ACTION PLANNING

Considering alternative courses

of action

TAKING ACTION

Selecting a course of action

EVALUATING

Studying the consequences of an

action

SPECIFYING LEARNING

Indentifying general findings

DIAGNOSING

Indentfying or defining a problem

adapted from Susman 1983

•Reflective Critique

•Dialectical Critique

•Collaborative resource

•Risk

•Plural Structure

•Theory, Practice and Transformation

•Positivist Paradigm

•Interpretative Paradigm

•Paradigm of

Praxis/Triangulation

•Traditional: Maintaining Status quo of power structure(Lewin’s Work)

•Contextual: Reconstituting the structural relations among actors in a social relation (Trist’ Work)

•Radical: Transformation by Participation (Marx Work)

•Educational (John Dewey’s Work)

Quantitative

Descriptive statistics such as student percentages, Range, exceptions, Frequency, averages etc. can be used

Qualitative

A rich, thick description and logical analysis.

Outcome Validity

Concerns the extent to which actions occur that lead to a resolution of the problem

Process Validity

Involves examination of the adequacy of the processes used in different phases of the action research

Democratic Validity

The extent to which the action research project is done in collaboration with all parties who have a stake in the problem being investigated

Dialogic Validity

Reflects the value of dialogue with peers in the formation and review of the action researcher's findings and interpret

Catalytic Validity

The extent to which an action research project reorients, focuses, and energies participants such that they are open to transforming their view of reality in relation to their practice

Data

Data Analysis

Results

Implementation

Communication

•Classroom : Methods, Strategies, Models, Behaviors, Management

•School: Strength, Results, Participation, Teacher effectiveness, School program effectiveness

•Teacher: Performance, behavior, effectiveness, efficiency

Grover Vijay K

D A V College of Education

grovervijayk@gmail.com