1. Action Research Qualitative Inquiry in Practice AACTE ANNUAL MEETING 2007 New York Dr. Dorothy Valcarcel Craig dvcraig@mtsu.edudvcraig@mtsu.edu Ms. Kathyrn Boudreau Patten kpatten@mtsu.edukpatten@mtsu.edu MIDDLE TENNESSEE STATE UNIVERSITY

2. Action Research is… Practical – data leads to practical improvements Participative – coworkers working together Empowering – all participants can affect change Interpretive – social reality is determined collaboratively Tentative – inquires do not result in “right” answers Critical – participants search together for practical improvements

3. The Basics The Study of All Aspects of Life Examination from the Inside The Situation and All it Entails Descriptive Picture of Reality Results in informed decisions for improving practice

4. Two Kinds of Research TraditionalBothAction What others are doing Seek explanation and a truth Objective Strive for knowledge Removed from site Data Collection Inquiry Problem Solving What one is personally doing Seek continuous change Reflective Strive for development and planned change Personally involved

5. Why Inquiry-Based Action Research? Accountability Well Informed, Highly Qualified Educators Reflective Practice Improving Practice: –Teaching –Learning –Student success

6. Action Research – Practitioner Research Disciplined inquiry Conducted specifically to improve practice Focused on: –Changes within the classroom setting –Solutions and improvements

7. Inquiry-Based Research Requires the Practitioner to: Take part in prolonged engagement within the practitioner-based environment Recognize “researcher as instrument” as well as other more traditional instruments Collect and analyze multiple forms of data Utilize and describe situations in order to improve practice

8. Main Features Natural settings Multiple forms of data Rich in description Process over product Inductive analysis Meaning Solutions Dissemination of findings to improve practice

9. Improvement vs Explanation Development vs Knowledge Perspectives vs Experimentation Local vs Universal Action Researchers seek a shared understanding Traditional Researchers seek to explain how social relations function Action Researchers wish to foster development and self-renewal Traditional Researchers seek to build a body of knowledge about social relations Action Researchers strive to reach beyond their own limited points by collecting multiple forms of data Traditional Researchers strive to move outside realities by collecting controlled data Action Researchers work by themselves or engage colleagues in self- studies Traditional Researchers engage other researchers worldwide in studies to build universal knowledge

10. The Role of the Researcher changes as… the study evolves, the problem is further defined, the situation becomes clear, the patterns emerge, the action plan is developed…

11. Proactive vs Reactive Try a new practice Incorporate hopes and concerns Collect data Check what the data may mean Reflect on alternative behaviors Try another new practice Collect data to diagnose Analyze the data for themes and ideas Distribute data to others and announce possible changes Try a new practice Check for reactions Collect data for diagnostic purposes

12. Continuous Improvement PROBLEM SOLVING CONTINUOUS IMPROVEMENT ACTION RESEARCH REFLECTIVE PRACTICE

13. Identify the problem –What do you want to find out? Subjects –Who will be involved? Fieldwork –How will you gain access? Structure –What is the best structure to engage and observe? Historical case study Experimental Observational case study Narrative inquiry Multiple sites Multi-case Data –What types of data will enable understanding? Designing a Study

14. Multiple Forms and Sources of Data Primary Sources Naturally Occurring Events Secondary Sources Artifacts Audio Tapes and Transcripts Videotapes and Transcripts Researcher Field Notes and Journals Participant Field Notes Photos Responses to Open-Ended Interviews Responses to Seminar Discussions Naturally Occurring Conversations and Interactions Between Participants Standardized test scores Records and databases files Personal Documents (family records) Cued Responses to Interviews Survey Responses Projects and Products Cued Response Journals Electronic Responses to Focus Questions Notes Memos Artifacts (Graphics, Diagrams, etc.)

15. Make decisions that: –Narrow the study –Determine the path taken Develop ongoing, revised analytic questions, Plan data-collection sessions based on previous sets of data, Record “observer comments,” Try new ideas and themes, Begin exploring metaphors, analogies, and concepts Utilize multiple forms of visual devices The Demand for Ongoing Data Analysis Forces the Researcher to…

16. Organize data using whatever system is most efficient Develop a unique coding system Examine data in order to uncover any recurring: –Words –Phrases –Patterns of behavior –Patterns indicating a subject’s thinking processes –Blatant clues Record recurring: –regularities –Irregularities Develop topics, phrases, and categories Take apart and break down data Reassemble data Analyze the “emerging theory” The Demand for Summative Data Analysis Forces the Researcher to…

17. Why is Action Research Effective? Practitioners are likely to engage in reflective dialog regarding teaching and learning Critique is ongoing Collaboration, consulting and conferencing are natural within the learning community

18. Effective Practitioners and Action Research… Practitioners usually want to improve conditions Can rely on “insider” information Are able to use expertise to improve practice

19. Tips for Beginners Field Journals Ongoing Literature Reviews Data Collection Documentations via Technology Interview Techniques Survey Instruments Consider Analysis Consider Patterning Identify multiple forms of data within the environment

20. Getting Started Problem Identification SubjectsRationale

21. Research Questions & Data Sets Problem: QuestionData Set Question 2Data Set Question 3Data Set