Action Research in Education- PPT

Action Research in Education

Frequently asked questions of teachers

• How can I get the students to enjoy learning?

• What can I do to make handicapped children feel part of my class?

• How can I make my classroom more interesting for students?

• How might we conduct teacher evaluation processes in this school in ways that will improve teaching and learning?

• How can I encourage more parental support for what does on in the classroom?

• How can I adapt an already demanding curriculum to better meet the specific needs of the students in my class?

• How might we work together better as a staff to establish such things as school objectives, philosophy, and budget priorities?

•

Jack Whitehead, Action Research, Principles and Practice, McNiff, 1988, ix

• We must find a way of br idging the tradi t ional div ide be tween educat ional theory and profess ional pract i c e.

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 afamily 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.

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)

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.

Scope of ARUnderstanding Students (Factors related to Students,

Behaviour/Characteristics): Ascertaining the readiness for teaching a particular

concept or principle in a particular subject Gender difference in interest towards a subject. Reasons of shyness in the classroom for a subject Causes of truancy (absenteeism) in a subject. Performance of children in a particular subject with or

without private tuition. Comparison of performance in a subject of normal

children with those belonging to disadvantaged groups.

Scope of AR(b) Roles and Functions of Teachers (Factors related to

teachers):• Effect of incentives on the development of improvised

aids in a particular subject.• Teachers’ problems in teaching a particular subject in

primary / secondary / senior secondary schools. • Quality of teacher-pupil interaction and pupils’ interest

in the learning of a subject.

• Teachers’ personality and teacher-pupil interaction.• Comparison of quality of interaction in classes of a

particular subject taken by male and female teachers.• Teachers’ applying experience gained by them in in-

service training in a particular subject.

Scope of AR(c) School climate/infrastructure (Factors related to

school climate):• Changing sitting order in classroom and span of

attention in solving mathematics problems.• Effect of closed and open-air classrooms on increasing

interest in a particular subject.• Changing time of mathematics period and interest of

students in mathematics learning in the class.

Scope of AR(d) Curricular and Co curricular practices (Factors

related to Curricular and Co curricular Practices):• Management of classroom activities with children of

wide ranging abilities.• Pupils’ performance on different types of test items on

the same content areas of a particular subject.• Effects of peer teaching on the attainment of mastery

learning.

• Effects of different remedial measures in removing learning difficulties.

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?

1. To solve an educational problem;2. To help educators reflect on their own

practices3. To address school-wide problems4. When teachers want to improve their

practices

How did action research develop?

Teacher and school inquiries(e.g. teacher-initiatedresearch studies)

Professional inquiry byteachers (e.g. self-study)

School-basedsite councils (e.g. School Committees)

In-service days (e.g. teacherstaff development activities)

1970s

1980s

1990s

2000s

Toward Action Research in the USA

Action research designs

Action Research

ParticipatoryPractical

•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 andInterpret Data

Develop an Action Plan

Collect Data

Identify anArea 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

Administrators

Staff

Teachers

Students

Parents

CommunityStakeholders

CollaborativeTeam

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”

CollectingData

EvaluatingExisting

Data

TakingAction

Point ofEntry

Point ofEntry

Point ofEntry

Point ofEntry

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

Action ResearchData Collection Techniques

(The Three E’s)

Experiencing EnquiringExamining

(By observing) (By asking)(by using records)

Participant Observation (Active participant)

Passive Observer

Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests

Archival documents JournalsMapsAudio and VideotapesArtifacts

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 StrategiesJean McNiff, Action Research, Principles and Practice,

McNiff,1988, 144-145

1. Don't Give Up2. Enlist the Help of Colleagues3. Keep a Positive Attitude4. Be Prepared to Compromise5. Be Generous6. Go Public7. Join a Local Action Research Group8. Establish a Reputation for Success9. Publish Reports in Journals10. Have Faith in Your Own Knowledge.

10 Guidelines for TeachersFullan and Hargreaves (1991), quoted in Change Forces,

Fullan, 1993, 144

1) Locate, listen to and articulate your inner voice2) Practice reflection in action, on action, and about action.3) Develop a risk-taking mentality.4) Trust processes as well as people.5) Appreciate the total person in working with others.6) Commit to working with colleagues.7) Redefine your role to extend beyond the classroom.8) Push and support principals and other administrators to

develop interactive professionalism.9) Commit to continuous improvement and perpetual

learning.10)Monitor and strengthen the connection between your

development and students' development

Improving School Effectiveness Using the PDSA Cycle and The

Action PlanCarlos Viera

Miami-Dade Count Public Schools

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

1. Teachers have flexibility in how to teach by focusing on what to teach.

2. It emphasizes key skills for every student and allows them to retain skills in order to build higher skills.

3. It encourages collaboration among teachers, students, and instructional support staff.

4. It promotes active learning and student involvement in the learning process.

1. It places the ultimate responsibility of learning on the learner

2. It aligns planning, instruction, assessment, and support towards students performance.

3. It is data driven so it removes subjectivity.

4. It contributes to climate of achievement and success.

5. It is a proven approach that achieves results.

The Eight-Step Process1. Test Score DisaggregationStudent test scores used to identifyInstructional groups (weak/strong).

2. Time Line DevelopmentDevelop time line encompassing allobjective areas based on student needs.

3. Instructional FocusDeliver Instructional focus lessons tostudents based on schedule.

4. AssessmentAdminister an assessment to identifymastery and non-mastery students.

5. TutorialsProvide tutorial time to re-teach nonmastered target areas.

6. EnrichmentProvide enrichment opportunities formastery students.

7. MaintenanceProvides materials for ongoing

maintenance and re-teaching.

8. MonitoringPrincipal assumes the role ofinstructional leader, involved in

teaching and learning process.

An Example:

The PDSA Cycle at the School Site

Plan :•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)- masterystudents 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

1. Identify an area of focus

2. Collect Data

3. Analyze and interpret data

4. Develop an action plan

• The values of critical action research dictate that all educational research should be socially responsive as well as:

1. Democratic- Enabling participation of people2. Equitable- Acknowledging people’s equality of

worth3. Liberating-Providing freedom from oppressive,

debilitating conditions4. 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

1. Write an area-of-focus statement2. Define the variables3. Develop research questions4. Describe the intervention or innovations5. Describe the membership of the action research

group6. Describe negotiations that need to be undertaken7. Develop a timeline8. Develop a statement of resources9. Develop data collection ideas

For Further Thought

1. What general ideas do you have for action research?2. What is your area of focus?3. Complete the following statement: “The purpose of

the study is to…”4. Conduct an initial search of the related literature

using ERIC on-line5. 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