1. Action Research in Education

2. Definition (1)
Action research is a research that ANY of us can do on his/her own practice to improve it.
It can be conducted with the assistance or guidance of professional researchers in order to improve strategies, practices, and knowledge of the environments within which they practice.

3. Definition (2)
Action research is a process in which participants examine their own educational practice, systematically and carefully, using the techniques of research.

4. What is action research?
Action research can be described as a family of research methodologies which pursue ACTION (or Change) and RESEARCH (or Understanding) at the same time.

5. What is AR? (Cont’d)
Action research is inquiry or research in the context of focused efforts to improve the quality of a PRACTICE.
It is typically designed and conducted by practitioners who analyze the data to improve their own practice.
Action research can be done by individuals or by teams of colleagues. The team approach is called collaborative inquiry.
Action research has the potential to generate genuine and sustained improvements in schools.

6. Why AR?
AR gives educators new opportunities to reflect on and assess their teaching;
To explore and test new ideas, methods, and materials;
To assess how effective the new approaches were;
To share feedback with fellow team members;
To make decisions about which new approaches to include in the practice.
Action Research - Power Point by: Dr. Tarek Chebbi, FIU

7. Participatory Action Research (PAR)
PAR is research involves all relevant parties in actively examining together current action (which they experience as problematic) in order to change it and improve it.
They do this by critically reflecting on the historical, political, cultural, economic, geographic and other relevant contexts.
It aims to be active “Team-Research”, by and for those to be helped.
It cannot be used by one group of people to get another group of people to do what they think is best for them ;
AR is genuinely democratic or non-coercive (By practitioners for practitioners)
Reference Wadsworth, Y. (1998)
Action Research - Power Point by: Dr. Tarek Chebbi, FIU

8. How Action Research is Done?
Using a Cyclic or Spiral process which alternates between Action and critical Reflection, and  
 Continuously refining methods, data and interpretation in the light of the understanding developed in the earlier cycles.

9. Characteristics of A.R.
It is an emergent process which takes shape as understanding increases; 
It is an iterative process which converges towards a better understanding of what happens;
It is participative (Change is usually easier to achieve when those affected by the change are involved) and qualitative.

10. Why AR? It is participatory ;
It is “from within” and not from an external “Expert’s eye”
Very real “presences” can emerge in the dynamically unfolding relations which can teach us new ways of conducting our practice.

11. Why AR? (Cont’d)
It is the most logical way of doing research on societal and community issues.
Sometimes, it does not make sense to go to an outsider ,with often shaky or no knowledge of the given situation, thinking that with a few questions, he/she can get enlightening answers.
It is difficult to grasp the issues of a group or community by an outsider who has limited interaction with the group.

12. Key Topics Purposes and uses of Action Research
Types of action research designs
Key characteristics of action research
Steps in conducting an action research study
Evaluating an action research study

13. What is action research?
Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).

14. When do you use action research?
To solve an educational problem;
To help educators reflect on their own practices
To address school-wide problems
When teachers want to improve their practices

15. How did action research develop?
Teacher and school inquiries
(e.g. teacher-initiated
research studies)
Professional inquiry by
teachers (e.g. self-study)
School-based
site councils
(e.g. School
Committees)
In-service days (e.g. teacher
staff development activities)
1970s
1980s
1990s
2000s
Toward Action Research in the USA

16. Cycles of AR
Plan
Act
Observe
Reflect
GB6013/FarizaKhalid

17. Action research designs
Participatory
Practical
Studying local practices
Involving individual or team-
based inquiry
Focusing on teacher development and
student learning
Implementing a plan of action
Leading to the teacher-as-researcher
Studying social issues
that constrain individual lives
Emphasizing equal
collaboration
Focusing on “life-enhancing
changes”
Resulting in the emancipated
researcher

18. Practical action research: The Research Spiral (Mills, 2000)
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus

19. Participatory action research
Participatory: people conduct studies on themselves
Practical and collaborative
Emancipatory (Challenges procedures)
Helps individuals free themselves from constraints found in media, language, work procedures, and power relationships
Reflexive focused on bringing about change in practices

20. Action Research Interacting Spiral

21. Key characteristics of Action Research
A practical focus
The educator-researcher’s own practices
Collaboration
Dynamic process
A plan of action
Sharing research

22. Practical focus A problem that will have immediate benefits for
Single teacher
Schools
Communities

23. Study of the educator-researcher’s own practices
Self‑reflective research by the educator-researchers turns the lens on their own educational classroom, school, or practices.

