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Tajuk artikel:

1. Developing the skills of seven- and eight-year-old researchers: a whole class

approach by Ros Frost.
2. The implementation of a collaborative action research programme for
developing inclusive practices: social learning in small internal networks by
Panayiotis Angelides, Renos Georgiou & Kyriaki Kyriakou.
3. Promoting the development of a supportive learning environment through
action research from the 'middle out' by David Hodgson; Steve May & Diane
Marks-Maran.
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Comparison among Three Journal Articles of Action Research Procedures

Journ Differences Similarities

al
1 • England primary school. (6 weeks)
2 • Village primary school in the Famagusta. • All the research was
(16 weeks). conducted in the
3 • Faculty of Health and Social Care area.
Sciences, faculty of Kingston University
and St George’s.
• University of London.
• Sample

• Setting
Journ Differences Similarities
al
1 • Action research with children (7-8 years
old). • All the journals are
2 • Teachers and the primary school using collaborative
students. action research.
3 • Undergraduate students (in the fields of • Involved the
nursing, midwifery, physiotherapy, participation
radiography and social work). between teachers
and learners.
 • Methodology
Journ Differences Similarities
al
1 • Lesson preparation and activities, and
the pupils’ public research reports
(Stage 1). • All of the journals
• Questionnaires, individual and group use the
interviews, evaluations and feedback collaborative
from participants (Stage 2). activities among
2 • Collaborative activity, study lessons. students-
• Took notes, observed the behavior and student/student-
action of teacher & students during teachers and
lesson. students-University
staff.
• Series of interviews.
3 • Evaluation documented.
• Planning exercise with significant
stakeholders.
• Project plans.

• Procedures
Journ Differences Similarities
al
1 • Three-step spiral process of: planning
(which includes reconnaissance); taking
actions; and fact-finding.
• Planning, acting, observing, and
reflecting. • All the research
2 • Two methods of triangulation were used. took the 4 main
• First, they cross-compared our data in phases while doing
order to confirm the different themes the action research
arising from the data that came from which are planning,
different research techniques. (Miles and acting, observing
Huberman 1994). and reflecting.
• In the second, we examined our data
from multiple angles and different
perspectives, continually looking for
alternative possibilities and different
explanations, trying to develop a richer
understanding of them (Lincoln and
 Guba 1985).
3 • Planning, taking action, observing and
reflecting. (Lewin 1947; Zuber-Skerrit
1991).
• The process took 4 phases:
1) Drawing together existing findings about
what promotes and what hinders a
supportive learning environment,
analysing available data about the
impact of current practices.
2) Gathering new data and identifying
priorities through consultation with
students and staff across the five
schools about needs and priorities.
3) Developing projects that would lead to
positive changes to specific areas of
learning support for students.
4) Measuring the impact of the projects.