1. Action Research as a School Improvement Strategy

2. Discussions What is Action Inquiry Research? Why is it important?
How does it relate to teaching and learning?
Have you been involved in Action Research before? If so, what were the outcomes?

3. 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.

4. Definition (2)
Action research is a process in which participants examine their own educational practice, systematically and carefully, using the techniques of research.
Action Research - Power Point by: Dr. Tarek Chebbi, FIU

5. Action Research
… is systematic inquiry done by teachers (or other individuals in the teaching/learning environment) to gather information about- and subsequently improve- how their particular schools operate, how they teach, and how well their students learn.

6. action research...
…teacher-initiated, school-based research used to improve the practitioner’s practice by doing or changing something

7. …where the teacher is the researcher and the teacher’s practice is the focus of the research

8. The main reason for teachers to engage in action research is to learn from and to improve their own teaching activities…
…by re-examining their practice and altering their taken-for-granted beliefs and understandings

9. but, action research can also be used to form a more egalitarian community of professional educators…
…as principals, teachers, and other staff conduct in-school research
…used in school improvement efforts as the research results are applied to the school and/or its classrooms

10. Participatory Action Research:
Method used to involve community residents, clients, and other constituents in social change oriented research.
Participants work with a facilitator to identify a community problem, develop research methodology, collect data, and analyze findings.

11. Participatory Action Research
The data is then used to make recommendations about how the problem should be resolved.
Participants advocate for funding, legislation, or government action to adopt the findings.
The end result is to alleviate oppression or improve community or service quality.
Educational Research 2e: Creswell

12. Participatory action research generally is not focused on agency operations, but addresses a social problem that affects constituency group members.

13. Action Inquiry Research
Collaborative action research is a process
which can be used by educators to reflect on
their beliefs and improve their practices,
through implementing a plan of action in
collaboration with others in the workplace.
(DET & ACER 1996)

15. Types of 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
Educational Research 2e: Creswell

16. Educational Research 2e: Creswell
Collaboration
Students
Community
Stakeholders
Teachers
Collaborative
Team
Parents
Staff
Administrators
Educational Research 2e: Creswell

17. Action Research Cycle (Zuber-Skerritt, 1992)

18. Practical action research: Mills (2000) Dialectic Research Spiral
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus
Educational Research 2e: Creswell

19. Identify an Area of Focus Analyze and Interpret Data
Planning
Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.
Identify an Area of Focus
Develop an Action Plan
Collect Data
Analyze and Interpret Data

20. Action Research Project
Steps to Planning an
Action Research Project
To Do:
Select an appropriate area of focus.
Do reconnaissance.
Review related literature.
Write and research plan to guide your work.

21. Educational Research 2e: Creswell
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
Educational Research 2e: Creswell

22. 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
Educational Research 2e: Creswell

23. PLAN What is our context? What is the data telling us?
What targets do we want to achieve?
What information/support can we access?
What is our research question?
What methodology will we use?
What data will we collect?
How will we evaluate our project?
How will we share our findings?

24. The research question An effective research question should:
reflect the context of the school/year/Stage/ class involved in the research
respond to relevant data and syllabus outcomes
be collaboratively developed by the people involved in the research
be manageable in terms of cohort, targets, methodology and data collection
be framed as a question

25. Developing a research question
Think of your own experience as a teacher. In relation to the learning outcomes of your students:
Is there any question which you have been wanting to investigate for a long time?
Which of your strengths would you like to develop?
Which areas of your practice would you like to improve?
Are there any aspects of your work which you find puzzling?
Are there any situations which cause difficulties and which you would like to cope with more effectively?

26. Connecting with Quality Teaching
What do I want the students to learn?
Why does it matter?
What am I going to get the students to do/produce?
How well do I expect them to do it?

27. Data Collection and Analysis
Brainstorm as a group your definition of ‘data’ in relation to your school context.
“a collection of facts from which conclusions can be drawn” (Online dictionary)
“a collection of facts, observations or other information related to a particular question or problem” (Webster’s Dictionary)

28. Types Of Data Qualitative - uses mostly verbal descriptions
lesson observation notes, interviews
Quantitative
- uses numerical data to summarize and explore information

29. staff meeting agendas, surveys
Types Of Data
Student Data
works samples, photos
Teacher Data
staff meeting agendas, surveys
Parent Data
surveys

30. Types of Data
As a school team, brainstorm the types of data you currently collect.
Classify each piece of data using the checklist.
Were there any noticeable trends?

31. Reflecting on our Data Collection
Qualitative
Quantitative
Student
Teacher
Parent

32. SMART Targets focus on Student learning outcomes
inform school planning
are data-driven, data informed
are Measured and monitored
are Manageable & Attainable in number
are Realistic but challenging
must be Resourced
are unambiguous
are based on a realistic Timeframe
help schools raise standards for improved student performance

33. Targets might be measured by:
an increase/reduction in the number/percentage of students achieving a certain level of performance
a reduction in the gap between school performance and state performance
the percentage of parents who respond positively to issues raised in a survey
percentage of students achieving syllabus outcomes for a certain stage

34. A word on data collection
Triangulation involves collecting multiple sources of data for every issue being investigated to ensure validity
Data sources should ensure all stakeholders have a voice – teachers, students and parents should be considered as a means of triangulating data from different perspectives

35. Sample 1: Triangulation Matrix
Methods of Data Collection 

36. Taxonomy of action research data collection techniques
(The Three E’s)
Examining
Experiencing
Enquiring
Using and making
records
(Through observation
and field notes)
When the researcher
asks
Archival documents
Informal Interview
Journals
Participant observation
(Active participant)
Structured formal
Interview
Maps
Audio and
Videotapes
Privileged, active
observer
Questionnaires
Attitude Scales
Artifacts
Standardized Tests
Fieldnotes
Passive observer
Educational Research 2e: Creswell

37. Educational Research 2e: Creswell
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
Educational Research 2e: Creswell

38. 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?
Educational Research 2e: Creswell

39. 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?
Educational Research 2e: Creswell

40. 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?
Educational Research 2e: Creswell