2. Frequently asked questions of teachers
• How can I get the students to enjoy learning?
• What can I do to make handicapped children feel part of my
class?
•
How can I make my classroom more interesting for students?
• How might we conduct teacher evaluation processes in this school
in ways that will improve teaching and learning?
• How can I encourage more parental support for what does on in
the classroom?
• How can I adapt an already demanding curriculum to better meet
the specific needs of the students in my class?
• How might we work together better as a staff to establish such
things as school objectives, philosophy, and budget priorities?
•
3. Jack Whitehead, Action Research,
Principles and Practice, McNiff, 1988, ix
• We must find a way of bridging
the traditional divide between
educational theory and
professional practice.
4. Definition (1)
• Action research is a research that ANY of us
can do on his/herown practice to improve it.
• It can be conducted with the assistance or
guidance of professional researchers in order
to improve strategies, practices, and
knowledge of the environments within which
they practice.
5. Definition (2)
• Action research is a process in which
participants examine theirown
educational practice, systematically
and carefully, using the techniques of
research.
6. What is action research?
• Action research can be described as
afamily of research methodologies which
pursue ACTION (or Change) and
RESEARCH (or Understanding) at the
same time.
7. What is AR? (Cont’d)
• Action research is inquiry or research in the context of
focused efforts to improve the quality of a PRACTICE.
• It is typically designed and conducted by practitioners
who analyze the data to improve their own practice.
• Action research can be done by individuals or by teams
of colleagues. The team approach is called collaborative
inquiry.
• Action research has the potential to generate genuine
and sustained improvements in schools.
8. Why AR?
• AR gives educators new opportunities to
reflect on and assess their teaching;
• To explore and test new ideas, methods, and
materials;
• To assess how effective the new approaches
were;
• To share feedback with fellow team members;
• To make decisions about which new approaches
to include in the practice.
9. Participatory Action
Research (PAR)
• PAR is research involves all relevant parties in actively
examining together current action (which they
experience as problematic) in order to change it and
improve it.
• They do this by critically reflecting on the historical,
political, cultural, economic, geographic and other
relevant contexts.
• It aims to be active “Team-Research”, by and for those to
be helped.
• It cannot be used by one group of people to get another
group of people to do what they think is best for them ;
• AR is genuinely democratic or non-coercive (By
practitioners for practitioners)
• Reference Wadsworth, Y. (1998)
10. How Action Research
is Done?
• Using a Cyclic or Spiral process which
alternates between Action and critical
Reflection, and
• Continuously refining methods, data and
interpretation in the light of the
understanding developed in the earlier
cycles.
11. Characteristics of A.R.
• It is an emergent process which takes
shape as understanding increases;
• It is an iterative process which converges
towards a better understanding of what
happens;
• It is participative (Change is usually
easier to achieve when those affected by
the change are involved) and qualitative.
12. Why AR?
• It is participatory ;
• It is “from within” and not from an external
“Expert’s eye”
• Very real “presences” can emerge in the
dynamically unfolding relations which can
teach us new ways of conducting our
practice.
13. Scope of AR
Understanding Students (Factors related to Students,
Behaviour/Characteristics):
Ascertaining the readiness for teaching a particular
concept or principle in a particular subject
Gender difference in interest towards a subject.
Reasons of shyness in the classroom for a subject
Causes of truancy (absenteeism) in a subject.
Performance of children in a particular subject with or
without private tuition.
Comparison of performance in a subject of normal
children with those belonging to disadvantaged groups.
14. Scope of AR
(b) Roles and Functions of Teachers (Factors related to
teachers):
• Effect of incentives on the development of improvised
aids in a particular subject.
• Teachers’ problems in teaching a particular subject in
primary / secondary / senior secondary schools.
• Quality of teacher-pupil interaction and pupils’ interest
in the learning of a subject.
• Teachers’ personality and teacher-pupil interaction.
• Comparison of quality of interaction in classes of a
particular subject taken by male and female teachers.
• Teachers’ applying experience gained by them in in-
service training in a particular subject.
15. Scope of AR
(c) School climate/infrastructure (Factors related to
school climate):
• Changing sitting order in classroom and span of
attention in solving mathematics problems.
• Effect of closed and open-air classrooms on increasing
interest in a particular subject.
• Changing time of mathematics period and interest of
students in mathematics learning in the class.
16. Scope of AR
(d) Curricular and Co curricular practices (Factors
related to Curricular and Co curricular Practices):
• Management of classroom activities with children of
wide ranging abilities.
• Pupils’ performance on different types of test items on
the same content areas of a particular subject.
• Effects of peer teaching on the attainment of mastery
learning.
• Effects of different remedial measures in removing
learning difficulties.