24. Collaboration Students Community Stakeholders Teachers Collaborative
Team
Parents
Staff
Administrators

25. A dynamic process
Dynamic process of spiraling back and forth among reflection, data collection, and action
Does not follow a linear pattern
Does not follow a causal sequence from problem to action

26. A plan of action The action researcher develops a plan of action
Formal or informal; involve a few individuals or an entire community
May be presenting data to stakeholders, establishing a pilot program, or exploring new practices

27. Sharing research Groups of stakeholders
Local schools, educational personnel
Local or state individuals
Not specifically interested in publication but in sharing with individuals or groups who can promote change

28. The problem is only one phase in which to enter
Identifying
“Problem”
Collecting
Data
Evaluating
Existing
Data
Taking
Action
Point of
Entry
Point of
Entry
Point of
Entry
Point of
Entry

29. What are the steps in conducting action research?
Determine if action research is the best design to use.
Identify the problem to study
Locate resources to help address the problem
Identify the information you will need

30. Taxonomy of action research data collection techniques
(The Three E’s)
Examining
Experiencing
Enquiring
(by using records)
(By observing)
(By asking)
Participant Observation
(Active participant)
Archival documents
Informal Interview
Journals
Structured formal
Interview
Maps
Audio and
Videotapes
Passive Observer
Questionnaires
Attitude Scales
Artifacts
Standardized Tests
Fieldnotes

31. What are the steps in conducting action research?
Implement the data collection
Analyze the data
Develop a plan for action
Implement the plan and reflect

32. How do you evaluate action research?
Does the project clearly address a problem or issue in practice that needs to be solved?
Did the action researcher collect sufficient data to address the problem?
Did the action researcher collaborate with others during the study? Was there respect for all collaborators?

33. How do you evaluate action research?
Did the plan of action advanced by the researcher build logically from the data?
Is there evidence that the plan of action contributed to the researcher’s reflection as a professional?
Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding?

34. How do you evaluate action research?
Did the action research actually lead to change or did a solution to a problem make the difference?
Was the action research reported to audiences who might use the information?

35. 10 Coping Strategies Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 144-145
1. Don't Give Up 2. Enlist the Help of Colleagues 3. Keep a Positive Attitude 4. Be Prepared to Compromise 5. Be Generous 6. Go Public 7. Join a Local Action Research Group 8. Establish a Reputation for Success 9. Publish Reports in Journals 10. Have Faith in Your Own Knowledge.

36. 10 Guidelines for Teachers Fullan and Hargreaves (1991), quoted in Change Forces, Fullan, 1993, 144
Locate, listen to and articulate your inner voice
Practice reflection in action, on action, and about action.
Develop a risk-taking mentality.
Trust processes as well as people.
Appreciate the total person in working with others.
Commit to working with colleagues.
Redefine your role to extend beyond the classroom.
Push and support principals and other administrators to develop interactive professionalism.
Commit to continuous improvement and perpetual learning.
Monitor and strengthen the connection between your development and students' development

38. Plan-Do-Study-Act An approach to process analysis and improvement.
Involves constantly defining and redefining the customers’ needs and wants.
PDSA is a versatile tool that can be used for planning, problem solving, and decision making- to solve problems in the classroom.

40. Benefits of PDSA Instructional Cycle
Teachers have flexibility in how to teach by focusing on what to teach.
It emphasizes key skills for every student and allows them to retain skills in order to build higher skills.
It encourages collaboration among teachers, students, and instructional support staff.
It promotes active learning and student involvement in the learning process.

41. It places the ultimate responsibility of learning on the learner
It aligns planning, instruction, assessment, and support towards students performance.
It is data driven so it removes subjectivity.
It contributes to climate of achievement and success.
It is a proven approach that achieves results.

