Transcript Action Research and ICT - Dublin City University

Action Research Presentation
Margaret Farren
Bernie Tobin
Dublin City University
November 2005
Purpose of presentation
Action research approach is presented as a rigorous
and valid form of research.
Research
Research is systematic, critical and self-critical
enquiry which aims to contribute to the
advancement of knowledge.
(Bassey, 1995)
Choice of research
The choice of research practice depends on the
questions that are asked and the questions asked
depend on their context.
(Denzin and Lincoln, 1998)
Forms of Research
Search for generalisations requires the investigation
of large populations, usually studied by appropriate
sampling, and by intention leads to statements which
can be used to predict what will occur in other
situations.
Study of Singularity can be investigation of
something quite small. It cannot be used to predict
probabilities, but it can be related to other situations,
it may be valuable.
(Bassey, 1995).
Research on Education or Research in Education
Research in educational settings is only educational research if it is
concerned with attempts to improve educational judgement and
decisions. Research in educational settings which aims to develop
sociological theory, psychological theory, philosophical constructs or
historical ideas is not educational research, but sociological,
psychological, philosophical or historical research in educational
settings.
(Bassey. M., 1995)
New scholarship requires new epistemology
Epistemology of practice
We should think about practice as a setting not only for the
application of knowledge but for its generation. We should
ask not only how practitioners can better apply the results
of academic research, but what kinds of knowing are
already embedded in competent practice.
Schon, D. (1995)
Other Ways of Knowing
Sparkes (2002) discusses how attempts to impose
inappropriate criteria on work that is different from one’s
own…builds in failure from the start so that the legitimacy of
other research forms is systematically denied. The research
community is in a “no win” situation in which researchers
offer blind allegiance to their own particular paradigmatic
positions and refuse to acknowledge the contribution that
other ways of knowing can make to our understanding.
Theorising from the standpoint of action
The need to challenge the assumptions that the term ‘theory’
exclusively refers to generalisable representations of events,
which can only be produced under conditions that are
dissociated from the intentions of agents to effect change in
practical situations.
Elliott, J. (2004)
Action research as an epistemology of practice
Action research is a form of research in which
practitioners reflect systematically on their practice,
implementing informed action to bring about
improvement in practice and add to a body of
knowledge.
Action (that is, change)
Research (that is, understanding)
Bob Dick (1999)
M.Sc. Education and Training Management
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Context: Primary school.
Role: Coordinator of curriculum in junior infants -2nd
class.
Action research design - Elliot model/Whitehead.
Values: the enquiry is guided by the values inherent
in the context of the research question.
Whitehead (1998) defines values as ‘those qualities
which give meaning and purpose to our personal and
professional lives’
Elliott’s model
Action Research cycle one
Cycle 1
Identify initial idea:
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Implementation of new curriculum.
Curriculum Audit.
Reconnaissance:
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Current practice in terms of writing.
Group’s perceived needs.
Visit to St. Patrick’s College.
General plan
Action steps:
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Action step 1: On-site training.
Action step 2: Initial activities.
Action step 3: Children’s perceptions of writing.
Action Research
Cycle 1 (continued)
Monitor implementation and effects
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Supportive-work-in-progress discussions.
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Children’s perception of writing.
Understand the writing process.
Implementation in the classroom.
Reconaissance
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Moved our understanding of the writing process.
Role of modelling.
Classroom practicalities.
Teachers’ concerns.
Personal side to change.
Cycle two…….
Research method – way of gathering evidence
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Keeping a Research Diary.
Group Interviews.
Audio tapes.
Video tapes.
Portfolios of pupils’ work.
Legitimation of action research within Academy
Are the descriptions and explanations of teacherresearcher’s educational development presented
within a form and content that can be publicly
tested for validity?
The meaning of validity?
Does the research do the things it claims to
do, and can the reader believe the results?
Criteria
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Habermas social validation.
Winter’s six criteria of rigour.
Living educational standards of judgement developed
by teacher in the course of the educational enquiry.
Habermas social validation
Habermas (1976) states that the criteria required to
judge the legitimacy of knowledge claims are that:
 what is being said is meaningful;
 that the prepositional content of what is being said is
true;
 that the speaker is justified in saying what he or she
is saying;
 that the speaker is speaking sincerely.
Validation meeting
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Are the descriptions and explanations of the
practitioner-researcher’s learning comprehensible?
Is there sufficient evidence to justify the claims being
made?
Are the values that justify the enquiry as educational
clearly revealed and justified?
Is there evidence of the practitioner-researcher’s
influence in the learning of others?
Purpose of Validation meetings
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To test the knowledge claims within a validation group meeting.
These claims are challenged in order to strengthen claims.
To check out the data and the way it is analysed and presented.
To enhance claims to knowledge and make sure that evidence is
presented that supports the claims. .
To contribute to an epistemology of practice (knowledge base).
Validation meetings
What is rigour
the methodology which best allows the researcher to
conduct systematic inquiry in order to present a
warranted assertion – that is the methodology is fit
for a given function.
Swepson (2000)
How to ensure rigour in action research
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Selection and use of multiple research methods.
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Cyclical nature of action research.
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Focus on participation.
Winter’s Six Criteria of rigour
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Reflexive critique;
Dialectical critique;
Collaborative Resource;
Risk;
Plural Structure;
Theory, Practice, Transformation.
(Winter, R., 1989)
Winter’s criteria of rigour
Dialectical critique/Risk Disturbance:
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Educational values not lived out in practice.
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Children’s perceptions – concern with orthodoxy.
