1. Action Research and higher education pedagogy
Emeritus Professor Lin Norton

2. Sharing our experience of action research
What do you know about action research?
What would you like to know in this session?
Write down a sentence or two on a post-it note
Share with person near to you
Feedback.
14 March 2018
University of Northampton

3. Acknowledgments and sources
Arnold, L & Norton,L (2018) Action Research: Practice Guide
Arnold, L. & Norton, L (2018) HEA Action Research: Sector Case studies 
Norton, L.S. (forthcoming) Action Research in Teaching & Learning. A practical guide to conducting pedagogical research in universities. 2nd ed. Abingdon: Routledge
14 March 2018
University of Northampton

4. University of Northampton
Outline
A brief background to practitioner research
Pedagogical action research:
What is it?
Relationship to UKPSF
How to do it: characteristics and process
Strengths and weaknesses
Reflection and its relationship to pedagogical action research
Disseminating pedagogical action research findings
14 March 2018
University of Northampton

5. Practitioner research: What is it?
 Practice is very broadly defined as any form of professional work or community activity or individual endeavour in which action is informed by values, beliefs and experience.
Research in this context is defined as any form of systematic enquiry whose design, methods, analysis and interpretation are open to peer review.
It includes: action research, teacher research, evidence-based practice, research into personal and professional change, and research in the developmental / critical paradigm.
Taken from BERA special interest group on practitioner research
14 March 2018
University of Northampton

6. University of Northampton
What relevance does practitioner research have to your own professional development?
Consolidates and advances your practice
Enables your growth as a reflective practitioner
Helps you to further your own professional development
Enriches your working life
Builds your professional identity
14 March 2018
University of Northampton

7. University of Northampton
The great divide
‘A false divide has developed wherein knowledge gained from practice is considered by some as inferior to knowledge constructed by academics. The concept of phronesis, as practical wisdom, can provide a link to give a legitimacy to practice research’. 
Taken from
Miller, K., (2018). Practice research enabler: Enabling research in a social work practice context. Qualitative Social Work
14 March 2018
University of Northampton

8. How does phronesis play a part?
Phronesis is a Greek term which means ‘practical wisdom’ that has been derived from learning and evidence of practical things.
Phronesis leads to breakthrough thinking and creativity and enables the individual to discern and make good judgements about what is the right thing to do in a situation.
Taken from: The Oxford Review Encyclopaedia of terms
You could say that it's something like common sense, but it is really more than that. What phronesis means is practical wisdom. And phronesis is the ability to both figure out what to do in any given moment while also knowing what is worth doing. So the idea is that it's a practical wisdom - that you are wise about your intentions, wise about your ends, and at the same time you have a very clear understanding of the means that you need to actually get there.
Phronetic social researchers engage in detail in the complexities of the phenomena which they study, examining why things are the way they are, often uncovering undesirable workings of power, and asking how things could be improved. In so doing, they develop both practical wisdom and theoretical tools that provide lenses for problematizing and reconstructing practices in other settings. They explicitly do not strive to create general or universal theories of human behaviour.
The argument was that a good social scientist becomes an expert in their field – just as surgeons or football players become experts – through practical engagement in multiple, varying instances of their phenomenon in its natural context. ‘Phronesis’ is a practical wisdom. 
Flora Cornish blog on reading a book Bent Flyvbjerg’s (2001) Making Social Science Matter. 
14 March 2018
University of Northampton

9. How does praxis play a part?
Praxis is the melding of theory with practice often in the educational context to Paolo Freire ( ).
Freire argued that it is a form of action that is informed and linked to certain values.
Guided by a moral disposition to enable marginalised people to transform their own lives
Praxis is particularly relevant to action research as it is a fusion of theory and practice when reflection and action come together.
14 March 2018
University of Northampton

10. How do phronesis and praxis link to practitioner research?
Recognising the situated nature of knowledge generation
Thinking from the inside as a practitioner rather than objective outsider research
Novice practitioners learn by ‘rules’ but reflective practitioners replace the rules with learning from their own experience
Practitioner research allows us to identify problems in our professional context and take action intended to improve the situation
14 March 2018
University of Northampton

11. Examples from the literature and from a VSO programme
Female empowerment through science education in rural south Africa
Participatory AR approach to developing youth friendly strategies for preventing teenage pregnancy
VSO:
Teachers with punitive disciplinary strategies in a West African school
Impact of indigenous culture on effectiveness of training in planning processes where planning seen as carried out by the State, not individuals
14 March 2018
University of Northampton

12. Pedagogical action researchh
14 March 2018
University of Northampton

13. Definition of pedagogical research
‘Pedagogical research is at its best when it assesses current practice, justifies good practice, looks in detail at teaching and seeks to find out how students actually learn successfully. This may allow us to develop teaching and learning characterised by improved competence, confidence and enthusiasm’. (Reid, 2006, p.5).
When pedagogical research is carried out by the practitioner, it is insider research in which the emphasis is on changing practice, so it tends to be small scale, local and grounded in a specific L&T context.
University of Northampton

