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Action Research

Action Research. Digital Daze Cluster Coordinators Meeting 18 Feb 2009. Action Research: Purpose. “to enable groups of people to formulate mutually acceptable solutions to their problems” (Stringer, 1999)

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Action Research

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  1. Action Research Digital Daze Cluster Coordinators Meeting 18 Feb 2009

  2. Action Research: Purpose • “to enable groups of people to formulate mutually acceptable solutions to their problems” (Stringer, 1999) • “to find out about about a situation where improvement or change is needed, and then to act with relevant others to make a difference to practice” (Cardno, 2003) • People working together to investigate a significant issue or problem

  3. Our significant issues and problems

  4. What impact has our teaching of inquiry had on students’ understanding of inquiry? • How do we know that our inquiry development is making a difference to student learning? • How should we assess inquiry?

  5. (Cardno, 2003, p. 13)

  6. Problem Based Methodology:Robinson & Lai • Purpose: to improve teaching practice and outcomes for students • Address practical problems rooted in classrooms • Process explores thinking and practices that might be blocking learning and improvement

  7. (Robinson & Lai, 2006, p. 16)

  8. PBM Theory • Teaching is a collection of practices. • Practices are solutions to problems posed to teachers in their work. • Solutions are informed by ‘theories of action’. • Teachers may or may not be aware of their theories of action and the constraints they are working to satisfy. • Theories are ‘espoused’ (the talk) or ‘in use’ (the walk) – these do not always line up

  9. PBM: Action Research with a Difference • PBM different from other forms of action research because it involves a process to challenge thinking – lets us talk about the difference between the ‘talk’ and the ‘walk’

  10. Evaluating theories of action • Accuracy – check out each of the assumptions, what is meant by these? • Effectiveness – does this solution deliver what it intended? • Coherence – intended and unintended consequences • Inprovability – testable and include feedback loops?

  11. Our Approach: Merge PBM with DAR PBM

  12. Control Conversations vs Learning Conversations • Control conversations push a perspective on others • Learning conversations explore multiple viewpoints and invite the perspectives of others • Learning conversations – different points of view = competing theories

  13. The Ladder of Inference. Source: Robinson & Lei, 2003, p. 46

  14. References • Cardno, C. (2003). Action Research: A Developmental Approach. Wellington: NZCER • Robinson, V. & Lai, M. (2006). Practitioner Research for Educators: A Guide to Improving Classrooms and Schools. Thousand Oaks: Corwin Press • Stringer, E. T. (1999). Action Research (2nd Edn.). Thousand Oaks: Sage

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