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Action Research in # $ %

Education- PPT
Arun Joseph

Jul. 04, 2016 • 155 likes • 168,402 views

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" Action Research in Education- PPT

1. 1. Action Research in Education
2. 2. Frequently asked questions of teachers • How can I get the
students to enjoy learning? • What can I do to make
handicapped children feel part of my class? • How can I make
my classroom more interesting for students? • How might we
conduct teacher evaluation processes in this school in ways
that will improve teaching and learning? • How can I
encourage more parental support for what does on in the
classroom? • How can I adapt an already demanding
curriculum to better meet the specific needs of the students in
my class? • How might we work together better as a sta! to
establish such things as school objectives, philosophy, and
budget priorities? •
3. 3. Jack Whitehead, Action Research, Principles and Practice,
McNi!, 1988, ix • We must find a way of bridging the traditional
divide between educational theory and professional practice.
4. 4. Definition (1) • Action research is a research that ANY of us
can do on his/herown practice to improve it. • It can be
conducted with the assistance or guidance of professional
researchers in order to improve strategies, practices, and
knowledge of the environments within which they practice.
5. 5. Definition (2) • Action research is a process in which
participants examine theirown educational practice,
systematically and carefully, using the techniques of research.
6. 6. What is action research? • Action research can be described
as afamily of research methodologies which pursue ACTION
(or Change) and RESEARCH (or Understanding) at the same
time.
7. 7. What is AR? (Cont’d) • Action research is inquiry or research
in the context of focused e!orts to improve the quality of a
PRACTICE. • It is typically designed and conducted by
practitioners who analyze the data to improve their own
practice. • Action research can be done by individuals or by
teams of colleagues. The team approach is called
collaborative inquiry. • Action research has the potential to
generate genuine and sustained improvements in schools.
8. 8. Why AR? • AR gives educators new opportunities to reflect
on and assess their teaching; • To explore and test new ideas,
methods, and materials; • To assess how e!ective the new
approaches were; • To share feedback with fellow team
members; • To make decisions about which new approaches
to include in the practice.
9. 9. Participatory Action Research (PAR) • PAR is research
involves all relevant parties in actively examining together
current action (which they experience as problematic) in
order to change it and improve it. • They do this by critically
reflecting on the historical, political, cultural, economic,
geographic and other relevant contexts. • It aims to be active
“Team-Research”, by and for those to be helped. • It cannot be
used by one group of people to get another group of people to
do what they think is best for them ; • AR is genuinely
democratic or non-coercive (By practitioners for practitioners)
• Reference Wadsworth, Y. (1998)
10. 10. How Action Research is Done? • Using a Cyclic or Spiral
process which alternates between Action and critical
Reflection, and • Continuously refining methods, data and
interpretation in the light of the understanding developed in
the earlier cycles.
11. 11. Characteristics of A.R. • It is an emergent process which
takes shape as understanding increases; • It is an iterative
process which converges towards a better understanding of
what happens; • It is participative (Change is usually easier to
achieve when those a!ected by the change are involved) and
qualitative.
12. 12. Why AR? • It is participatory ; • It is “from within” and not
from an external “Expert’s eye” • Very real “presences” can
emerge in the dynamically unfolding relations which can
teach us new ways of conducting our practice.
13. 13. Scope of AR Understanding Students (Factors related to
Students, Behaviour/Characteristics): Ascertaining the
readiness for teaching a particular concept or principle in a
particular subject Gender di!erence in interest towards a
subject. Reasons of shyness in the classroom for a subject
Causes of truancy (absenteeism) in a subject. Performance
of children in a particular subject with or without private
tuition. Comparison of performance in a subject of normal
children with those belonging to disadvantaged groups.
14. 14. Scope of AR (b) Roles and Functions of Teachers (Factors
related to teachers): • E!ect of incentives on the development
of improvised aids in a particular subject. • Teachers’
problems in teaching a particular subject in primary /
secondary / senior secondary schools. • Quality of teacher-
pupil interaction and pupils’ interest in the learning of a
subject. • Teachers’ personality and teacher-pupil interaction.
• Comparison of quality of interaction in classes of a particular
subject taken by male and female teachers. • Teachers’
applying experience gained by them in in- service training in a
particular subject.
15. 15. Scope of AR (c) School climate/infrastructure (Factors
related to school climate): • Changing sitting order in
classroom and span of attention in solving mathematics
problems. • E!ect of closed and open-air classrooms on
increasing interest in a particular subject. • Changing time of
mathematics period and interest of students in mathematics
learning in the class.