42. The Eight-Step Process
1. Test Score Disaggregation
Student test scores used to identify
Instructional groups (weak/strong).
2. Time Line Development
Develop time line encompassing all
objective areas based on student needs.
3. Instructional Focus
Deliver Instructional focus lessons to
students based on schedule.
4. Assessment
Administer an assessment to identify
mastery and non-mastery students.
5. Tutorials
Provide tutorial time to re-teach non
mastered target areas.
6. Enrichment
Provide enrichment opportunities for
mastery students.
7. Maintenance
Provides materials for ongoing
maintenance and re-teaching.
8. Monitoring
Principal assumes the role of
instructional leader, involved in
teaching and learning process.

43. An Example:
The PDSA Cycle
at the School Site

44. Plan : Do : Act Study Disaggregate data: Know where you are/going
To show improvement
Evaluates teachers/students
Ongoing to identify any problems
Provides instructional direction
Create Calendar to achieve goals
Do :
Instructional Focus:
Make it a school wide activity
Provide instructional focus sheets to teachers and other faculty
Solicit feedback from teachers
Ask students randomly what is the instructional focus.
Act
Reinforce – review what has been taught
Refocus (Development) -remediate during school hours for non-mastery students
Refocus (Enrichment)- mastery
students receive advanced or challenging work
Study
Provide frequent assessments
Collect data to identify mastery and/or non-mastery
Assessments should “look and feel” like accountability tests.
Teachers should meet to review scores and share improvement ideas.

45. AR Links http://educ.queensu.ca/projects/action_research/15quote.htm

46. Action Research (Geoffrey E. Mills, 2nd Edition)
Slides from Action Research: A Guide for the Teacher Researcher

47. A Comparison of Traditional Research and Action Research
What?
Traditional Research
Action Research
Who?
Conducted by university professors, scholars, and graduate students on experimental and control groups
Conducted by teachers and principals on children in their care
Where?
In environments where variables can be controlled
In schools and classrooms
How?
Using quantitative methods to show, to some predetermined degree of statistical significance, a cause-effect relationship between variables
Using qualitative methods to describe what is happening and understand the effects of some educational intervention
Why?
To report and publish conclusions that can be generalized to larger populations
To take action and effect positive educational change in the specific school environment that was studied

48. Action Research engages teachers in a four-step process
Identify an area of focus
Collect Data
Analyze and interpret data
Develop an action plan

49. The values of critical action research dictate that all educational research should be socially responsive as well as:
Democratic- Enabling participation of people
Equitable- Acknowledging people’s equality of worth
Liberating-Providing freedom from oppressive, debilitating conditions
Enhancing-Enabling the expression of people’s full human potential (stringer,1993 p.148)

50. The Process of Action Research
Actually try the process to convince yourself that the investment of time and energy are worth the outcomes
Recognize that action research is a process that can be undertaken without negatively affecting your personal and professional life
Seek support from your professional colleagues

51. Clarifying a General Idea and an Area of Focus
Statement/Observation: Students do not seem to be engaged during teen theater productions
Questions: How can I improve their engagement ?
Statement. Observation: Students take a lot of time to learn problem solving in mathematics, but this process doesn’t appear to transfer to their acquisition of other mathematics skills and knowledge
Question: How can I improve the integration and transfer of problem-solving skills in mathematics?
Statement/Observation: Parents are unhappy with regular parent-teacher conferences
Question: How can I improve the conferencing process using student-led conferences?

52. The Action Research Plan
Write an area-of-focus statement
Define the variables
Develop research questions
Describe the intervention or innovations
Describe the membership of the action research group
Describe negotiations that need to be undertaken
Develop a timeline
Develop a statement of resources
Develop data collection ideas

53. For Further Thought
What general ideas do you have for action research?
What is your area of focus?
Complete the following statement: “The purpose of the study is to…”
Conduct an initial search of the related literature using ERIC on-line
Conduct an action plan that includes an area-of-focus statement, definitions, research questions, a description of the intervention, membership of the action research group, negotiations to be undertaken, a timeline, the necessary resources for the project, and data collection ideas

54. Outline of AR report 1. Area of Focus 2. Related Literature
3. Defining Variables
4. Research questions
5. Description of the intervention
6. Data collection
7.Data Analysis
8. Action Plan

55. Mengilham harapan, mencipta masa depan
Inspiring Futrures, Inspiring Possibilities