Nsip01 Session 2 Classroom Action Research _ppt_paradigm-Process-steps

8/3/2019 Nsip01 Session 2 Classroom Action Research _ppt_paradigm-Process-steps

1/29

Read, Reflect & DiscussRead, Reflect & Discuss

JeanJean McNiffMcNiffAction Research refers to:Action Research refers to:

A particular way of researching your own learning;A particular way of researching your own learning;

A practical way of looking at your practice in order toA practical way of looking at your practice in order tocheck whether it is as you feel it should be;check whether it is as you feel it should be;

If you feel that your practice needs attention in someIf you feel that your practice needs attention in some

way you will be able to take action to improve it, andway you will be able to take action to improve it, and

then produce evidence to show in what way thethen produce evidence to show in what way thepractice has improved.practice has improved.

JeanJean McNiffMcNiff, 2002 (Action Research Principles and Practice), 2002 (Action Research Principles and Practice)

VisitVisit www.jeanmcniff.comwww.jeanmcniff.com for further readingfor further reading


2/29

Classroom ActionClassroom Action

ResearchResearchSession 2Session 2


3/29

Session 2: topics

Classroom Action research:

Its research paradigm (approach)

Its research process Its research steps (an overview)

SOE-UNISEY (Dogley, G)


4/29

Session 2: Objectives

Identify and describe the research paradigm

(approach/model/method) that underpins action

research.

Compare the simple and detailed model of actionresearch

Identify and discuss the main phases of the process of

doing action research

Distinguish and discuss the basic steps of doingclassroom action research

Experiment the basic steps of doing classroom action

research



5/29

Session 2Session 2

Part 1Part 1

The Research Paradigm ofThe Research Paradigm ofAction ResearchAction Research


6/29

Classroom Action Research: its paradigmClassroom Action Research: its paradigm

Research ParadigmResearch Paradigm == Research Approach (model or method)Research Approach (model or method)

It is theIt is the underlying principleunderlying principle on which the kind of research is based upon.on which the kind of research is based upon.

It describes theIt describes the naturenature of the particularof the particulartype of researchtype of research and gives it itsand gives it its

characteristicscharacteristics..

It distinguishes one kind of research from the other types.It distinguishes one kind of research from the other types.

Key pointsKey points

1

.1

. Classroom action research contains elements ofClassroom action research contains elements ofquantitativequantitative as well asas well as qualitativequalitativeresearch approach.research approach. next slidenext slide

Main aspects of quantitative approachMain aspects of quantitative approach:: numbers, predetermined, measuring, intermittent, comparing,numbers, predetermined, measuring, intermittent, comparing,correlating, frequencies, formality, look at, regularities, descriptive, objectives facts, describing,correlating, frequencies, formality, look at, regularities, descriptive, objectives facts, describing,

structured and statisticalstructured and statistical

Main aspects of qualitative approach:Main aspects of qualitative approach: openopen--ended responses, capturing uniqueness, long term,ended responses, capturing uniqueness, long term,

continuous, capturing particularity, valuing quality, individuality, informality, look for, uniqueness,continuous, capturing particularity, valuing quality, individuality, informality, look for, uniqueness,

explanation, subjective facts, interpreting, the inside, unstructured and ethnographic.explanation, subjective facts, interpreting, the inside, unstructured and ethnographic.

22. But, it leans more towards the qualitative research paradigm.. But, it leans more towards the qualitative research paradigm.

33. It is commonly referred as a. It is commonly referred as a qualitative type of researchqualitative type of research..

4.4. At times, it is also referred as mixedAt times, it is also referred as mixed--method type of research.method type of research.



7/29

Classroom Action Research: its paradigm (cont..)Classroom Action Research: its paradigm (cont..)