16. 16. Scope of AR (d) Curricular and Co curricular practices
(Factors related to Curricular and Co curricular Practices): •
Management of classroom activities with children of wide
ranging abilities. • Pupils’ performance on di!erent types of
test items on the same content areas of a particular subject. •
E!ects of peer teaching on the attainment of mastery
learning. • E!ects of di!erent remedial measures in removing
learning di!iculties.
17. 17. Why AR? (Cont’d) • It is the most logical way of doing
research on societal and community issues. • Sometimes, it
does not make sense to go to an outsider ,with o"en shaky or
no knowledge of the given situation, thinking that with a few
questions, he/she can get enlightening answers. • It is di!icult
to grasp the issues of a group or community by an outsider
who has limited interaction with the group.
18. 18. Key Topics • Purposes and uses of Action Research • Types
of action research designs • Key characteristics of action
research • Steps in conducting an action research study •
Evaluating an action research study
19. 19. What is action research? • Action research is systematic
inquiry done by teachers (or other individuals in an
educational setting) to gather information about, and
subsequently improve, the ways their particular educational
setting operates, how they teach, and how well their students
learn (Mills, 2000).
20. 20. When do you use action research? 1. To solve an
educational problem; 2. To help educators reflect on their own
practices 3. To address school-wide problems 4. When
teachers want to improve their practices
21. 21. How did action research develop?Teacher and school
inquiries (e.g. teacher-initiated research studies) Professional
inquiry by teachers (e.g. self-study) School-based site councils
(e.g. School Committees) In-service days (e.g. teacher sta!
development activities) 1970s 1980s 1990s 2000s Toward
Action Research in the USA
22. 22. Action research designs Action Research
ParticipatoryPractical •Studying local practices Involving
individual or team- based inquiry •Focusing on teacher
development and student learning •Implementing a plan of
action •Leading to the teacher-as-researcher •Studying social
issues that constrain individual lives •Emphasizing equal
collaboration •Focusing on “life-enhancing changes”
•Resulting in the emancipated researcher
23. 23. Practical action research: The Research Spiral (Mills, 2000)
Analyze and Interpret Data Develop an Action Plan Collect
Data Identify an Area of Focus
24. 24. Participatory action research • Participatory: people
conduct studies on themselves • Practical and collaborative •
Emancipatory (Challenges procedures) • Helps individuals free
themselves from constraints found in media, language, work
procedures, and power relationships • Reflexive focused on
bringing about change in practices
25. 25. Action Research Interacting Spiral
26. 26. Key characteristics of Action Research • A practical focus •
The educator-researcher’s own practices • Collaboration •
Dynamic process • A plan of action • Sharing research
27. 27. Practical focus • A problem that will have immediate
benefits for – Single teacher – Schools – Communities
28. 28. Study of the educator- researcher’s own practices • Self
reflective- research by the educator- researchers turns the
lens on their own educational classroom, school, or practices.
29. 29. Collaboration Administrators Sta! Teachers Students
Parents Community Stakeholders Collaborative Team
30. 30. A dynamic process • Dynamic process of spiraling back and
forth among reflection, data collection, and action • Does not
follow a linear pattern • Does not follow a causal sequence
from problem to action
31. 31. A plan of action • The action researcher develops a plan of
action • Formal or informal; involve a few individuals or an
entire community • May be presenting data to stakeholders,
establishing a pilot program, or exploring new practices
32. 32. Sharing research • Groups of stakeholders • Local schools,
educational personnel • Local or state individuals • Not
specifically interested in publication but in sharing with
individuals or groups who can promote change
33. 33. The problem is only one phase in which to enter
Identifying “Problem” Collecting Data Evaluating Existing Data
Taking Action Point of Entry Point of Entry Point of Entry Point
of Entry
34. 34. What are the steps in conducting action research? •
Determine if action research is the best design to use. •
Identify the problem to study • Locate resources to help
address the problem • Identify the information you will need
35. 35. Taxonomy of action research data collection techniques
Action Research Data Collection Techniques (The Three E’s)
Experiencing Enquiring Examining (By observing) (By asking)
(by using records) Participant Observation (Active participant)
Passive Observer Informal Interview Structured formal
Interview Questionnaires Attitude Scales Standardized Tests
Archival documents Journals Maps Audio and Videotapes
Artifacts Fieldnotes
36. 36. What are the steps in conducting action research? •
Implement the data collection • Analyze the data • Develop a
plan for action • Implement the plan and reflect
37. 37. How do you evaluate action research? • Does the project
clearly address a problem or issue in practice that needs to be
solved? • Did the action researcher collect su!icient data to
address the problem? • Did the action researcher collaborate
with others during the study? Was there respect for all
collaborators?
