Granada REDCo meeting Granada REDCo meeting May 2006May 2006

Introduction to Action Research as a Introduction to Action Research as a methodology for school based methodology for school based

researchresearch

Kevin O’GradyKevin O’Grady

IntroductionIntroduction

The nature of action research;The nature of action research; my MA study; my MA study; my PhD study; my PhD study; possible adaptations of my methodology in possible adaptations of my methodology in

our REDCo projects;our REDCo projects; the concepts of the interpretive approach;the concepts of the interpretive approach; uses of action research strategies to RE uses of action research strategies to RE

teachers wishing to improve their practice;teachers wishing to improve their practice; different degrees of action research.different degrees of action research.

Action Research as a Action Research as a methodology for school methodology for school

based researchbased research What is Action Research? What is Action Research? What is Action? What is Action? What is Research?What is Research? Action Research is research into action.Action Research is research into action. An action researcher is a person who An action researcher is a person who

tries to improve his or her understanding tries to improve his or her understanding of the world and to share this with others.of the world and to share this with others.

And more: an action researcher is a And more: an action researcher is a person with a wish to person with a wish to improveimprove his or her his or her own action. own action.

Action Research in my MA Action Research in my MA dissertationdissertation

New Head of RE in a failing school, trying to find ways New Head of RE in a failing school, trying to find ways to boost student engagement;to boost student engagement;

a year eight class were asked to redesign a scheme of a year eight class were asked to redesign a scheme of work for the teaching of Islam;work for the teaching of Islam;

student diaries, interviews, participant observation → student diaries, interviews, participant observation → ongoing modification of plans;ongoing modification of plans;

participation in topic and lesson planning;participation in topic and lesson planning; lesson content that related to students’ own questions lesson content that related to students’ own questions

about life;about life; creative methodologies allowing students to collaborate creative methodologies allowing students to collaborate

and to express themselves, such as art and drama;and to express themselves, such as art and drama; the students were motivated against didactic teaching the students were motivated against didactic teaching

of factual content;of factual content; there was a clear need for a follow-up study with an there was a clear need for a follow-up study with an

increased emphasis on increased emphasis on iterativityiterativity. .

Action Research in my Action Research in my PhD studyPhD study

Questionnaires, participant observation, semi-Questionnaires, participant observation, semi-structured group interviews.structured group interviews.

Key findings: Key findings: (Cycle 1) Islam: (Cycle 1) Islam: dialogue;dialogue; (Cycle 2) Interfaith Relations, Peace and (Cycle 2) Interfaith Relations, Peace and

Reconciliation: Reconciliation: existential significance;existential significance; (Cycle 3) Inspiration: (Cycle 3) Inspiration: personal engagement and personal engagement and

the chance to compare experiences of the chance to compare experiences of commitment; commitment;

(Cycle 4) Hinduism and Creation: (Cycle 4) Hinduism and Creation: dialogue with dialogue with difference. difference.

ZakahZakah-related drama (1)-related drama (1)

ZakahZakah-related drama (2)-related drama (2) Why should you pay?Why should you pay? What would it be like What would it be like

to be poor?to be poor? Engagement of Engagement of

students’ students’ imaginationsimaginations

Dialogue over Islam - Dialogue over Islam -

Ismael: It makes you Ismael: It makes you like, look at yourself, like, look at yourself, and think, do I do and think, do I do this? It makes you this? It makes you think about other think about other people and how you people and how you are as a person.are as a person.

Possible adaptations of my methodology in Possible adaptations of my methodology in the REDCo projects, using the concepts of the the REDCo projects, using the concepts of the

interpretive approachinterpretive approach1. 1. How might my action research methodology be How might my action research methodology be

adapted for use in new projects? adapted for use in new projects? General remarks.General remarks. Possibilities for change.Possibilities for change. Action research studies, or studies influenced by action Action research studies, or studies influenced by action

research?research?

2. The interpretive approach and action research.2. The interpretive approach and action research. ‘ ‘The pupils’ own perspective is an essential part of the learning The pupils’ own perspective is an essential part of the learning

process.’ (Jackson 2004, 88) process.’ (Jackson 2004, 88) ↔ action research can reveal ↔ action research can reveal effective ways to bring the pupils’ perspective into view. effective ways to bring the pupils’ perspective into view.

Re-assessment and constructive criticism ↔ action research Re-assessment and constructive criticism ↔ action research offers a framework for handling emergent pupil ideas and offers a framework for handling emergent pupil ideas and enthusiasms.enthusiasms.

Awareness of the development of the interpretive process ↔ Awareness of the development of the interpretive process ↔ action research strategies (questionnaires, interviews) can action research strategies (questionnaires, interviews) can allow this to happen. Furthermore, they can help the teacher to allow this to happen. Furthermore, they can help the teacher to plan for continual development.plan for continual development.

ConclusionConclusion

1. What does action research offer to RE teachers who 1. What does action research offer to RE teachers who want to improve their practice? want to improve their practice?

Sharp focus on your own classroom;Sharp focus on your own classroom; more sensitivity to students’ experiences of RE;more sensitivity to students’ experiences of RE; a way to boost quality;a way to boost quality; increased scope and autonomy. increased scope and autonomy. 2. What does action research offer to RE teachers who 2. What does action research offer to RE teachers who

want to investigate the interpretive approach?want to investigate the interpretive approach? Young people’s perspectives are the heart of RE;Young people’s perspectives are the heart of RE; student voice and agency;student voice and agency; the future of RE and the need for good research. the future of RE and the need for good research.

An interpretation of oneness: ‘I am An interpretation of oneness: ‘I am unique’.unique’.

Emerald: ‘The Emerald: ‘The picture represents picture represents the power all of us the power all of us have to change the have to change the world . . . everyone world . . . everyone twists the world in twists the world in their own way. their own way. Nobody plans to live Nobody plans to live in exactly the same in exactly the same way, nobody has the way, nobody has the same thoughts . . .’same thoughts . . .’

TawhidTawhid-related art (task)-related art (task)

Make a composition Make a composition that interprets the that interprets the words.words.

Make a composition Make a composition that shows what the that shows what the idea of oneness idea of oneness means to you means to you personally.personally.

Make a composition Make a composition on the theme ‘I am on the theme ‘I am unique’.unique’.

Your God is one Your God is one God; there is no God; there is no God but HeGod but He

(Qur’an 2:155-60)(Qur’an 2:155-60) God: there is no God: there is no

God but He, the God but He, the Living, the Living, the Everlasting (Qur’an Everlasting (Qur’an 2: 255-60)2: 255-60)

TawhidTawhid-related art (1)-related art (1)

‘‘Our picture shows Our picture shows Allah in the centre Allah in the centre of the page as a of the page as a flame. To a Muslim flame. To a Muslim we think that life we think that life evolves around evolves around Allah, which is Allah, which is what we have what we have shown. Allah is in shown. Allah is in the middle with life the middle with life around him.’around him.’