1. 4/23/2011 12:16:26 PM Prayers

2. 4/23/2011 12:16:26 PM Action Research: An Introduction CE: ELM MOMBASA APRIL 29, 2011

3. 4/23/2011 12:16:26 PM Learning Opportunities Define action Research Define action Research Explain the nature and purpose of action research Explain the nature and purpose of action research Identify the key outcomes of action research Identify the key outcomes of action research Describe the four moments of action research Describe the four moments of action research

4. 4/23/2011 12:16:26 PM Guiding questions for sessions on AR in Phase One: What is Action Research? What is Action Research? When would it be appropriate for a teacher/educational leader to carry out Action Research? When would it be appropriate for a teacher/educational leader to carry out Action Research? How do you identify an area of inquiry? How do you identify an area of inquiry?

5. 4/23/2011 12:16:26 PM Words What do they Mean?

6. 4/23/2011 12:16:26 PM Discussion What is your immediate reaction when you hear the word ‘research’? What is your immediate reaction when you hear the word ‘research’? Has any of you been involved in any research? What was it about? What was your role? Has any of you been involved in any research? What was it about? What was your role? How then can you define research? How then can you define research?

7. 4/23/2011 12:16:26 PM Presentation EXPLORERS L EXPLORERS L INVESTIGATORS L INVESTIGATORS L FINDERS L FINDERS L SEARCHERS L SEARCHERS L RESEARCHERS L RESEARCHERS L INQUIRERS L INQUIRERS L

8. 4/23/2011 12:16:26 PM Research: Definition Research is an ORGANISED and SYSTEMATIC way of FINDING ANSWERS to questions. Research is an ORGANISED and SYSTEMATIC way of FINDING ANSWERS to questions. From: http://linguistics.byu.edu/faculty/henrichsenl/researchmethods/RM_1_01.html http://linguistics.byu.edu/faculty/henrichsenl/researchmethods/RM_1_01.html

9. 4/23/2011 12:16:26 PM Definition of AR “Action research is an enquiry which is carried out in order to understand, to evaluate and then to change in order to improve educational practice,” (Bassey, 1998: 93 ). “Action research is an enquiry which is carried out in order to understand, to evaluate and then to change in order to improve educational practice,” (Bassey, 1998: 93 ).

10. 4/23/2011 12:16:26 PM Definition of AR 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 (Corey, 1953) 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 (Corey, 1953)

11. 4/23/2011 12:16:26 PM Definition of AR Action Research is a methodology that combines ‘action’ and ‘research’ together. During a study, the researcher is repeating the process of performing an action, reflecting on what has happened and using this information to plan their next action. This process of action research has a refining effect on action and the researcher gains an understanding of what is going on. Action Research is a methodology that combines ‘action’ and ‘research’ together. During a study, the researcher is repeating the process of performing an action, reflecting on what has happened and using this information to plan their next action. This process of action research has a refining effect on action and the researcher gains an understanding of what is going on. (Dick, 1999)

12. 4/23/2011 12:16:26 PM Definition of AR Research may also be defined as a process of systematic investigation leading to increased understanding of a phenomenon or issue of interest. (Stringer, 2004) Research may also be defined as a process of systematic investigation leading to increased understanding of a phenomenon or issue of interest. (Stringer, 2004)

13. 4/23/2011 12:16:26 PM Cyclic nature of AR PLAN Then ACT Then Observe Then Reflect Then (Kemmis and Mc Taggart, 1988)

14. 4/23/2011 12:16:26 PM A (usually cyclic) process by which change and understanding can be pursued at one time, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one. A (usually cyclic) process by which change and understanding can be pursued at one time, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one.

