Action ResearchAction Research

Digital Daze Cluster Coordinators Digital Daze Cluster Coordinators Meeting 18 Feb 2009Meeting 18 Feb 2009

Action Research: PurposeAction Research: Purpose

““to enable groups of people to formulate mutually to enable groups of people to formulate mutually acceptable solutions to their problems” (Stringer, 1999)acceptable solutions to their problems” (Stringer, 1999)

““to find out about about a situation where improvement to find out about about a situation where improvement or change is needed, and then to act with relevant or change is needed, and then to act with relevant others to make a difference to practice” (Cardno, 2003)others to make a difference to practice” (Cardno, 2003)

People working together to investigate a significant People working together to investigate a significant issue or problemissue or problem

Our significant issues and Our significant issues and problemsproblems

What impact has our teaching of inquiry What impact has our teaching of inquiry had on students’ understanding of had on students’ understanding of inquiry?inquiry?

How do we know that our inquiry How do we know that our inquiry development is making a difference to development is making a difference to student learning?student learning?

How should we assess inquiry?How should we assess inquiry?

(Cardno, 2003, p. 13)

Problem Based Problem Based Methodology:Methodology:Robinson & LaiRobinson & Lai

Purpose: to improve teaching practice Purpose: to improve teaching practice and outcomes for studentsand outcomes for students

Address practical problems rooted in Address practical problems rooted in classroomsclassrooms

Process explores thinking and practices Process explores thinking and practices that might be blocking learning and that might be blocking learning and improvementimprovement

(Robinson & Lai, 2006, p. 16)

PBM TheoryPBM Theory

Teaching is a collection of practices.Teaching is a collection of practices. Practices are solutions to problems posed to Practices are solutions to problems posed to

teachers in their work.teachers in their work. Solutions are informed by ‘theories of action’.Solutions are informed by ‘theories of action’. Teachers may or may not be aware of their Teachers may or may not be aware of their

theories of action and the constraints they are theories of action and the constraints they are working to satisfy. working to satisfy.

Theories are ‘espoused’ (the talk) or ‘in use’ Theories are ‘espoused’ (the talk) or ‘in use’ (the walk) – these do not always line up(the walk) – these do not always line up

PBM: Action Research PBM: Action Research with a Differencewith a Difference

PBM different from other forms of action PBM different from other forms of action research because it involves a process to research because it involves a process to challenge thinking – lets us talk about the challenge thinking – lets us talk about the difference between the ‘talk’ and the difference between the ‘talk’ and the ‘walk’‘walk’

Evaluating theories of Evaluating theories of actionaction

Accuracy Accuracy – check out each of the – check out each of the assumptions, what is meant by these? assumptions, what is meant by these?

EffectivenessEffectiveness – does this solution – does this solution deliver what it intended?deliver what it intended?

CoherenceCoherence – intended and unintended – intended and unintended consequencesconsequences

Inprovability Inprovability – testable and include – testable and include feedback loops?feedback loops?

Our Approach: Merge Our Approach: Merge PBM with DARPBM with DAR

Control Conversations vs Control Conversations vs Learning ConversationsLearning Conversations

Control conversations push a perspective Control conversations push a perspective on otherson others

Learning conversations explore multiple Learning conversations explore multiple viewpoints and invite the perspectives of viewpoints and invite the perspectives of othersothers

Learning conversations – different points Learning conversations – different points of view = competing theoriesof view = competing theories

The Ladder of Inference. Source: Robinson & Lei, 2003, p. 46

ReferencesReferences

Cardno, C. (2003). Action Research: Cardno, C. (2003). Action Research: A A Developmental Approach.Developmental Approach. Wellington: NZCER Wellington: NZCER

Robinson, V. & Lai, M. (2006). Robinson, V. & Lai, M. (2006). Practitioner Practitioner Research for Educators: A Guide to Improving Research for Educators: A Guide to Improving Classrooms and Schools.Classrooms and Schools. Thousand Oaks: Thousand Oaks: Corwin PressCorwin Press

Stringer, E. T. (1999). Stringer, E. T. (1999). Action Research (2Action Research (2ndnd Edn.).Edn.). Thousand Oaks: Sage Thousand Oaks: Sage