Chapter 18 Action Research Designs Power Point Slides

Chapter 18 Action Research Designs Power Point Slides by Ronald J. Shope in collaboration with John W. Creswell

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 Educational Research 2 e: Creswell

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). Educational Research 2 e: Creswell

When do you use action research? • When you have an educational problem to solve • When educators want to reflect on their own practices • When you want to address school-wide problems • When teachers want to improve their practices • When educators want to participate in a research project Educational Research 2 e: Creswell

How did action research develop? 2000 s 1990 s 1980 s 1970 s Teacher and school inquiries (e. g. teacher-initiated research studies) School-based site councils (e. g. School Committees) Professional inquiry by teachers (e. g. self-study) In-service days (e. g. teacher staff development activities) Movement Toward Action Research Educational Research 2 e: Creswell

Types of action research designs Action Research Practical Participatory • Studying local practices Involving individual or teambased inquiry • Focusing on teacher development and student learning • Implementing a plan of action • Leading to the teacher-as-researcher Educational Research 2 e: Creswell • Studying social issues that constrain individual lives • Emphasizing equal collaboration • Focusing on “life-enhancing changes” • Resulting in the emancipated researcher

Practical action research: Mills (2000) Dialectic Research Spiral Identify an Area of Focus Develop an Action Plan Collect Data Analyze and Interpret Data Educational Research 2 e: Creswell

Participatory action research • Deliberate exploration of relationship between the individual and others • 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 or dialectical – focused on bringing about change in practices Educational Research 2 e: Creswell

Stringer’s (1999) Action Research Interacting Spiral • Think • Look • Act Educational Research 2 e: Creswell

Key characteristics of action research • A practical focus • The educator-researcher’s own practices • Collaboration • Dynamic process • A plan of action • Sharing research Educational Research 2 e: Creswell

Practical focus • A problem that will have immediate benefits for – Single teachers – Schools – Communities Educational Research 2 e: Creswell

Study of the educatorresearcher’s own practices • Self‑reflective research by the educator-researchers turns the lens on their own educational classroom, school, or practices. Educational Research 2 e: Creswell

Collaboration Students Community Stakeholders Teachers Collaborative Team Parents Staff Administrators Educational Research 2 e: Creswell

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 Educational Research 2 e: Creswell

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 Educational Research 2 e: Creswell

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 Educational Research 2 e: Creswell

The problem is only one phase in which to enter Identifying “Problem” Collecting Data Evaluating Existing Data Point of Entry Educational Research 2 e: Creswell Taking Action Point of Entry

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 Educational Research 2 e: Creswell

Taxonomy of action research data collection techniques Action Research Data Collection Techniques (The Three E’s) Experiencing Enquiring (Through observation and field notes) When the researcher asks Participant observation (Active participant) Privileged, active observer Passive observer Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests Educational Research 2 e: Creswell Examining Using and making records Archival documents Journals Maps Audio and Videotapes Artifacts Fieldnotes

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 Educational Research 2 e: Creswell

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? Educational Research 2 e: Creswell

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? Educational Research 2 e: Creswell

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? Educational Research 2 e: Creswell