14. What is pedagogical action research?
“the fundamental purpose of pedagogical action research is to systematically investigate one’s own teaching/learning facilitation practice with the dual aim of modifying practice and contributing to theoretical knowledge” (Norton, 2009) .
Pedagogical action research uses a reflective lens to look at some L&T ‘problem’ and then determines a methodical set of steps to research that problem and to take action.
14 March 2018
University of Northampton

15. University of Northampton
What’s the difference between pedagogical research & pedagogical action research?
Pedagogical research
Pedagogical ACTION research
Researcher –directed
One study (aim, method, findings, dissemination)
Objective stance
Intention to answer research question
Collaborative (with staff or students)
Series of studies (messy, unpredictable)
Reflective/praxis
Aim is to modify your practice and improve it
14 March 2018
University of Northampton

16. Looking at the effects of using video clips in a lecture: an example
Pedagogical research
Pedagogical ACTION research
Purpose- evaluating effectiveness of the intervention
Aim to find out if video clips helps students understand
Method- either compare two groups, or use a before and after measure (questionnaire, academic performance)
Report on findings
Purpose- to improve the effectiveness of the intervention
Study 1: Aim to explore students’ assumptions about learning and video clips
Method (interview/ focus groups)
Reflect on findings and your own assumptions, maybe change method of enquiry ?
Study 2: Aim to explore the notion of students as partners
14 March 2018
University of Northampton

17. Purpose of Action Research in a university context
The aim of action research in a university context is to modify some aspect of teaching or assessment to improve our students’ learning experience and performance.

18. University of Northampton
Relationship to UKPSF
Areas of activity- particularly:
A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices
Core knowledge- particularly:
K4: The use and value of appropriate learning technologies
K5: Methods for evaluating the effectiveness of teaching
Professional values-particularly:
V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development
V4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice
14 March 2018
University of Northampton

19. How can I improve my learning and teaching practice?
The key question
How can I improve my learning and teaching practice?

20. Methodologies and methods in action research
Positivist- experimental design, questionnaires, measurement tools (quantitative data and statistical testing)
Interpretive- interviews, focus groups, narrative, drawings, life stories, diaries, case studies (qualitative data and phenomenographical approach)
Praxis – may include any of the above contextualised in an on-going, reflective, often community based account where researcher may act in a number of roles: planner, leader, catalyser, facilitator, teacher, designer, listener, observer, synthesiser, reporter.
14 March 2018
University of Northampton

21. What methods should I use?
AR is not a specific method of data collection.
Choosing your method (which can be anything from positivist experimental design to ethnography) should be based and justified to suit your own specific context.
AR should include reflexive accounts of your own enquiry and research process.
AR should make the subjective transparent.

22. Justifying your chosen approach
AR is a way of doing research and acting to change a situation at the same time (the interaction of practice with theory).
Choosing your method should be based and justified to suit your own specific context.
Should make the subjective transparent.
Should include reflexive accounts of your own enquiry and research process.
AR differs from reflective practice by going beyond to collecting and interpreting data and disseminating your findings.
14 March 2018
University of Northampton

23. Characteristics of action research
Practical-involves making a change to our practice
Collaborative –encourages us to engage with others (students/colleagues) in the process
Reflexive-requires us to constantly review our own knowledge, values and professional activities
Contextual – acknowledges influences of our subject, department, institution and wider context ie national historical and societal
Theoretical-informed by theory and generates new insights
14 March 2018
University of Northampton

24. Action research: a stepwise approach using the ITDEM’D acronym
Identify a learning, teaching or assessment issue that is ‘troublesome’ or that you are interested in.
Think of ways to investigate it. Experiment? Intervention? Questionnaire? Interview? Other?
Do it. Carry out your research
Evaluate it. How would you interpret your results
Modify your practice. Reflect on how might you use your results to improve your professional practice
‘Disseminate your findings/outcomes. Open yourself up to peer scrutiny; to influence and collaborate with others
14 March 2018
University of Northampton

25. Example of Pedagogical Action Research I and T
Identifying the issue:
Students don’t understand or appreciate my feedback on their essays
Thinking of ways to tackle it:
Give more feedback- spoken as well as written (intervention followed by questionnaire)
Interview/focus groups (qualitative/phenomenographical approach)
Compare the effects of three different types of written tutor feedback in motivating students to improve their next essay (experimental design)
14 March 2018
University of Northampton

26. Example of Pedagogical Action Research D and E
Doing it:
Students in each group asked to complete a simple questionnaire commenting on the feedback on a recent marked essay in terms of:
usefulness,
motivational impact
effect on their ‘academic’ self esteem
Evaluating it:
Greatest influence on self esteem and motivation were grade, not comments BUT tutor praise and positive comments were motivating whatever type of feedback was given (Norton, 2001)
14 March 2018
University of Northampton

27. Example of Pedagogical Action Research M
Modifying practice:
Adapted feedback to include positive comments (reflective element)
Used an Essay Feedback Checklist to more effectively target tutors’ advice.
Carried out a further research study comparing 1st and 3rd years’ reactions to the EFC.
(Norton et al, 2002)
14 March 2018
University of Northampton