15. 4/23/2011 12:16:26 PM The Plan Prior to action Prior to action Constructed action Constructed action Forward looking Forward looking Tentative Tentative Should put into consideration the possible constraints Should put into consideration the possible constraints Must be flexible Must be flexible

16. 4/23/2011 12:16:26 PM Action Deliberate and controlled Deliberate and controlled Thoughtful variation of practice Thoughtful variation of practice Guided by the plan but not completely controlled by it Guided by the plan but not completely controlled by it It involves risk as it happens in real context It involves risk as it happens in real context It requires instant decisions It requires instant decisions It shows the practitioner at work – thoughghtful and constructive It shows the practitioner at work – thoughghtful and constructive

17. 4/23/2011 12:16:26 PM Observation Has the function of documenting the effects of action – (data gathering) Has the function of documenting the effects of action – (data gathering) Must be planned Must be planned Must be responsive and open ended Must be responsive and open ended It should focus on the action, its effects, and the context It should focus on the action, its effects, and the context Provides the basis for reflection Provides the basis for reflection

18. 4/23/2011 12:16:26 PM Reflection Retrospective – recall action as has been recorded Retrospective – recall action as has been recorded Seeks to make sense of the process, problems, issues, constraints Seeks to make sense of the process, problems, issues, constraints Should be aided by discussion among participants Should be aided by discussion among participants Has evaluative aspect Has evaluative aspect Provides the basis for the revised plan Provides the basis for the revised plan

19. 4/23/2011 12:16:26 PM Think Back List two concepts that you found intriguing in the presentation. List two concepts that you found intriguing in the presentation. List one aspects that is still puzzling in your mind List one aspects that is still puzzling in your mind

20. 4/23/2011 12:16:26 PM Guest Speaker Action Research through the Habits of Mind

21. 4/23/2011 12:16:26 PM Share Muddiest point

22. 4/23/2011 12:16:26 PM Four Key Moments of AR SYSTEMATIC SYSTEMATIC ORGANISED ORGANISED FINDING ANSWERS FINDING ANSWERS QUESTIONS QUESTIONS

23. 4/23/2011 12:16:26 PM SYSTEMATIC there is a definite set of procedures and steps which a researcher follows in the research process which are always done in order to get the most accurate results. there is a definite set of procedures and steps which a researcher follows in the research process which are always done in order to get the most accurate results.

24. 4/23/2011 12:16:26 PM ORGANISED there is a structure or method in going about doing research. It is a planned procedure, not spontaneous one. there is a structure or method in going about doing research. It is a planned procedure, not spontaneous one.

25. 4/23/2011 12:16:26 PM FINDING ANSWERS is the end of all research. Whether it is the answer to a hypothesis or even a simple question, research is successful when we find answers. Sometimes the answer is No, but it is still an answer. is the end of all research. Whether it is the answer to a hypothesis or even a simple question, research is successful when we find answers. Sometimes the answer is No, but it is still an answer.

26. 4/23/2011 12:16:26 PM QUESTIONS are central to research. Research is focused on relevant, useful, and important questions. Without a question, research has no focus, drive, or purpose. are central to research. Research is focused on relevant, useful, and important questions. Without a question, research has no focus, drive, or purpose.

27. 4/23/2011 12:16:26 PM QUESTIONING SKILLS BY GIOKO, A QUESTIONING SKILLS BY GIOKO, A Sample Action Research

28. 4/23/2011 12:16:26 PM Outcomes of Action Research Addresses practical problems Addresses practical problems Generates knowledge Generates knowledge Enacts change Enacts change Is participatory Is participatory Is a cyclic process Is a cyclic process

29. 4/23/2011 12:16:26 PM Levels of Action Research Individual Teachers: Individual Teachers: Focuses on changes in one classroom e.g. classroom management, instructional strategies, use of materials, etc. Focuses on changes in one classroom e.g. classroom management, instructional strategies, use of materials, etc.

30. 4/23/2011 12:16:26 PM Levels of Action Research Groups of teachers with similar concerns: Groups of teachers with similar concerns: Focuses on changes in one or more classrooms, grade, team or department having the same problem. Focuses on changes in one or more classrooms, grade, team or department having the same problem.

