A Short Guide to Action Research

Faisal Z. Rawn

 Researching Teaching Practice Johnson defines research as: focused and systematic enquiry that goes beyond generally available knowledge to acquire specialised and detailed information, providing a basis for analysis and elucidatory comment on the topic of enquiry. (Middlewood, 1999:15) Action Research Eileen Ferrance gives a comprehensive definition of AR: Action research is deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiralling cycles of problem identification, systematic data collection, reflection, analysis, data- driven action taken, and, finally, problem redefinition. The linking of the method: trying out ideas in practice as a means of increasing knowledge about or improving curriculum, teaching, and learning (Ferrance, 2000:26). What is the goal of action research? The goal of action research is to understand some elements of your classroom by collecting data AR has a number of the benefits such as, Teachers can: focus on what they and their students actually do. gain useful responses from their colleagues and students regarding the success (or failure) of their teaching. learn to adapt their teaching for their students. learn how to give good reasons for their choices in the classroom. (Ferrance, 2000). Data Collection What are data? Data are any form of information, observations or facts that are collected or recorded Action research is not writing what you think to be true; it is about collecting data and making conclusions based on that data

Systematic Action research is systematic, i.e. the researchers has a plan before hand that describes what data you will collect and when, how, and how often you will collect it Ensure you are collecting data on a regular basis (calendar or checklist) Ensure data are collected systematically and that all types are equally represented Data Collection & Soil Samples Collecting data in an action research is not a snapshot of a single incident like a test score Data collection should not rely on a single type of data, such as only surveys or homework scores Action research is a series of quick looks taken at different times and in a variety of ways It is like collecting soil samples: you gather bits of soil in different places over time A Television Sports Analyst Any biases of which you are aware should be stated up front Examine what is happening in the classroom and let us read your thoughts as you analyze what you are perceiving and experiencing Types of Data Collection in Action Research Keep your action research simple and focused Collecting too many kinds of data will result in confusion and burnout The goal is not to have categories and labels with precise edges You need to find and adapt the methods that best suit your research question and teaching situation 1. Log or Research Journal Use this to describe each step of your research process Include a variety of data (analyses, diagrams, sketches, quotes, student comments, scores, thoughts, and feelings) Computer logs are handy, but can be hard to read all at once on one screen 2. Field Notes- Your Observations Field notes are the written observations of what you see taking place in your classroom Beginning researchers should stop thinking and just write what they see As you make many field notes over time, patterns will begin to emerge from this data

Classroom Observation Steps 1. Enter the classroom as quickly and quietly as possible, selecting an inconspicuous spot 2. Begin taking notes without looking directly at students 3. Smile 4. Thick Descriptions During Writing while teaching is taking place Become an objective observer recording ongoing classroom events Being a researcher during your teaching, you run the risk of being a non-teacher Quick Notes During Make quick notes, or jottings, during teaching Method works well with checklist forms of observation combined with field notes Quick Notes Steps 1. Keep a file in a safe spot for every student 2. Keep a file related to the research project 3. Take notes on the margins or back of your lesson plans Notes and Reflections After Many teachers prefer to record their observations later Method is most effective if you have kept good files on students as well as meaningful jottings Notes & Reflections Steps: 1. After each lesson, make a quick note to yourself in your research journal 2. Record your insights and observations at the end of the day 3. Reflect on the back of your lesson plans 3. Checklists- Student An example of an action research study utilized weekly checklists that students would fill out Each day students would use tally marks to indicate the activities they participated in that day The bottom three boxes were open ended, allowing for a variety of responses As the term progressed, the teacher knew where the students were spending the majority of their time, about their writing topics, & skills learned 3. Checklists- Teacher

Checklists can indicate exactly what skills have been introduced or mastered and when They provide evidence that skills have been covered One checklist for each student is kept in a binder, or electronically During writing time, it is a simple matter to take out this checklist and make a quick assessment Do not try to cover all attributes during a single session! One observation tells you little, but many short observations can tell you a lot Collect representative samples at different periods of time to give you a feel for Create a flexible schedule to determine when you will collect this work 5. Websites, Class Journals, E-mail Websites can be used to create a conversation between students The class journal is a low-tech version of the website option E-mail is a fast and private form of communication between students and teachers