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Living contradictions.
Collaborative Resource/Plural structure:
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Collaboration was central to research process.
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Participants viewpoints were considered.
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Questioning of statements and actions allowed us to
gain insights into practice.
Addressing Winter’s criteria
Theory, Practice, Transformation:
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Engaged with theories in literature.
Own learning emerged through enquiry.
Created own theory through practice.
Reflexive critique
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Action research as situational
Specific context.
Insights on modest claims.
Validation through collaboration with peers.
Others taking their own context into account, may be able to
use the findings and recommendations.
Action Research Models/Processes
East Anglia School of Action Research: John Elliot
The 'Deakin' School of Action Research :Wilfred Carr
and Stephen Kemmis:
Community Action Research – Australia: Ernie Stringer
Higher Education: Zubber-Skerrit
University of Bath School of Action Research: Jack
Whitehead
John Elliott’s model
Kemmis model
Stringer: Community Action Research
Look - building a picture and gathering information.
When evaluating we define and describe the problem to be
investigated and the context in which it is set. We also describe
what all the participants (educators, group members, managers
etc.) have been doing.
Think - interpreting and explaining.
When evaluating we analyse and interpret the situation.
We reflect on what participants have been doing.
We look at areas of success and any deficiencies, issues or
problems.
Act - resolving issues and problems. In evaluation we judge the
worth, effectiveness, appropriateness, and outcomes of those
activities. We act to formulate solutions to any problems.
Ortrun Zubber-Skerrit: Higher Education
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Web site: http://www.ortrun.com
Action Research in higher education
‘Living Educational Theory’ (Whitehead)
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What am I concerned about/what do I want to improve;
What am I going to do about it;
What data will I need to collect to enable me to make a
judgement on my effectiveness;
Act and gather data; Evaluation of effectiveness;
Modification of concerns, ideas and actions in the light of
evaluations;
Submission of descriptions and explanation of my learning in the
educational enquiry, ‘How do I improve my practice?’ to a
validation group.
(Whitehead, J.1989)
Living Educational Theory
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That one should include ‘I’ as a living contradiction in
educational enquiries of the kind, ‘How do I improve
my practice?’
That one should seek to create and test living
educational theories as explanations for learning in
educational enquiries of the kind, ‘How do I improve
my practice?’
That one should devise a process for clarifying the
meanings of embodied values in the course of their
emergence in practice and for transforming embodied
values into living and communicable standards of
educational judgement.
Epistemological and Ontological….
The question….
“How does one conduct action research? is
replaced with the question….
“How does one conduct a life that includes
the practice of action research?
…….. With this question, epistemological concerns
are linked with ontological ones.
…….. Who one is becomes linked with what one
knows and does.
Epistemology
An epistemology is a theory of knowledge.
It answers questions about who can be a ‘knower’,
What tests beliefs must pass in order to be
legitimated as knowledge.
Action research readings
Bassey, M. (1995). Creating Education Through Research: A Global
Perspective of Educational Research for the 21st Century. Kirklington
Moore Press.
Bassey, M. (1999) Case Study Research in Educational Settings. Open
University Press.
Carr,W, Kemmis, S. (1993) Action Research in Education. In: Hammesley,
M, Controversies in Classroom Research, Buckingham; Open University
Press
Cohen, L., Manion, L., and Morrison, K. (2000) Research Methods in
Education. London; Routledge Falmer
Dadds, M. (2001) Doing Practitioner Research Differently. Routledge;
London and New York
Elliott, J. (1991) Action Research for Educational Change, London: Open
University Press.
Farren, M. (2005) Creating a pedagogy of the unique through a web of
betweenness. Education-Line.
http://leeds.ac.uk/educol/documents/149806.htm
Action research readings
Ghaye, A. (1998). Teaching and Learning through Critical Reflective
Practice. David Fulton Publishers.
Hamilton, M. L. (Editor): (1998). Reconceptualising Teaching Practice.
Falmer Press.
Loughran, J. (1996). Developing Reflective Practice: Learning about
Teaching and Learning through Modelling. Falmer Press.
McNiff, J. (2000). Action Research in Ireland. Rougledge.
McNiff, J. (1995) Action Research for Educational Development, London; Hyde
Publications.
McNiff, J. (1988) Action Research, Principles and Practice, London;
Macmillan Education Ltd.
Maykut, P, Morehouse, P. (1994) Beginning Qualitative Research A
Philosophical and Practical Guide . London; Falmer
Action research readings
Schön, D. (1995). ‘Knowing-in-action: The New Scholarship requires a New
Epistemology, Change, November/December, 1995. pp. 27-34.
Stringer, E. (1999). Action Research, Sage Publications; 2nd edition
Winter. R.(1989). Learning from Experience. RoutledgeFalmer
Whitehead, J, (1989) Creating a Living Educational Theory From Questions of the
Kind, How do I Improve my Practice? [online]. Available from:
http:/www.bath.ac.uk/~edsajw/writing/livtheory.html
Whitehead, J. (1998) Educational Action Researchers Creating Their Own Living
Educational Theories. A paper for presentation to the Action Research SIG,
AERA, San Diego.
Zubber-Skerritt, O. (1998). Developing as researchers (co-edited with
Linda Conrad. Brisbane: Griffith Institute for Higher Education
Zubber-Skerritt, O. (1996). New directions in action research. London:
Falmer Press.
Zubber-Skerritt, O. (1992). Action Research in Higher Education. London:
Kogan Press.
Action Research web resources
Action research resources