AR Definition and Process

8/19/2019 AR Definition and Process

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ACTION RESEARCH

DEFINITION & PROCESS


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Overview

• There are many ways to conduct researchEach o! these ways is used in various"ro!essiona# $e#ds% inc#udin "sycho#oy%

socio#oy% socia# wor'% medicine% nursin%education and so on

• However% the $e#d o! education o!tenuses action research% an interactive method

o! co##ectin in!ormation that)s used to e*"#oreto"ics o! teachin% curricu#um deve#o"mentand student +ehavior in the c#assroom


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DEFINITION

• is a disci"#ined "rocess o! in,uiryconducted by and for those ta'inthe action The "rimary reason !or

enain in action research is toassist the -actor. in im"rovin and/orre$nin his or her actions


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• Action research is very "o"u#ar in the$e#d o! education +ecause there isa#ways room !or im"rovement when

it comes to teachin and educatinothers

• action research wor's very we##

+ecause the cyc#e o0ers o""ortunity!or continued re1ection In a##"ro!essiona# $e#ds% the oa# o! action

research is to im"rove "rocesses


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The Action Research Process

2 Se#ectin a !ocus

3 C#ari!yin theories

4 Identi!yin research ,uestions5 Co##ectin data

6 Ana#y7in data

8 Re"ortin resu#ts9 Ta'in in!ormed action


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Step 1—Selecting a Focus

• The action research "rocess +eins with serious re1ectiondirected toward identi!yin a to"ic or to"ics worthy o! a+usy teacher)s time Considerin the incredi+#e demandson today)s c#assroom teachers% no activity is worth doin

un#ess it "romises to ma'e the centra# "art o! a teacher)swor' more success!u# and satis!yin

• Thus% se#ectin a !ocus% the $rst ste" in the "rocess% isvita##y im"ortant Se#ectin a !ocus +eins with theteacher researcher or the team o! action researchers

as'in:

What element(s) of our practice or what aspect of studentlearning do we wish to investigate?


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Step 2—Clarifying Theories

• The second ste" invo#ves identi!yin theva#ues% +e#ie!s% and theoretica# "ers"ectivesthe researchers ho#d re#atin to their !ocus

–

For e*am"#e% i! teachers are concerned a+outincreasin res"onsi+#e c#assroom +ehavior% it wi##+e he#"!u# !or them to +ein +y c#ari!yin whicha""roach;usin "unishments and rewards%a##owin students to e*"erience the natura#

conse,uences o! their +ehaviors% or some otherstratey;they !ee# wi## wor' +est in he#"instudents ac,uire res"onsi+#e c#assroom +ehaviorha+its


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Step 3—Identifying ResearchQuestions

• Once a !ocus area has +een se#ectedand the researcher)s "ers"ectivesand +e#ie!s a+out that !ocus have

+een c#ari$ed% the ne*t ste" is toenerate a set o! "ersona##ymeanin!u# research ,uestions to

uide the in,uiry


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Step —Collecting !ata

• Action researchers must ma'e sure that the dataused to


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• Trianu#ation?usin mu#ti"#e inde"endentsources o! data to answer one)s ,uestions

• Trianu#ation?studyin an o+


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• Fortunate#y% c#assrooms and schoo#s are% +y theirnature% data?rich environments where chi#dren row%interactin with their !riends% com"#etin wor' and etc

• Teachers not on#y see these events trans"irin +e!ore

their eyes% they enera##y record these events in theirrade +oo's

• The 'ey to manain trianu#ated data co##ection is:

2 to +e e0ective and eBcient in co##ectin the materia#

that is a#ready swir#in around the c#assroom%3 to identi!y other sources o! data that miht +e

e0ective#y sur!aced with tests% c#assroom discussions%or ,uestionnaires


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Step "—Analy#ing !ata

• A#thouh data ana#ysis o!ten +rins to mind the use o! com"#e*statistica# ca#cu#ations% this is rare#y the case !or the actionresearcher

• A num+er o! re#ative#y user?!riend#y "rocedures can he#" a"ractitioner identi!y the trends and "atterns in action research data

•

Durin this "ortion o! the seven?ste" "rocess% teacher researcherswi## methodica##y sort% si!t% ran'% and e*amine their data to answertwo eneric ,uestions:

What is the story told by these data?

Why did the story play itself out this way?

• y answerin these two ,uestions% the teacher researcher canac,uire a +etter understandin o! the "henomenon underinvestiation and as a resu#t can end u" "roducin rounded theoryreardin what miht +e done to im"rove the situation


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Step $—Reporting Results

• The re"ortin o! action research most o!ten occurs in in!orma#settins that are !ar #ess intimidatin than the venues wherescho#ar#y research has traditiona##y +een shared

• Facu#ty meetins% +rown +a #unch seminars% and teachercon!erences are amon the most common venues !or sharinaction research with "eers

• However% each year more and more teacher researchers arewritin u" their wor' !or "u+#ication or to he#" !u#$##re,uirements in raduate "rorams

• Reard#ess o! which venue or techni,ue educators se#ect !orre"ortin on research% the sim"#e 'now#ede that they arema'in a contri+ution to a co##ective 'now#ede +asereardin teachin and #earnin !re,uent#y "roves to +eamon the most rewardin as"ects o! this wor'


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Step %—Ta&ing Infor'ed Action

• Ta'in in!ormed action% or -action "#annin%. the #ast ste" inthe action research "rocess% is very !ami#iar to most teachers

• @hen teachers write #esson "#ans or deve#o" academic"rorams% they are enaed in the action "#annin "rocess

•

@hat ma'es action "#annin "articu#ar#y satis!yin !or theteacher researcher is that with each "iece o! data uncovered=a+out teachin or student #earnin> the educator wi## !ee#reater con$dence in the wisdom o! the ne*t ste"s

• A#thouh a## teachin can +e c#assi$ed as tria# and error%action researchers $nd that the research "rocess #i+eratesthem !rom continuous#y re"eatin their "ast mista'es

• ore im"ortant% with each re$nement o! "ractice% actionresearchers ain va#id and re#ia+#e data on their deve#o"invirtuosity

AR Definition and Process

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