1. Action Research Action Research is a three ‑ step spiral process of (1) planning which involves reconnaissance; (2) taking actions; and (3) fact ‑ finding about the results of the action. Kurt Lewin (1947) Action Research is the process by which practitioners attempt to study their problems scientifically in order to guide, correct, and evaluate their decisions and actions. Stephen Corey (1953) Action Research in education is study conducted by colleagues in a school setting of the results of their activities to improve instruction. Carl Glickman (1992) Action Research is a fancy way of saying let’s study what’s happening at our school and decide how to make it a better place. Emily Calhoun (1994)

2. What is action research? Action research is a term which refers to a practical way of looking at your own work to check that it is as you would like it to be. Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. Jean McNiff

3. Action Research ASSESS need for a change or action IMPLEMENT the change or action STUDY the results RETHINK the need, the change, and the results CONTINUOUS IMPROVEMENT THROUGH TEACHER ACTION RESEARCH

4. The Focus of the Research  A problem from your classroom  A puzzle or dilemma about the learning of a particular student or group of students  A question you have about your teaching  A situation that has arisen in your classroom  How to develop and support particular learning qualities The Question What do I want to figure out? What do I want to know about my teaching? What do I want to know about student learning? What classroom situation do I want to analyze?

5. Refining the Question TIP= Teacher’s initial question or puzzle ARV=Action Research version of this question RV=Version of the question when you have an hypothesis or strategy Reading Level Problem TIP: How am I going to cope with the wide discrepancy in reading levels in my classroom? ARV: What can I do to help Johnnie learn to read? RV: (Or if you have an hypothesis or strategy to try: What happens when I give Johnnie reading materials appropriate to his reading level and interests?) Management Problem TIP: Why are these kids so noisy and frenzied? ARV: What can I do about the chaos in my classroom (noise, movement, off-task behavior, lack of attention...)? H/SV: What happens when I use children’s energy and need to be social as an element of my classroom pedagogy using cooperative learning, literature circles,... ?

6. Refining the Question TIP= Teacher’s initial question or puzzle ARV=Action Research version of this question RV=Version of the question when you have an hypothesis or strategy LANGUAGE ISSUE TIP: Why don’t these children learn English like the rest of us? ARV: How can I get my ESOL children to use their spoken English so they can develop their skills and knowledge of English? RV: What happens when I scaffold the experience and courage of my non- English-speaking students by having them work in small groups for literacy acquisition? Management Problem TIP: Why are these children so mean and nasty to each other? ARV: How can I help my children develop a respectful classroom community? RV: What happens when we use the strategy of weekly classroom meetings to build respect and trust within our classroom community?

7. What data do I have? What does the data tell me about my question? What other questions does my data tell me about? Is my question more complicated than I had previously thought? Do not worry if you need to revise or even change your question. Review the research question by asking

8. The Developing Process Charts showing the development of Action Research projects of M.Ed. students http://educ.queensu.ca/~ar/oerc97/ http://educ.queensu.ca/~ar/oerc97/ A useful way to think about action research is that it is a strategy to help you live in a way that you feel is a good way. It helps you live out the things you believe in, and it enables you to give good reasons every step of the way. Jean McNiff

9. Things to Think About  What issue am I interested in researching?  Why do I want to research this issue?  What kind of evidence can I gather to show why I am interested in this issue?  What can I do? What will I do?  What kind of evidence can I gather to show that I am having an influence?  How can I explain that influence?  How can I ensure that any judgments I might make are reasonably fair and accurate?  How will I change my practice in the light of my evaluation?

10. Getting Started  Reflect on the situation or context  Discuss with colleagues  Read in the professional literature  Challenge your own assumptions  Formulate some guesses or hunches about the phenomenon  Decide on a first step—make a plan