31. 4/23/2011 12:16:26 PM Institutional (School) Level Institutional (School) Level Focuses on whole school issues e.g. school improvement, students’ discipline, school –parent relationships, etc. Focuses on whole school issues e.g. school improvement, students’ discipline, school –parent relationships, etc. Levels of Action Research

32. 4/23/2011 12:16:26 PM Characteristics of Action Research AR tends to: Cyclical (spiral) –similar steps tend to recur, in a similar sequence. Cyclical (spiral) –similar steps tend to recur, in a similar sequence. Participative – the clients and informants are involved as partners, or at least active participants, in the research process. Participative – the clients and informants are involved as partners, or at least active participants, in the research process.

33. 4/23/2011 12:16:26 PM Characteristics of Action Research Cont. Qualitative – it deals more often with language than with numbers; Qualitative – it deals more often with language than with numbers; Reflective – critical reflection upon the process and outcomes are important parts of each cycle. Reflective – critical reflection upon the process and outcomes are important parts of each cycle.

34. 4/23/2011 12:16:26 PM Find out the key WORDS EQALITATIVEEART AEEAAECACHANGEA REFLECTRAEDASES ABCYCLICRTDATTY BETRATOOEDRIVES EAEPLANEERETERT GRERASAEOBSERVE RAEOTPURPOSEERM OFOCUSETEAERAAA UEGENERATESEAET PINSTITUTIONALI SEASTRUCTEDEARC

35. 4/23/2011 12:16:26 PM KEY WORDS QALITATIVE CCHANGE REFLECTDS CYCLICDY ODRIVES PLANET GROBSERVE ROPURPOSEM OFOCUSEA UGENERATEST PINSTITUTIONALI SSTRUCTUREDC

36. 4/23/2011 12:16:26 PM Groups Leaders Leaders Material Managers Material Managers Time Keeper Time Keeper Observers Observers Presenters Presenters Social Guides Social Guides

37. 4/23/2011 12:16:26 PM White Paper

38. 4/23/2011 12:16:26 PM What Are the issues We need to ACT on? Identify issues in your pedagogical leadership that you would wish changed or improved. Identify issues in your pedagogical leadership that you would wish changed or improved. List them on the plot allocated to you on the white paper. List them on the plot allocated to you on the white paper. Rotate the paper to read the issues Identified by your colleagues Rotate the paper to read the issues Identified by your colleagues List two common or most represented issues in the Island Plot. List two common or most represented issues in the Island Plot. Share the Issue with the Team Share the Issue with the Team

39. 4/23/2011 12:16:26 PM Reconnaissance The issues were raised due to personal experiences. The issues were raised due to personal experiences. Effort should be made to identify Effort should be made to identify -Who is involved -Who is involved -Who should be involved -Who should be involved -What should be done -What should be done -when should it be done -when should it be done -How should it be done -How should it be done  -This could lead to identifying the theories to analyze

40. 4/23/2011 12:16:26 PM Problematize the ISSUE Rephrase the Issue to a problems that needs ACTION so that you could RESEARCH on the ACTION. Rephrase the Issue to a problems that needs ACTION so that you could RESEARCH on the ACTION. Teachers come late to school How do I ensure that teachers in my school come on time to school? Action Research Outcome What -Could be Informed by Theories

41. 4/23/2011 12:16:26 PM Getting Started Begin with a ‘problem’ or concern or an idea that might improve an aspect of your practice such as: Begin with a ‘problem’ or concern or an idea that might improve an aspect of your practice such as: Few students participate in group work Few students participate in group work Several female students escort each other to the toilets. Several female students escort each other to the toilets.

42. 4/23/2011 12:16:26 PM Group Activity Identify an area of concern in your class/department/school on which you would like to make an improvement? Identify an area of concern in your class/department/school on which you would like to make an improvement?

