1. Action Research Martin Dyke Richard Harris Jo Wright

2. Action research n What is it? -“The ‘objects’ of action research – the things that action researchers research and that they aim to improve – are their own educational practices, their understanding of these practices, and the situations in which they practice.” (Carr and Kemmis [1986] Becoming Critical: Knowing through action research)

3. What is Action Research n Action research is a tool for improving teaching. n Action -by teacher to improve teaching. n Research -systematically describe and/or measure: the impact of their actions.

4. What is Action Research? n Small scale intervention into educational practice n Systematic analysis of effects of intervention / action

5. Action research n How is it different to other types of research? -It is active -It is teacher centred and allows you to focus on an area of your own practice -Its aim is always to improve your practice -It brings together theory and practice in a dynamic way – theory arises from your own practice, and these theories are tested by the evidence – theory and practice feed each other -It is self-reflective – ultimately it creates the reflective practitioner -It is often small in scale and very specific in its focus

6. Why do Action Research? n To improve and inform practice n To solve a problem n To evaluate an innovation n To encourage a reflective approach to teaching n To provide quality assurance

7. Practitioner research Advantages Experience of context Insight into situation Easy access Personal relationships Insight might help research design Familiarity Possible problems Preconceptions Not open-minded Constraints as insider Personal relationships Status as ‘insider’ researcher Familiarity

8. Action research Reconnaissance Implementation and monitoring Action plan Evaluation The action research cycle

9. Action Research n Identifying the issue n Reconnaissance -Describing the facts -Hypothesising n Planning action n Taking Action & Recording Effects n... Identifying the issue...etc.

10. Identify areas for improvement e.g. n How can I increase the time children spend ‘on task’? n How can I include parents more in the classroom? n How can I make homework more effective?

11. Identify areas for improvement n What is the main concern you have about your teaching? -What do you want to improve and why? -What is happening at the moment? -What do you want to happen?

12. Reconnaissance n Describe and/or Measure Situation -What is happening? -Why is it a problem? -How will I know if my actions have worked? n Hypothesising -What is causing the problem? -How can it be improved?

13. Planning Action n What do I need to do? n Who do I need to consult? n What resources will I need? n What ethical considerations are there? n How will I measure the impact of my actions, both intended and unintended?

14. Select Research Methods n How and when will I gather data? n How and when will I record data? n How and when will I analyse data? n How and when will I present the report?

15. What are the sources of data? n Descriptive (Qualitative) -Observations -Diaries -Tape/video recordings and transcripts -Interviews -Student comments

16. What are the sources of data? n Measured (Quantitative) -Assessment results -Questionnaires -Official statistics -Structured interviews -External observers

17. Useful information n http://www.bath.ac.uk/~edsajw/preserve.shtml http://www.bath.ac.uk/~edsajw/preserve.shtml n http://www.education.soton.ac.uk/students/notice_bo ard/index.php?link=home.php&type=research http://www.education.soton.ac.uk/students/notice_bo ard/index.php?link=home.php&type=research n www.bera.ac.uk n Elliot, J. (1991) Action Research for Educational Change. Open University Press n McNiff, J. (1988) Action Research: Principles and Practice. Basingstoke: Macmillan

18. Action Research: Examples n Flexible learning n Video conferencing n Positive teaching n Improving student learning in HE n Improving student learning through reflective practice.

19. Reflective Skills Learning The person 1 Practice 5 Experimentation Evaluation 8 Situation 2 --------------- Experience 3 The person: 4 reinforced but relatively unchanged Reasoning 7 and reflecting Memorization 6 The person: 9 Changed and more experienced

20. Reflective Learning n Assessment results n Questionnaire -student experience -approach to study n Teachers evaluation / observations

21. Taking Action & Recording Effects n One step at a time? n How will I gather evidence?

22. Identifying the Issue n Define the issue -‘Problem’ or ‘Area for improvement’?

23. Gathering Evidence I: Qualitative Methods n Diaries n Profiles n Document Analysis n Photographic Evidence

24. Gathering Evidence II: Quantitative Methods n Running commentary n Shadow study n Checklists, questionnaires, inventories n Outside observer n Interviewing

25. Planning Action n What do I need to do? n Who do I need to consult? n What resources will I need? n What ethical considerations are there? n How will I measure the impact of my actions, both intended and unintended?