The main qualities ofThe main qualities of

Quantitative Research ApproachQuantitative Research Approach

NumbersNumbers

PredeterminedPredetermined

measuringmeasuring

IntermittentIntermittent

ComparingComparing

CorrelatingCorrelating

FrequenciesFrequencies

FormalityFormality

Look atLook at

RegularitiesRegularities

DescriptiveDescriptive

Objectives factsObjectives facts

DescribingDescribing

The outsideThe outside

StructuredStructured

StatisticalStatistical

The main qualities of QualitativeThe main qualities of Qualitative

Research ApproachResearch Approach

openopen--ended responses (words)ended responses (words)

capturing uniquenesscapturing uniqueness

long termlong term

continuouscontinuous

capturing particularitycapturing particularity

valuing qualityvaluing quality

individualityindividuality

informalityinformality

look forlook for

uniquenessuniqueness

explanationexplanation

subjective factssubjective facts

interpretinginterpreting

the insidethe inside

unstructuredunstructured

ethnographic.ethnographic.



8/29

What are theWhat are the main aspectsmain aspects of classroom actionof classroom action

research as aresearch as a qualitative type of researchqualitative type of research??

Depending on the chosen research topicDepending on the chosen research topic questionquestion::

(i)(i) The study might be aboutThe study might be about individual pupilindividual pupil ororan entirean entire

classclass..

(ii)(ii) The teacherThe teacher--researcher might:researcher might:

-- describe a single situation.describe a single situation.

-- look at the relationship between two thingslook at the relationship between two things;; e.g.e.g.

pupils agepupils age andand reading skillsreading skills..

-- look at for cause and effect relationshiplook at for cause and effect relationship;; e.g.e.g. thethe

impact of homework on testimpact of homework on test--performance.performance.



9/29

What are theWhat are the main aspectsmain aspects of classroom actionof classroom action

research as aresearch as a qualitative type of researchqualitative type of research? (cont..)? (cont..)

Classroom action research;Classroom action research;

(i)(i) is collaborative/participatory in natureis collaborative/participatory in nature-- All those with a stake in the problem being researched are included in theAll those with a stake in the problem being researched are included in the

search for a solution (e.g. teacher, pupils & studies coordinator)search for a solution (e.g. teacher, pupils & studies coordinator)

-- They participate in the research and search for understanding and solution(s).They participate in the research and search for understanding and solution(s).

-- They also participate in the implementation of the preferred solution.They also participate in the implementation of the preferred solution.

(ii)(ii) is conducted inis conducted in--situsitu-- It is undertaken in the setting where the problem is encountered (e.g. inIt is undertaken in the setting where the problem is encountered (e.g. in

classroom).classroom).

(iii)(iii) is based on no attempt to control theis based on no attempt to control the setting variablessetting variables

(research subject or object and its environment)(research subject or object and its environment)-- The subjects or objects (variables) are not isolated or manipulated (as in aThe subjects or objects (variables) are not isolated or manipulated (as in a

survey).survey).

-- They are observed and considered in the context which they naturally occur.They are observed and considered in the context which they naturally occur.

-- The researcher does not interfere with the natural setting.The researcher does not interfere with the natural setting.

-- The researcher is as an observerThe researcher is as an observer not a manipulator of the environmentnot a manipulator of the environment



10/29

Classroom action research: its paradigm (cont..)Classroom action research: its paradigm (cont..)

(iv)(iv) Involves reflection, evaluation and dialogue:Involves reflection, evaluation and dialogue:-- The researcher has to stand back and reflect on what is being observed.The researcher has to stand back and reflect on what is being observed.

-- The reflection periods includes describing, interpreting and explaining what isThe reflection periods includes describing, interpreting and explaining what is

going ongoing on i.e. what is being observedi.e. what is being observed researched.researched.

-- The evaluation requires the researcher to be critical. The researcher needs toThe evaluation requires the researcher to be critical. The researcher needs to

assess each step of the research process and the whole process.assess each step of the research process and the whole process.

-- The dialogue entails discussions between the researcher and the participants onThe dialogue entails discussions between the researcher and the participants on

what is being researched.what is being researched.

(v)(v) Requires using an array of methods for collecting andRequires using an array of methods for collecting and

analysing data (triangulation procedure)analysing data (triangulation procedure)

(v)(v) Requires sharing and utilising the finding:Requires sharing and utilising the finding:

-- The researcher should present the findings to the participants (let them knowThe researcher should present the findings to the participants (let them knowabout what were discovered).about what were discovered).

-- The results should have practical usefulness and need to be applied to specificThe results should have practical usefulness and need to be applied to specific

situationsituation classroom.classroom.



