Annelise Kachelhoffer Annelise Kachelhoffer Researchers starting research fall

Annelise Kachelhoffer ©Annelise Kachelhoffer,

Researchers starting research fall in one of three categories. (Altrichter 1993) • They have one very specific question in mind • They have many different questions in mind – none giving an obvious starting point • The have no concrete ideas ©Annelise Kachelhoffer,

Finding a theme and then a research problem • This is hard work • Is not to be rushed • Formulate more than one possible starting point NB • Invest sufficient time in investigating these with thorough reading and studying of the literature ©Annelise Kachelhoffer,

How to start. . . (Altrichter: 1993) Think of your own practical experiences • anything you have wanted to investigate for a long time? • anything you are very interested in (like very much) and want to know more about? • Interesting world developments? ©Annelise Kachelhoffer,

Dadds mentions 3 types of starting points • An interest- trying out promising idea. • A difficulty - eg. wanting to improve a difficult situation, solve a problem. • An ‘unclear’ situation – maybe a bigger or smaller ‘puzzles’. ©Annelise Kachelhoffer, (Dadds in: Altrichter 1998)

Once you have decided on a possible topic or theme, ask the following question Is this a focus on issues that you feel passionate about? Brainstorm different ideas or aspects of the idea. ©Annelise Kachelhoffer, (Mills: 2000)

Phrasing your research question What would be your aim in investigating this topic? Write it down. Now phrase the topic so that it it becomes a research question. You will use words like how, what, where or when as starters. Read it carefully. Too much words? Too much ideas? Is it manageable? Rewrite until it is “lean and crystal clear”. Ask a friend to look at it critically. Can the “big” question be divided into smaller, sub questions? Write them down. ©Annelise Kachelhoffer,

Once you have decided on the research area and problem, you need to. . . • understand theories that impact your research • understand the historical context of where your research problem fits into the broader education field u r C l a i c What evidence do you have that this is a problem? Your “feeling” should be backed by literature. Any previous research done on this topic? Maybe on international level? Can existing research throw any light on the situation and help you see it more clearly? ©Annelise Kachelhoffer, (Kemmis & Mc. Taggert 1988)

Review the literature • Take time to immerse yourself in the literature. . . To become knowledgeable and informed about the area you will investigate • Make use of on-line resources (Eric, journals etc. ) • Study Ministry documents • Visit university and college libraries • Organize your information from the beginning in such a way that you can write an informed chapter on it. ©Annelise Kachelhoffer,

References Altrichter, H. , Posch, P. , & Somekh, B. (1998). Teachers Investigate their Work. London: Routledge Dick, B. (1993). Action Research. Retrieved on 23 Septembe 2002 from: Http: //ousd. k 12. ca. us/netday/links/action_Research Hodgkinson, C. (1998). Assessment of prior learning of pre-service teachers’ computer literacy. Unpublished Ph. D thesis. Pretoria: University of Pretoria Mills, G. (2000). Action Research: A guide for the teacher researcher. New Jersey: Prentice Hall Kemmis, S. & Mc. Taggart, D. (1988) The Action Research Reader. Victoria: Deakin University ©Annelise Kachelhoffer,