28. Example of Pedagogical Action Research ’D
’Disseminating your research findings. The EFC work was disseminated in:
Two journal articles
(Psychology Learning and Teaching, Assessment & Evaluation in Higher Education)
Two conference papers
(European Association for Teaching Academic Writing, Netherlands, Psychology Learning and Teaching, York)
One research seminar at Hope
Featured in two book chapters (Campbell & Norton, 2007, Norton, 2009)
Now available online:
14 March 2018
University of Northampton

29. PAR example: The 2nd cycle
Identifying the issue: Does the EFC work?
Thinking of ways to tackle it: Ask students for comments
Doing it: Questionnaire study with 3rd year Psychology students & class intervention study with 1st year Psychology students
Evaluating it: Comparison of 2 methods of using EFC
Modifying future practice: an issue with evidence was revealed which led to subsequent cycles on journal use…
’Disseminating findings: 2 conference papers (EARLI, Italy, PLAT, Strathclyde, 1 chapter in book ISL)
14 March 2018
University of Northampton

30. Action research: some limitations
Action research is rife with rhetoric, numerous models and methodological ‘camps.’
Collaborative pedagogical action research with students: issues of power and power relations.
Professional practitioners are not professional researchers.
Validity of AR studies can be questioned.
Action research is context specific: issues of generalisability.
Action research sometimes seen as un-theorised descriptions of practice.

31. What action research means
Reflexivity- ‘thinking about how we perceive and understand issues.. rather than thinking just about the issue itself’
Interpretation of data that help us to understand more about our professional practice, not to just ascertain the effectiveness of an intervention
14 March 2018
University of Northampton

32. What action research does not mean
Not reliability (i.e. repeating the study will produce the same results)… but quality, rigour & trustworthiness
Not generalisation(i.e drawing conclusions from a sample to the whole population) .… but ‘relatability’
14 March 2018
University of Northampton

33. Improving validity of your pedagogical action research study
Make explicit what counts as data in your work.
Provide clear and detailed descriptions of how your narratives/accounts have been constructed from the data.
Increase validity by combining multiple perspectives; represent the data in other ways and be prepared to critique your own views/interpretation.
Although you can’t show causality, you can make it stronger by giving an explanation of why you think certain actions led to the results (you need here to relate to a theory to help explain why it works).
14 March 2018
University of Northampton

34. University of Northampton
Not just a procedure
One criticism of AR is that it looks as if it is simply a process or a procedure
Following a procedure on its own is not action research
Must be some commitment to change
Flipping the classroom
In class quiz technology
Paired s
14 March 2018
University of Northampton

35. What is a robust action research study?
Publishable in good quality peer reviewed journals (and/or reputable conferences)
Effective in influencing colleagues to change their L&T practice
Challenges status quo and influences or at least informs policy making
Helps us to understand and modify our L&T practice
Contributes to theory and knowledge in the domain of the scholarship of learning and teaching (SOTL)
14 March 2018
University of Northampton

36. Reflection and action research

37. The place of reflection
In action research, a reflective stance is essential.
Reflection is not always comfortable:
‘reflective thinking is always more or less troublesome…it involves willingness to endure a condition of mental unrest’ (Dewey, 1910)
Action research is not complete without asking ‘what has changed in me?’
Part of this may involve exploring our own professional values.
14 March 2018
University of Northampton

38. The role of reflective practice in developing teaching and learning
Reflective practice is our own personal thinking about teaching and learning, our values and beliefs, rather than simply evaluating the teaching itself.
Involves thinking about our teaching from
our own experience
what we learn about pedagogical content knowledge (courses and reading)
our own pedagogical philosophy
student evaluations
peer observations
14 March 2018
University of Northampton

39. University of Northampton
Some questions to think about when reflecting on your action research study
What has happened to you and your practice as a result of your action research study?
What do you know now that you didn’t know before?
What have you learned from reviewing the literature in your chosen area?
How will you take account of what you have learned?
How will it impact on your future practice, in terms of your
students
professional role
current educational context?
What more do you still need to find out?
14 March 2018
University of Northampton

40. University of Northampton
Dissemination
14 March 2018
University of Northampton

41. Why dissemination is important
AR has the specific aim of improving practice.
AR also may have a more ‘political’ aim of changing or challenging the ‘sacred cows’ of education (learning styles, assessment for learning, authentic assessment, student-centred teaching).
Keep pressing for change- ‘uncomfortable truths’
Important to make your research work for you in as many ways as possible.
Unless your AR study is opened up to peer scrutiny and review, it is more curriculum development or teacher reflective thinking than research.
14 March 2018
University of Northampton

42. How might you disseminate your action research?
Webinar
Journal
Conference
Blog
Seminar within your university
Workshop
Informal chat over a cup of coffee
14 March 2018
University of Northampton

43. Disseminating beyond Northampton
Suggested learning and teaching conferences
Higher Education Academy (HEA)
Collaborative Action Research Network (CARN)
European Association for Practitioner Research on Improving Learning (EAPRIL)
Suggested learning and teaching journals
Educational Action Research
Innovations in Education and Teaching International
14 March 2018
University of Northampton

44. University of Northampton
And finally….
Have I missed anything?
14 March 2018
University of Northampton