17. Why AR? (Cont’d)
• It is the most logical way of doing research on
societal and community issues.
• Sometimes, it does not make sense to go to an
outsider ,with often shaky or no knowledge of
the given situation, thinking that with a few
questions, he/she can get enlightening answers.
• It is difficult to grasp the issues of a group or
community by an outsider who has limited
interaction with the group.
18. Key Topics
• Purposes and uses of Action Research
• Types of action research designs
• Key characteristics of action research
• Steps in conducting an action research study
• Evaluating an action research study
19. What is action research?
• Action research is systematic inquiry done
by teachers (or other individuals in an
educational setting) to gather information
about, and subsequently improve, the ways
their particular educational setting
operates, how they teach, and how well
their students learn (Mills, 2000).
20. When do you use action
research?
1. To solve an educational problem;
2. To help educators reflect on their own
practices
3. To address school-wide problems
4. When teachers want to improve their
practices
21. How did action research
develop?Teacher and school inquiries
(e.g. teacher-initiated
research studies)
Professional inquiry by
teachers (e.g. self-study)
School-based
site councils
(e.g. School
Committees)
In-service days (e.g. teacher
staff development activities)
1970s
1980s
1990s
2000s
Toward Action Research in the USA
22. Action research designs
Action Research
ParticipatoryPractical
•Studying local practices
Involving individual or team-
based inquiry
•Focusing on teacher development and
student learning
•Implementing a plan of action
•Leading to the teacher-as-researcher
•Studying social issues
that constrain individual lives
•Emphasizing equal
collaboration
•Focusing on “life-enhancing
changes”
•Resulting in the emancipated
researcher
23. Practical action research:
The Research Spiral
(Mills, 2000)
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus
24. Participatory action research
• Participatory: people conduct studies on
themselves
• Practical and collaborative
• Emancipatory (Challenges procedures)
• Helps individuals free themselves from
constraints found in media, language, work
procedures, and power relationships
• Reflexive focused on bringing about change in
practices
26. Key characteristics of Action
Research
• A practical focus
• The educator-researcher’s own practices
• Collaboration
• Dynamic process
• A plan of action
• Sharing research
27. Practical focus
• A problem that will have immediate
benefits for
– Single teacher
– Schools
– Communities
28. Study of the educator-
researcher’s own practices
• Self reflective‑ research by the educator-
researchers turns the lens on their own
educational classroom, school, or
practices.
30. A dynamic process
• Dynamic process of spiraling back and
forth among reflection, data collection,
and action
• Does not follow a linear pattern
• Does not follow a causal sequence from
problem to action
31. A plan of action
• The action researcher develops a plan of
action
• Formal or informal; involve a few
individuals or an entire community
• May be presenting data to stakeholders,
establishing a pilot program, or exploring
new practices
32. Sharing research
• Groups of stakeholders
• Local schools, educational personnel
• Local or state individuals
• Not specifically interested in publication
but in sharing with individuals or groups
who can promote change
33. The problem is only one
phase in which to enter
Identifying
“Problem”
Collecting
Data
Evaluating
Existing
Data
Taking
Action
Point of
Entry
Point of
Entry
Point of
Entry
Point of
Entry
34. What are the steps in
conducting action research?
• Determine if action research is the best
design to use.
• Identify the problem to study
• Locate resources to help address the
problem
• Identify the information you will need
35. Taxonomy of action research
data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Experiencing Enquiring
Examining
(By observing) (By asking)
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
36. What are the steps in
conducting action research?
• Implement the data collection
• Analyze the data
• Develop a plan for action
• Implement the plan and reflect
37. How do you evaluate action
research?
• Does the project clearly address a problem or
issue in practice that needs to be solved?
• Did the action researcher collect sufficient data
to address the problem?
• Did the action researcher collaborate with
others during the study? Was there respect for
all collaborators?
38. How do you evaluate action
research?
• Did the plan of action advanced by the
researcher build logically from the data?
• Is there evidence that the plan of action
contributed to the researcher’s reflection as a
professional?
• Has the research enhanced the lives of the
participants by empowering them, changing
them, or providing them with new
understanding?
39. How do you evaluate action
research?
• Did the action research actually lead to change
or did a solution to a problem make the
difference?
• Was the action research reported to audiences
who might use the information?
40. 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145
1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
41. 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144
1) Locate, listen to and articulate your inner voice
2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development
44. Plan-Do-Study-Act
• An approach to process analysis and
improvement.
• Involves constantly defining and redefining
the customers’ needs and wants.
• PDSA is a versatile tool that can be used for
planning, problem solving, and decision
making- to solve problems in the classroom.
45.
