Action Research Martin Dyke Richard Harris Jo Wright.

Action Research

Martin Dyke

Richard Harris

Jo Wright

Action research

What is it?- “The ‘objects’ of action research – the

things that action researchers research and that they aim to improve – are their own educational practices, their understanding of these practices, and the situations in which they practice.” (Carr and Kemmis [1986] Becoming Critical: Knowing through action research)

What is Action Research

Action research is a tool for improving teaching.

Action - by teacher to improve teaching.

Research- systematically describe and/or measure:

the impact of their actions.

What is Action Research?

Small scale intervention into educational practice

Systematic analysis of effects of intervention / action

Action research How is it different to other types of research?

- It is active- It is teacher centred and allows you to focus on an

area of your own practice- Its aim is always to improve your practice- It brings together theory and practice in a dynamic

way – theory arises from your own practice, and these theories are tested by the evidence – theory and practice feed each other

- It is self-reflective – ultimately it creates the reflective practitioner

- It is often small in scale and very specific in its focus

Why do Action Research?

To improve and inform practice To solve a problem To evaluate an innovation To encourage a reflective approach to

teaching To provide quality assurance

Practitioner research

Advantages

Experience of context

Insight into situation

Easy access

Personal relationships

Insight might help research design

Familiarity

Possible problems

Preconceptions

Not open-minded

Constraints as insider

Personal relationships

Status as ‘insider’ researcher

Familiarity

Action research

Reconnaissance

Implementation and monitoring

Action planEvaluation

The action research cycle

Action Research

Identifying the issue Reconnaissance

- Describing the facts- Hypothesising

Planning action Taking Action & Recording Effects ... Identifying the issue...etc.

Identify areas for improvement

e.g. How can I increase the time children

spend ‘on task’? How can I include parents more in the

classroom? How can I make homework more

effective?

Identify areas for improvement

What is the main concern you have about your teaching?- What do you want to improve and why?- What is happening at the moment?- What do you want to happen?

Reconnaissance

Describe and/or Measure Situation- What is happening?- Why is it a problem?- How will I know if my actions have worked?

Hypothesising- What is causing the problem?- How can it be improved?

Planning Action

What do I need to do? Who do I need to consult? What resources will I need? What ethical considerations are there? How will I measure the impact of my

actions, both intended and unintended?

Select Research Methods

How and when will I gather data? How and when will I record data? How and when will I analyse data? How and when will I present the report?

What are the sources of data?

Descriptive (Qualitative)- Observations- Diaries- Tape/video recordings and transcripts- Interviews- Student comments

What are the sources of data?

Measured (Quantitative)- Assessment results- Questionnaires- Official statistics- Structured interviews - External observers

Useful information

http://www.bath.ac.uk/~edsajw/preserve.shtml http://www.education.soton.ac.uk/students/notice_bo

ard/index.php?link=home.php&type=research www.bera.ac.uk Elliot, J. (1991) Action Research for Educational

Change. Open University Press McNiff, J. (1988) Action Research: Principles and

Practice. Basingstoke: Macmillan