Action Research

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Action Research

• Vicki Nicolson
• Jane Nicholls

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Definition of action research

• Action research is any systematic inquiry
  conducted by teacher researchers and/or
  principals to gather information about how their
  particular school operates, how they teach, and
  how well their students learn. This information
  is gathered with the goals of gaining insights,
  developing reflective practice, effecting
  positive changes in the school environment, and
  improving student outcomes and the lives of those
  involved.
• Geoffrey Mills

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Why Action Research?

• Action research is an approach that always
  involves participants making or implementing
  change, rather than just investigating an issue.
• Action research involves the participants
  making informed decisions about what and how they
  are going to implement change. Data is gathered
  to support decisions made.

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Action research process

• 1. Identify an area of focus, 2. Collect data,
  3. Analyze and interpret data, 4. Develop an
  action plan.

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Criteria for selecting an area of focus

• 1. The area of focus should involve teaching and
  learning and should focus on your own practice.
  2. The area of focus is something within your
  locus of control. 3. The area of focus is
  something you feel passionate about. 4. The area
  of focus is something you would like to change or
  improve.

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Practical Action Research

• Assumes that teacher researchers, as decision
  makers, will choose their own area of focus,
  determine their data collection techniques,
  analyze and interpret their data, and develop
  action plans based on their findings.

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Goals of Action Research

• To enhance the lives of children.
• To enhance the lives of professionals

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Credo for Reflective Practice

• Everyone needs professional growth.
• All professionals want to improve.
• All professionals can learn.
• People need and want information.
• Collaboration enriches PD.

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The Impact of Action Research on Practice

• Action research is persuasive and authoritative.
  Action research is relevant.
• Teachers have access to research.
• Action research challenges the intractability of
  educational reform. Action research is not a fad.

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An action research plan

• 1. Write an area of focus statement. 2. Define
  the variables in the study. 3. Develop research
  questions. 4. Describe the intervention or
  innovations. 5. Describe the membership of the
  action research group. 6. Describe negotiations
  that need to be undertaken. 7. Develop a
  timeline. 8. Develop a statement of needed
  resources. 9. Develop data collection ideas.

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Data collection techniques

• Typical qualitative data collection techniques
  used in action research include the following
  participant observation, interviews,
  questionnaires, attitude scales, standardized
  tests, archival documents, journals, audiotapes
  and videotapes, artifacts, and field notes.

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Triangulation.

• Triangulation is the collection of information
  in many ways rather than relying solely on one
  source. It is also referred to as a
  "multi-instrument" approach.

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Validity

• Validity in action research refers to how we
  know that the data we collect (test scores, for
  example) accurately gauge what we are trying
  measure. To put it technically, "validity refers
  to the degree to which scientific observations
  actually measure or record what they purport to
  measure" (Pelto and Pelto, 1978, p. 33).

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Reliability

• Reliability refers to the consistency with which
  our data measures what we are attempting to
  measure over time.

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Data analysis

• Data analysis is an attempt by the teacher
  researcher to summarize the data that have been
  collected in a dependable, accurate, reliable,
  and correct manner. It is the presentation of
  findings in a way that has an air of
  undeniability

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Data interpretation

• Data interpretation is an attempt by the
  researcher to find meaning in the data, to answer
  the question "So what?" Data interpretation
  focuses on the implications or meanings of the
  study's findings.

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Dialectic Action Research Spiral
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Problem-Resolving Action Research Model
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Levels of Action Learning
The Individual New learning about self and new
ways of working
The Group Collaboration with others provides
support and challenge for individual and group
learning
The School System New ideas and strategies that
help provide a better school system
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Plan
The Action Learning Cycle
Act
Reflect
Describe
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7 Questions

• What do already know,and what else do I need to
  know?
• What can I already do,and what would I like to
  learn?
• How much time and effort do I want to put into
  this?
• What help might I need, and who can I get it
  from?
• How flexible and responsive a technique is it?
• Whom else do I want to inform, and how will I
  inform them?
• How long should it take?

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Where might I start?

• Follow an interest
• Investigate a situation, yourself or other
  peoples ideas
• Use a particular technology
• Critique something
• Change a routine
• Modify a technique
• Face problems and try to find a solution

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The strategy must

• Work best for you and your learners

• Be achievable in your situation

• Be worthwhile

• Be something youre interested in

• Be something that needs changing

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Data Collection

• What am I trying to show?

• How will I demonstrate this?

• What sort of data will I collect?

• How will I interpret the data?

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Are you ready to begin?