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Action Research

Action Research. Martin Dyke Richard Harris Jo Wright. Action research. What is it?

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Action Research

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  1. Action Research Martin Dyke Richard Harris Jo Wright

  2. 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)

  3. 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.

  4. What is Action Research? • Small scale intervention into educational practice • Systematic analysis of effects of intervention / action

  5. 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

  6. 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

  7. 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 Practitioner research

  8. Action research Reconnaissance Action plan Evaluation Implementation and monitoring The action research cycle

  9. Action Research • Identifying the issue • Reconnaissance • Describing the facts • Hypothesising • Planning action • Taking Action & Recording Effects • ... Identifying the issue...etc.

  10. 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?

  11. 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?

  12. 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?

  13. 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?

  14. 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?

  15. What are the sources of data? • Descriptive (Qualitative) • Observations • Diaries • Tape/video recordings and transcripts • Interviews • Student comments

  16. What are the sources of data? • Measured (Quantitative) • Assessment results • Questionnaires • Official statistics • Structured interviews • External observers

  17. Useful information • http://www.bath.ac.uk/~edsajw/preserve.shtml • http://www.education.soton.ac.uk/students/notice_board/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

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