The Purpose of Action Research

Contributes to the theory & knowledge base to enhance practice Supports the professional development of practitioners Builds a collegial networking system Helps practitioners identify problems & seek solutions systematically Can be used at all levels & in all areas of education

Formal Research vs. Action Research

Skills needed Goals How the research problem is identified Literature review Selection of participants Research design Data collection Data analysis Application of results

Skills Needed
General research skills: Ability to design research Ability to develop instruments Ability to select subjects (if necessary) Ability to collect data Ability to analyze data

Goals
Goals Overall goal should be to solve a problem Include collaboration Professional development Enhance professional practice

Identifying the Problem

First, select a general idea or area of focus: should involve teaching and learning should be within your locus of control should be something you feel passionate about should be something you would like to change or improve

Identifying the Problem

Second, do Reconnaissance: Explore your understanding of theories, your educational values, how your work fits into the larger context of schooling, the historical context of your school, the history of the development of your ideas about teaching and learning Describe the Who, What, When & Where of the situation you want to change Explain the Why of the situation

Proactive Action Research

A new practice is tried to bring improved outcomes Hopes & concerns are incorporated Data are collected regularly to track changes Reflection on alternatives takes place Another practice is tried Process begins again

Responsive Action Research

Data collected to diagnose situation Data analyzed for themes & ideas Data distributed & changes to be tried announced New practice tried Reactions checked Data collected to diagnose Process begins again

The Process of Action Research

Identify the problem; select an area of focus. Review the related research literature. Collect the data. Organize, analyze & interpret the data. Take the action (apply the findings).

Overview
Identify the Review related problem or area research literature Collect data

Organize, analyze & interpret

Take action; apply findings

Identify the Problem Select the Area of Focus

Determine & describe the current situation Discuss Negotiate Explore opportunities Assess possibilities Examine constraints

Review the Related Literature

Become familiar with other research done on the area of focus Utilize the findings of others to help develop the plan Apply research findings through the lens of others experience

Collect the Data

Using a variety of data collection strategies, gather information that will contribute to the findings Triangulate Data should be analyzed as it is collected

Organize, Analyze & Interpret the Data

As the data is collected, it is also continually organized & analyzed As new perspectives are gained on the original area of focus, the problem statement may change Interpretation is based on ongoing analysis & continually reviewing the area of focus

Take Action; Apply Findings

Draw conclusions from the data analyzed Translate conclusions into actions or behaviors Plan how to implement the actions or behaviors Do it!

Planning Action Research

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Write an area-offocus statement. Define the variables. Develop research questions. Describe the intervention or innovation. Describe the action research group.

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Describe the negotiations that need to happen. Develop a timeline. Develop a statement of resources. Develop data collection ideas. Put action plan into action.

Area-of-Focus Statement
Identifies the purpose of the study Identifies the anticipated outcome Identifies the problem to be addressed Completes the statement: The purpose of this study is

Define the Variables

Write definitions of exactly what you will address. Definitions should accurately represent what factors, contexts & variables mean to you. Be clear about what is being studied, so that you know it when you see it!

The Research Questions

Develop questions that breathe life into the area-of-focus statement. Research questions should be openended! Research questions help give a focus to the plan. They also help validate that you have a workable plan.

Intervention or Innovation
Describe your proposed solution to the initial problem. This is just a statement about what you will do to address the teaching and learning issue you have identified. In formal research this would be the experimental treatment.

The Action Research Group

Who will you be working with? Why is each member important to the study? What will be the roles & responsibilities of each member?

Negotiations
What permissions will you need to secure? Who will be in control of the focus of your study (hopefully, you!)? Who needs to be notified of what? Whose cooperation do you need & how will you get it?

Develop a Timeline
This is the essence of planning! Anticipate where & how your study will take place. Anticipate how long each step will take. Apply predicted time frames to a calendar.

Statement of Resources
What will you need to carry out your study? Resources include time, money, and materials. Make a list before you get started!

Data Collection Ideas

First, decide what kinds of data you will need. Then, determine what kind of access you have to the data. Then, decide how you will gather it. Brainstorm what data naturally occurs in the environment you are studying.

Put the Action Plan into Action

From your analysis of the data you collected, you should have elements and ideas you can apply to a plan. Formulate the plans in collaboration with the Action Research Group. Go for it!

Validity of Action Research

Validity: the degree to which scientific observations actually measure or record what they purport to measure (Pelto & Pelto, 1978, p. 33) Assessing trustworthiness Assessing understanding

Criteria for Assessing Validity

Anderson, Herr & Nihlen: Democratic validity require accurate representation of multiple perspectives of all subjects Outcome validity requires that action emerging from a study lead to successful resolution of problem being studied Process validity requires that study be conducted in dependable & competent way Catalytic validity requires that subjects are moved to take action Dialogic validity requires application of a peer review process

So, ask yourself

Democratic validity: Have the perspectives of all of the individuals in the study been accurately represented? Outcome validity: Did the action emerging from the study lead to the successful resolution of the problem?

So, ask yourself

Process validity: Was the study conducted in a dependable & competent manner? Catalytic validity: Were the results of the study a catalyst for action?

Dialogic validity: Was the study reviewed by peers?

Strategies for Meeting the Criteria

Talk Little, Listen a lot! Begin Writing Early! Let Readers See for Themselves Report Fully Be Candid Seek Feedback Write Accurately (Wolcott, 1994)