43. 4/23/2011 12:16:26 PM Formulating Research Questions Guidelines for Developing a Question High level questions which get at explanations, reasons or relationships. High level questions which get at explanations, reasons or relationships. Avoid ‘Yes’ or ‘No’ answers. Avoid ‘Yes’ or ‘No’ answers. Use every day language; avoid jargon. Use every day language; avoid jargon. It should not be too long. It should not be too long. It should be manageable within the time allocated. It should be manageable within the time allocated. Something doable within the context of your work. Something doable within the context of your work.

44. 4/23/2011 12:16:26 PM Examples of Action Research Questions How can I enhance student-student interaction in my maths class? How can I enhance student-student interaction in my maths class? In what ways can I make wall displays bring about more learning in my social studies classroom? In what ways can I make wall displays bring about more learning in my social studies classroom? How can I use a CL strategy to enhance social skills in a science class? How can I use a CL strategy to enhance social skills in a science class? How can I help a colleague improve his/her questioning techniques? How can I help a colleague improve his/her questioning techniques?

45. 4/23/2011 12:16:26 PM Group Activity: Examples of Action Research Questions Based on the area you identified earlier, formulate a possible research question and subsidiary questions to help you answer it? Based on the area you identified earlier, formulate a possible research question and subsidiary questions to help you answer it?

46. 4/23/2011 12:16:26 PM Reconnaissance Stage Finding more information about the issue you want to work on (on the ground and in literature) Finding more information about the issue you want to work on (on the ground and in literature) What are the constraints and opportunities? What are the constraints and opportunities? Identify who will be affected. Identify who will be affected. Who should be involved? Who should be involved? Start negotiating with gate keepers and participants. Start negotiating with gate keepers and participants.

47. 4/23/2011 12:16:26 PM What are benefits of doing Action Research? AR gives the teacher the opportunity to reflect on their practice, find out what needs to improved and act to improve it. AR gives the teacher the opportunity to reflect on their practice, find out what needs to improved and act to improve it. It puts teachers in control of their practice. When they conduct AR into their practice, they understand it and formulate their own theories. It puts teachers in control of their practice. When they conduct AR into their practice, they understand it and formulate their own theories. The knowledge the teachers get from their AR is practice-based and more authentic. The knowledge the teachers get from their AR is practice-based and more authentic.

48. 4/23/2011 12:16:26 PM What are benefits of doing Action Research? AR gives teachers the opportunity to work with other people in their schools and through this, they get to know each other. AR gives teachers the opportunity to work with other people in their schools and through this, they get to know each other. AR research makes teachers plan, act, observe and reflect more carefully and systematically than they would usually do in everyday life. AR research makes teachers plan, act, observe and reflect more carefully and systematically than they would usually do in everyday life.

49. 4/23/2011 12:16:26 PM What are benefits of doing Action Research? AR may help teachers to make sense of the theory-practice gaps in teaching. AR may help teachers to make sense of the theory-practice gaps in teaching. Teachers who conduct inquiry into their practice through AR are ultimately very good teachers. Teachers who conduct inquiry into their practice through AR are ultimately very good teachers. AR has the potential of bringing about positive changes at the school level. AR has the potential of bringing about positive changes at the school level.

50. 4/23/2011 12:16:26 PM White paper Fold the paper into eight parts. Fold the paper into eight parts. Pair Up Pair Up Write a question one paper Write a question one paper Respond to the question by writing the answer of a piece of paper Respond to the question by writing the answer of a piece of paper If the question is right you gain the question paper, if it is wrong you lose the answer paper. If the question is right you gain the question paper, if it is wrong you lose the answer paper. The process repeats and the winner is the person with most papers The process repeats and the winner is the person with most papers

51. 4/23/2011 12:16:26 PM Who Has the most papers

52. 4/23/2011 12:16:26 PM Thank You Learning to research or using research as a source of knowledge is beneficial to teaching and learning progression. Gioko, 2011 Gioko, 2011