Action Research in Education

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.

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

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.

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.

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

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

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.

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.

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.

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.

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

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).

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

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

Cycles of AR Plan Act Observe Reflect GB6013/FarizaKhalid

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

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

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

Action Research Interacting Spiral

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

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

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.

Collaboration Students Community Stakeholders Teachers Collaborative Team Parents Staff Administrators

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

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

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

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

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

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

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

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?

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?

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?

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.

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

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.

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.

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.

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.

An Example: The PDSA Cycle at the School Site

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.

AR Links http://educ.queensu.ca/projects/action_research/15quote.htm http://carbon.cudenver.edu/~mryder/reflect/act_res.html http://arj.sagepub.com/

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

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

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

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)

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

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?

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

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

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

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