11/29

Summing upSumming up

Action research is a qualitative research methodAction research is a qualitative research method

that encourages thethat encourages the practionerpractioner (or teacher) to be(or teacher) to be

reflectivereflective and criticaland critical of his or her own practiceof his or her own practicewith the aim of improving the systemwith the aim of improving the system

((McNiffMcNiff, 1994), 1994)Note!Note!The red coloured words are from the authorThe red coloured words are from the author



12/29

End of Part 1End of Part 1



13/29

Session 2Session 2Part 2Part 2

Action Research ProcessAction Research Process


14/29

Classroom action research: its processClassroom action research: its process

A Simple action researchA Simple action research

model (proposed bymodel (proposed by StephenStephenKemmisKemmis-- 1986)1986) (adapted from(adapted from

KurtKurt LewinLewin 1946)1946)

PLAN

ACT

OBSERVE

REFLECT

A detailed action research modelA detailed action research model

(proposed by(proposed by GeraldGerald SusmanSusman 1983)1983) (an adapted version)(an adapted version)

REFLECT

EXPLORE

PLAN

OBSERVEANALYSE

ACT

REVIEW



15/29

Classroom action research: its process (cont..)Classroom action research: its process (cont..)

PLAN

ACT

OBSERVE

RELECT

Simple action researchSimple action researchmodelmodel

The model was proposed andThe model was proposed anddeveloppeddevelopped by Stephenby Stephen KemmisKemmis(together with(together with McTaggartMcTaggart (1986(1986 --8)8)

It is aIt is a simplesimple model of a typicalmodel of a typical

action research process.action research process.

It isIt is cyclical (spiral)cyclical (spiral) it includes ait includes aseries of cyclesseries of cycles the processthe processcontinues until the problem iscontinues until the problem isresolved.resolved.

Each research cycle hasEach research cycle has fourfourstepssteps..

The model was designed adoptingThe model was designed adoptingthe basic principle of the work ofthe basic principle of the work ofKurtKurtLewinLewin (1946) which includes(1946) which includesplanning, acting, observing andplanning, acting, observing andreflectingreflecting



16/29


Study this example

Planning I am not happy with the textbook we are using, but it is the only one available. What can I doabout it? I cannot change the book: should I change my method of using it? Perhaps I should

try paired work.

Acting I show the children how to ask and answer questions of each other to make otherwise boringmaterial relevant to themselves. We try out this technique in class.

Observing I join various pairs and listen to their conversations. I record some conversations. I keepmy own notes.

Reflecting The activity is lively, but some questions wander from the text. I want to get across the

material in the text.Planning Perhaps I could develop with the children an interview technique, where A asks B

questions which will elicit responses based on the material. Will that make it boring again?How can I guard against this? Perhaps I can involve them even more actively.

Acting The children record their own conversations. There are not enough tape recorders to goaround, so they work in fours, taking it in turns to listen and talk. At the end of the two sets of

interviews they listen and comment on individual recordings.

Observing They really enjoy this. And they seem to be gleaning information from the text in formulating

their own question and answers.

Reflecting Points to ponder:Am I correct pedagogically in teaching the content through this process? I must consult my

head of department on this. Should I aim for this sort of learning more often and with other

classes? I am worried about practical difficulties such as too much noise and insufficient tape

recorder.


Source: Carr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes, Falmer]


17/29


REFLECT

EXPLORE

PLAN

OBSERVEANALYSE

ACT

REVIEW

Detailed Action ResearchDetailed Action Research

ModelModel

It is adapted from GeraldIt is adapted from Gerald

SusmansSusmans detaileddetailed model.model.

There are several adaptedThere are several adapted

models. They derive from andmodels. They derive from and

are elaboration of the simpleare elaboration of the simple

model (frommodel (from KemmisKemmis, 1986 but, 1986 but

originated fromoriginated from LewinLewin 1946)1946)

Each research cycle mayEach research cycle may

contain betweencontain between 5 to 7 steps5 to 7 steps..

They areThey are cyclical/spiralcyclical/spiral..



