Transcript Document

Action Research
How Is It Defined?
Leo Rigsby, IET
George Mason University
March 2005
HOW IS ACTION RESEARCH DEFINED?
Action Research is a three-step spiral process of (1) planning which involves
reconnaissance; (2) taking actions; and (3) fact-finding about the results of the action.
Kurt Lewin (1947)
Action Research is the process by which practitioners attempt to study their problems
scientifically in order to guide, correct, and evaluate their decisions and actions.
Stephen Corey (1953)
Action Research in education is study conducted by colleagues in a school setting of
the results of their activities to improve instruction.
Carl Glickman (1992)
Action Research is a fancy way of saying let’s study what’s happening at our school
and decide how to make it a better place.
Emily Calhoun (1994)
ASSESS need
for a change
or action
Goal-to m eet
the learning
needs of
every child
S
IMPLEMENT
the change or
action
R
A
I
S
STUDY the results
R
A
RETHINK the
need, the change,
and the results
I
A
CONTINUOUS IMPROVEMENT THROUGH TEACHER ACTION RESEARCH
ASSESS Need for a Change or Action
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Reflect on the situation or context
Discuss with colleagues
Read in the professional literature
Challenge your own assumptions
Formulate some guesses or hunches about
the phenomenon
 Decide on a first step—make a plan
IMPLEMENT the Change or Action
 What evidence would convince you that
you have met your goal?
 Decide what steps you need to take to
produce the desired change—trial and error
with warrants
 Implement the plan
 Collect evidence on the effects of the
intervention
STUDY the Results

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Reflect on the evidence you are collecting
Share the evidence with colleagues
Try to fit the data to different explanations
Revisit your assumptions about the children
and the learning situation
 Formulate a trial explanation
 Develop an argument with evidence, claims,
and warrants
RETHINK the Need, the Change, and the Results
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Does the evidence support your claims?
Do you have strong warrants?
Do your colleagues find your argument credible?
How does the argument fit into ongoing debates
and conversations?
 What is unique about your setting or context?
 Will others find your argument useful and
appealing?
On What Do You Focus Action Research?
 A problem from your classroom
 A puzzle or dilemma about the learning of a
particular student or group of students
 A question you have about your teaching
 A situation that has arisen in your classroom
 How to develop and support particular
learning qualities
Defining Action Research
Problems
TFQ= Teacher’s first question or
puzzle
AVR=Action Research version of
this question
H/SV=Version of the question when
you
have an hypothesis or strategy
A Problem From Your Classroom
 TFQ: How am I going to cope with the wide
discrepancy in reading levels in my classroom?
 ARV: What can I do to help Johnnie learn to
read?
 H/SV:
(Or if you have an hypothesis or
strategy to try: What happens when I give Johnnie
reading materials appropriate to his reading level
and interests?)
A Problem From Your Classroom
 TFQ: Why are these kids so noisy and frenzied?
 ARV: What can I do about the chaos in my
classroom (noise, movement, off-task behavior,
lack of attention . . . .)?
 H/SV: What happens when I use children’s energy
and need to be social as an element of my
classroom pedagogy using cooperative learning,
literature circles, . . . ?
A Puzzle or Dilemma About the
Behavior of a Student
 TFQ: What is wrong with those parents that
they didn’t teach Susie to talk and be social
with her peers?
 ARV: How can I get Susie to participate in
class meeting and other conversations?
 H/SV: What happens when I empower
Susie (and other quiet children) with the
task of sharing an aspect of her (their)
expertise with a small group of peers?
A Puzzle or Dilemma About the
Learning of a Student or Students

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TFQ: Why don’t these children learn
English like the rest of us?
ARV: How can I get my ESOL children to
use their spoken English so they can
develop their skills and knowledge of
English?
H/SV: What happens when I scaffold the
experience and courage of my non-Englishspeaking students by having them work in
small groups for literacy acquisition?
A Question You Have About Your
Teaching
 TFQ: Why do I feel so uncomfortable teaching
the mathematics concepts for third grade SOLs?
 ARV: How can I make the learning of
mathematics more hands-on and interactive so
children work together to learn?
 H/SV: What happens when I adopt a workshop
approach to teaching mathematics and set up
learning centers to give children the chance to
work together and use hands-on learning
strategies?
A Situation That Has Arisen in
Your Classroom
 TFQ: Why are these children so mean and
nasty to each other?
 ARV: How can I help my children develop
a respectful classroom community?
 H/SV: What happens when we use the
strategy of weekly classroom meetings to
build respect and trust within our classroom
community?
How to Develop and Support
Particular Learning Qualities

TFQ: Why are these children so dependent and
needy?

ARV: How can I help my children become
independent learners?

H/SV: What happens when I use multiple
intelligences strategies to help my students learn
about themselves as learners and to develop
strategies for independent learning?