involves observing the outcomes of the intervention and reflecting on its effectiveness.

17. 17 Action Research Processes 9Reporting  This phase involves articulating the activities, data collection and results that have come out of the research process within the research group.

18. 18 Action Research Processes 10Writing  This is a summative phase where the research questions, the strategies developed, the process of the research, and the analyses and results observed are drawn together by writing up a report or an article.

19. 19 Action Research Processes 11Presenting  This phase aims at ensuring that the research is presented to a wider audience.

20. 20 Collecting Action Research Data (Burns, 1999; James, 2001)  Observational techniques Notes: observation field notes, physical settings of the field…  Diaries/journals  Recordings  Transcripts/Diagrams: maps or drawing of the classroom indicating physical lay out…  Photographs

21. 21 Collecting Action Research Data (Burns, 1999; James, 2001)  Non-observational techniques  Interviews and discussions  Questionnaires  Life/career histories  Documents

22. 22 Collecting Action Research Data (James, 2001:138,139)  Teacher Portfolios Aims:  to help teachers to evaluate their professional learning, development and progress by means of portfolios  to help teachers to identify opportunities for further investigation and development

23. 23 Process of Data Analysis  Stage 1: Assembling the data  Stage 2: Coding the data  Stage 3: Comparing the data  Stage 4: Building interpretations  Stage 5: Reporting the outcomes

24. 24 Constraints and Impediments on Action research (Burns, 1999: 46-48; McKernan, 1993)  Lack of time (Time factors)  Lack of resources  Additional work  Lack of research skills  Anxiety about revealing teaching practices  Pressure of student examinations  Disapproval of principal

25. 25 Constraints and Impediments on Action research  Disapproval of colleagues  Timetable pressures  Tensions between researching and teaching  Anxiety about divisions being set up between colleagues  Anxiety of producing a written account of the research

26. 26 Hints for Starting and Maintaining Enthusiasm for Action Research (Kemmis and Mctaggart, 1988: 25-6; McNiff, 1988; 144-5)  Get an action research group together and participate yourself.  Get organized.  Start small.  Establish a time-line  Arrange for supportive work-in-progress discussions in the action research group.

27. 27 Hints for Starting and Maintaining Enthusiasm for Action Research  Be tolerant and supportive  Don’t give up.  Keep a positive attitude.  Be prepared to compromise.  Go public.  Publish reports in conferences and journals.  Have faith in your own personal knowledge.

28. 28 Ethical Considerations (Burns, 1999: 71)  Should I tell my students about my research?  What happens if students refuse to be part of the research?  Should I get written permission from the people I interview?  What about using students’ names?  Should I tell other teachers what I am doing?  Should I present samples of what people have said or written, such as students writing or interview responses?

29. 29 Key principles in the ethical conduct of action research (Winter, 1989: 23) RResponsibility CConfidentiality NNegotiation Research reports should keep the identities of research participants confidential and use pseudonyms when referring to individuals.

30. 30 List of Ways of Professional Learning for Teachers  Through teaching -Development of skills through experience experimenting with the curriculum  Through courses - Attending a course, conference, workshop or seminar - Distance learning; feedback on performance on courses

31. 31 List of Ways of Professional Learning for Teachers  Through self-study -Time to reflect on current practice, knowledge or skill  Through language learning -On-going language awareness of learner perspectives  Through helping others learn -Giving talks/workshops -Presenting an aspect of one’s practice to peers

32. 32 List of Ways of Professional Learning for Teachers  Through collaboration -Joint work with a skilled collaborator -Joint curriculum: team teaching ‘shadowing’, watching someone else at work -Discussion of practice with colleagues -Peer supervision or support; being a member of an interest group/working party

33. 33 List of Ways of Professional Learning for Teachers  Through innovation and research -Writing and presenting a paper at a conference -Developing materials; doing action research

34. 34 End Notes: Why Action Research?  Action research offers a valuable opportunity for teachers to be involved in relevant research, as it is grounded in the social context of the classroom and the teaching institution, and focuses directly on issues and concerns which are significant in daily teaching practice.