18/29


Gerald Susmans original model ofAction Research



19/29


Adopted Model: The Detailed ClassroomAction Research ModelAdopted Model: The Detailed ClassroomAction Research Model

11 ReflectReflect Consider your current classroom practice.Consider your current classroom practice. Think about questions you have about teaching, topics youThink about questions you have about teaching, topics you

are interested in, problem areas, or aspects ofare interested in, problem areas, or aspects of

teaching/learning you are unsure about.teaching/learning you are unsure about.

Make a list.Make a list.

From your list, decide what you would like to research. ToFrom your list, decide what you would like to research. To

help you decide, think about why you want to do it. What arehelp you decide, think about why you want to do it. What are

the benefits to you and your learners?the benefits to you and your learners?

When you have decided, write down the problem or topicWhen you have decided, write down the problem or topic

statement, and write a research question.statement, and write a research question.

22 ExploreExplore Reflect on your research question. Where can you findReflect on your research question. Where can you find

information to help you plan your research? It may help you toinformation to help you plan your research? It may help you todiscuss your question with colleagues. You may need todiscuss your question with colleagues. You may need to

consult published materials or the Internet for information andconsult published materials or the Internet for information and

ideas; (i.e. carrying out a literature review).ideas; (i.e. carrying out a literature review).

Find out as much as you can about your question topic toFind out as much as you can about your question topic to

help you plan how to do the research.help you plan how to do the research.



20/29


33 PlanPlan Draw up an action research plan which states yourDraw up an action research plan which states your

question, how and why you are going to carry out thequestion, how and why you are going to carry out the

research.research.

Things to think about:Things to think about:

-- -- How long it will take? What tools will you use in yourHow long it will take? What tools will you use in yourresearch?research?

-- -- How will you record your research? There are different waysHow will you record your research? There are different ways

of doing research. It can be as simple as just writing down yourof doing research. It can be as simple as just writing down yourown reflections after each lesson or it could includeown reflections after each lesson or it could include

questionnaires, observations, audio recordings and so onquestionnaires, observations, audio recordings and so on..

44 ObserveObserve Carry out your research using your chosen method. SomeCarry out your research using your chosen method. Some

tools are:tools are:

-- Peer observation, Teacher diary, Learner feedback,Peer observation, Teacher diary, Learner feedback,

Lesson evaluation, Recording lessons, Reflecting onLesson evaluation, Recording lessons, Reflecting onlearners' work and Surveyslearners' work and Surveys

Choose the method which best suits your researchChoose the method which best suits your research

questionquestion



21/29


55 AnalyseAnalyse This stage helps you to make sense of the data you haveThis stage helps you to make sense of the data you have

collected in your research. It is a process of reflecting on,collected in your research. It is a process of reflecting on,

organizing and reviewing your data to help you answer yourorganizing and reviewing your data to help you answer your

research questionresearch question

-- What have you found out?What have you found out?

-- What insights have you gained from the research?What insights have you gained from the research?

-- What does your research show you?What does your research show you?

66 ActAct Reflect on your resultsReflect on your results

Look at your teaching practiceLook at your teaching practice -- what changes will you make?what changes will you make?

Take action based on what you found out from your research.Take action based on what you found out from your research.

Draw up and implement action planDraw up and implement action plan

77 ReviewReview When you have implemented changes, it is important toWhen you have implemented changes, it is important to

review.review.-- How successful were the changes?How successful were the changes?

-- Do you need to take any followDo you need to take any follow--up action?up action?

-- Has your research indicated other areas you could explore? InHas your research indicated other areas you could explore? In

other words, you begin a new reflective cycle.other words, you begin a new reflective cycle.



22/29

End of Part 2End of Part 2



23/29

Session 3Session 3Part 3Part 3

The Steps ofClassroom ActionThe Steps ofClassroom ActionResearchResearch


24/29


25/29

Classroom Action Research: its stepsClassroom Action Research: its steps

What do teacher researchers do?What do teacher researchers do?