46. Benefits of PDSA Instructional Cycle
1. Teachers have flexibility in how to teach by
focusing on what to teach.
2. It emphasizes key skills for every student and
allows them to retain skills in order to build higher
skills.
3. It encourages collaboration among teachers,
students, and instructional support staff.
4. It promotes active learning and student involvement
in the learning process.
47. 1. It places the ultimate responsibility of learning
on the learner
2. It aligns planning, instruction, assessment,
and support towards students performance.
3. It is data driven so it removes subjectivity.
4. It contributes to climate of achievement and
success.
5. It is a proven approach that achieves results.
48. The Eight-Step Process
1. Test Score Disaggregation
Student test scores used to identify
Instructional groups (weak/strong).
2. Time Line Development
Develop time line encompassing all
objective areas based on student needs.
3. Instructional Focus
Deliver Instructional focus lessons to
students based on schedule.
4. Assessment
Administer an assessment to identify
mastery and non-mastery students.
5. Tutorials
Provide tutorial time to re-teach non
mastered target areas.
6. Enrichment
Provide enrichment opportunities for
mastery students.
7. Maintenance
Provides materials for ongoing
maintenance and re-teaching.
8. Monitoring
Principal assumes the role of
instructional leader, involved in
teaching and learning process.
50. Plan :
•Disaggregate data:
•Know where you are/going
•To show improvement
•Evaluates teachers/students
•Ongoing to identify any problems
•Provides instructional direction
•Create Calendar to achieve goals
Do :
•Instructional Focus:
•Make it a school wide activity
•Provide instructional focus sheets to
teachers and other faculty
•Solicit feedback from teachers
•Ask students randomly what is the
instructional focus.
Act
•Reinforce – review what has been
taught
•Refocus (Development) -remediate
during school hours for non-
mastery students
•Refocus (Enrichment)- mastery
students receive advanced or
challenging work
Study
•Provide frequent assessments
•Collect data to identify mastery
and/or non-mastery
•Assessments should “look and feel”
like accountability tests.
•Teachers should meet to review
scores and share improvement ideas.
52. Action Research
(Geoffrey E. Mills, 2nd
Edition)
• Slides from Action Research: A Guide for
the Teacher Researcher
53. A Comparison of Traditional Research and Action Research
What? Traditional Research Action Research
Who? Conducted by
university professors,
scholars, and
graduate students on
experimental and
control groups
Conducted by
teachers and
principals on children
in their care
Where? In environments In schools and
54. • Action Research engages teachers in a
four-step process
1. Identify an area of focus
2. Collect Data
3. Analyze and interpret data
4. Develop an action plan
55. • The values of critical action research dictate
that all educational research should be
socially responsive as well as:
1. Democratic- Enabling participation of people
2. Equitable- Acknowledging people’s equality of
worth
3. Liberating-Providing freedom from oppressive,
debilitating conditions
4. Enhancing-Enabling the expression of people’s
full human potential (stringer,1993 p.148)
56. The Process of Action Research
• Actually try the process to convince yourself
that the investment of time and energy are
worth the outcomes
• Recognize that action research is a process that
can be undertaken without negatively affecting
your personal and professional life
• Seek support from your professional colleagues
57. Clarifying a General Idea and an
Area of Focus
• Statement/Observation: Students do not seem to be
engaged during teen theater productions
– Questions: How can I improve their engagement ?
• Statement. Observation: Students take a lot of time to
learn problem solving in mathematics, but this process
doesn’t appear to transfer to their acquisition of other
mathematics skills and knowledge
– Question: How can I improve the integration and transfer of
problem-solving skills in mathematics?
• Statement/Observation: Parents are unhappy with
regular parent-teacher conferences
– Question: How can I improve the conferencing process using
student-led conferences?
58. The Action Research Plan
1. Write an area-of-focus statement
2. Define the variables
3. Develop research questions
4. Describe the intervention or innovations
5. Describe the membership of the action research
group
6. Describe negotiations that need to be undertaken
7. Develop a timeline
8. Develop a statement of resources
9. Develop data collection ideas
59. For Further Thought
1. What general ideas do you have for action research?
2. What is your area of focus?
3. Complete the following statement: “The purpose of
the study is to…”
4. Conduct an initial search of the related literature
using ERIC on-line
5. Conduct an action plan that includes an area-of-focus
statement, definitions, research questions, a
description of the intervention, membership of the
action research group, negotiations to be undertaken,
a timeline, the necessary resources for the project,
and data collection ideas
60. Outline of AR report
• 1. Area of Focus
• 2. Related Literature
• 3. Defining Variables
• 4. Research questions
• 5. Description of the intervention
• 6. Data collection
• 7.Data Analysis
• 8. Action Plan
