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 Evaluation Implementation and monitoring The action research cycle Action plan

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