Teacher researchers:Teacher researchers:

develop research questions based on their own curiosity (interest ordevelop research questions based on their own curiosity (interest or

problem) abut teaching and learning in their classroom;problem) abut teaching and learning in their classroom;

examine their underlying assumptions about teaching and learning;examine their underlying assumptions about teaching and learning;

systematically collect data from and with their pupils;systematically collect data from and with their pupils;

share and discuss their data and research methodology with fellowshare and discuss their data and research methodology with fellow

teacher researchers;teacher researchers;

analyseanalyse and interpret their data with the support of their colleagues;and interpret their data with the support of their colleagues;

write about their research;write about their research;

share their findings with pupils, colleagues and members of theshare their findings with pupils, colleagues and members of the

educational community;educational community;

implement actions (preferred solutions) in order to improve their practiceimplement actions (preferred solutions) in order to improve their practiceand learning of the pupils;and learning of the pupils;

discuss with colleagues the relationship among practice, theory anddiscuss with colleagues the relationship among practice, theory and

research; andresearch; and

assume responsibility for their own professionassume responsibility for their own profession



26/29

Classroom Action Research: its steps (cont..)Classroom Action Research: its steps (cont..)

Stage ofStage of

thetheprocessprocess

StepsSteps

Main tasks Specific tasks

ReflectReflect

++

ExploreExplore

++

PlanPlan

Identity the problemIdentity the problem Reflect on own practiceReflect on own practice -- teachingteaching

Identify a problem area or area of interestIdentify a problem area or area of interest

Select a topicSelect a topic Formulate a research topicFormulate a research topic

Formulate aFormulate aresearch questionresearch question

Identify and formulate a research questionIdentify and formulate a research question Decide and formulate the related purposeDecide and formulate the related purpose

and objectives which will facilitate answeringand objectives which will facilitate answering

the questionthe question

Organise andOrganise and

structure astructure aresearch planresearch plan

Decide on a research strategyDecide on a research strategy

Devise a research (project) planDevise a research (project) plan

Carry review ofCarry review of

literatureliterature

Search literatures on the chosen topicSearch literatures on the chosen topic

Select appropriate literaturesSelect appropriate literatures

Write a review of the selected literaturesWrite a review of the selected literatures



27/29

Classroom Action Research: its steps (cont..)Classroom Action Research: its steps (cont..)Observe/Observe/

ResearchResearch

Collect andCollect and

organiseorganise datadata

Choose appropriate techniques to collectChoose appropriate techniques to collect

different data from multiple sourcesdifferent data from multiple sources Work out strategies of how to execute theWork out strategies of how to execute the

chosen techniqueschosen techniques

Devise the tools needed to gather theDevise the tools needed to gather the

necessary datanecessary data

Carry out the techniques and administerCarry out the techniques and administer

the devised tools to collect the data.the devised tools to collect the data. Organise the collected data.Organise the collected data.

AnalyseAnalyse Interpret theInterpret the

findingsfindings

Write a report onWrite a report on

the projectthe project

Present the findingsPresent the findings

Select and apply appropriate techniquesSelect and apply appropriate techniques

toto analyseanalyse the collected datathe collected data

Study the gathered data for trends,Study the gathered data for trends,

patterns, theme and insightspatterns, theme and insights

Reduce the data and display the findingReduce the data and display the findingusing graphicsusing graphics

Interpret andInterpret and summarisesummarise the resultsthe results

Write a report on the project applying anWrite a report on the project applying an

appropriate formatappropriate format

Share the finding through a presentationShare the finding through a presentation



28/29

Classroom Action Research: its steps (cont..)Classroom Action Research: its steps (cont..)

ActAct Act on theAct on the

evidencesevidences

Devise an action plan for acting on theDevise an action plan for acting on the

findingsfindings carry out the actions to implement thecarry out the actions to implement the

changeschanges

ReviewReview Evaluate theEvaluate the

implementedimplemented

changeschanges

Carry out an evaluation of theCarry out an evaluation of the

implemented changesimplemented changes

-- How successful were the changes?How successful were the changes?

-- Are there any follow up actions?Are there any follow up actions?

-- What are the other researches that need toWhat are the other researches that need to

tackle?tackle?



29/29

End of Session 2End of Session 2


Nsip01 Session 2 Classroom Action Research _ppt_paradigm-Process-steps

Documents

Transcript of Nsip01 Session 2 Classroom Action Research _ppt_paradigm-Process-steps