Action Research
Martin Dyke
Richard Harris
Jo Wright
Action research
What is it?- “The ‘objects’ of action research – the
things that action researchers research and that they aim to improve – are their own educational practices, their understanding of these practices, and the situations in which they practice.” (Carr and Kemmis [1986] Becoming Critical: Knowing through action research)
What is Action Research
Action research is a tool for improving teaching.
Action - by teacher to improve teaching.
Research- systematically describe and/or measure:
the impact of their actions.
What is Action Research?
Small scale intervention into educational practice
Systematic analysis of effects of intervention / action
Action research How is it different to other types of research?
- It is active- It is teacher centred and allows you to focus on an
area of your own practice- Its aim is always to improve your practice- It brings together theory and practice in a dynamic
way – theory arises from your own practice, and these theories are tested by the evidence – theory and practice feed each other
- It is self-reflective – ultimately it creates the reflective practitioner
- It is often small in scale and very specific in its focus
Why do Action Research?
To improve and inform practice To solve a problem To evaluate an innovation To encourage a reflective approach to
teaching To provide quality assurance
Practitioner research
Advantages
Experience of context
Insight into situation
Easy access
Personal relationships
Insight might help research design
Familiarity
Possible problems
Preconceptions
Not open-minded
Constraints as insider
Personal relationships
Status as ‘insider’ researcher
Familiarity
Action research
Reconnaissance
Implementation and monitoring
Action planEvaluation
The action research cycle
Action Research
Identifying the issue Reconnaissance
- Describing the facts- Hypothesising
Planning action Taking Action & Recording Effects ... Identifying the issue...etc.
Identify areas for improvement
e.g. How can I increase the time children
spend ‘on task’? How can I include parents more in the
classroom? How can I make homework more
effective?
Identify areas for improvement
What is the main concern you have about your teaching?- What do you want to improve and why?- What is happening at the moment?- What do you want to happen?
Reconnaissance
Describe and/or Measure Situation- What is happening?- Why is it a problem?- How will I know if my actions have worked?
Hypothesising- What is causing the problem?- How can it be improved?
Planning Action
What do I need to do? Who do I need to consult? What resources will I need? What ethical considerations are there? How will I measure the impact of my
actions, both intended and unintended?
Select Research Methods
How and when will I gather data? How and when will I record data? How and when will I analyse data? How and when will I present the report?
What are the sources of data?
Descriptive (Qualitative)- Observations- Diaries- Tape/video recordings and transcripts- Interviews- Student comments
What are the sources of data?
Measured (Quantitative)- Assessment results- Questionnaires- Official statistics- Structured interviews - External observers
Useful information
http://www.bath.ac.uk/~edsajw/preserve.shtml http://www.education.soton.ac.uk/students/notice_bo
ard/index.php?link=home.php&type=research www.bera.ac.uk Elliot, J. (1991) Action Research for Educational
Change. Open University Press McNiff, J. (1988) Action Research: Principles and
Practice. Basingstoke: Macmillan
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