38. 38. How do you evaluate action research? • Did the plan of
action advanced by the researcher build logically from the
data? • Is there evidence that the plan of action contributed to
the researcher’s reflection as a professional? • Has the
research enhanced the lives of the participants by
empowering them, changing them, or providing them with
new understanding?
39. 39. How do you evaluate action research? • Did the action
research actually lead to change or did a solution to a
problem make the di!erence? • Was the action research
reported to audiences who might use the information?
40. 40. 10 Coping Strategies Jean McNi!, Action Research,
Principles and Practice, McNi!,1988, 144-145 1. Don't Give Up
2. Enlist the Help of Colleagues 3. Keep a Positive Attitude 4.
Be Prepared to Compromise 5. Be Generous 6. Go Public 7.
Join a Local Action Research Group 8. Establish a Reputation
for Success 9. Publish Reports in Journals 10. Have Faith in
Your Own Knowledge.
41. 41. 10 Guidelines for Teachers Fullan and Hargreaves (1991),
quoted in Change Forces, Fullan, 1993, 144 1) Locate, listen to
and articulate your inner voice 2) Practice reflection in action,
on action, and about action. 3) Develop a risk-taking
mentality. 4) Trust processes as well as people. 5) Appreciate
the total person in working with others. 6) Commit to working
with colleagues. 7) Redefine your role to extend beyond the
classroom. 8) Push and support principals and other
administrators to develop interactive professionalism. 9)
Commit to continuous improvement and perpetual learning.
10)Monitor and strengthen the connection between your
development and students' development
42. 42. Improving School E!ectiveness Using the PDSA Cycle and
The Action Plan Carlos Viera Miami-Dade Count Public
Schools
43. 43. Plan-Do-Study-Act • An approach to process analysis and
improvement. • Involves constantly defining and redefining
the customers’ needs and wants. • PDSA is a versatile tool that
can be used for planning, problem solving, and decision
making- to solve problems in the classroom.
44. 44. Benefits of PDSA Instructional Cycle 1. Teachers have
flexibility in how to teach by focusing on what to teach. 2. It
emphasizes key skills for every student and allows them to
retain skills in order to build higher skills. 3. It encourages
collaboration among teachers, students, and instructional
support sta!. 4. It promotes active learning and student
involvement in the learning process.
45. 45. 1. It places the ultimate responsibility of learning on the
learner 2. It aligns planning, instruction, assessment, and
support towards students performance. 3. It is data driven so
it removes subjectivity. 4. It contributes to climate of
achievement and success. 5. It is a proven approach that
achieves results.
46. 46. The Eight-Step Process 1. Test Score Disaggregation
Student test scores used to identify Instructional groups
(weak/strong). 2. Time Line Development Develop time line
encompassing all objective areas based on student needs. 3.
Instructional Focus Deliver Instructional focus lessons to
students based on schedule. 4. Assessment Administer an
assessment to identify mastery and non-mastery students. 5.
Tutorials Provide tutorial time to re-teach non mastered target
areas. 6. Enrichment Provide enrichment opportunities for
mastery students. 7. Maintenance Provides materials for
ongoing maintenance and re-teaching. 8. Monitoring Principal
assumes the role of instructional leader, involved in teaching
and learning process.
47. 47. An Example: The PDSA Cycle at the School Site
48. 48. Plan : •Disaggregate data: •Know where you are/going •To
show improvement •Evaluates teachers/students •Ongoing to
identify any problems •Provides instructional direction •Create
Calendar to achieve goals Do : •Instructional Focus: •Make it a
school wide activity •Provide instructional focus sheets to
teachers and other faculty •Solicit feedback from teachers
•Ask students randomly what is the instructional focus. Act
•Reinforce – review what has been taught •Refocus
(Development) -remediate during school hours for non-
mastery students •Refocus (Enrichment)- mastery students
receive advanced or challenging work Study •Provide frequent
assessments •Collect data to identify mastery and/or non-
mastery •Assessments should “look and feel” like
accountability tests. •Teachers should meet to review scores
and share improvement ideas.
49. 49. AR Links •
[Link]
[Link]
[Link]
50. 50. Action Research (Geo!rey E. Mills, 2nd Edition) • Slides
from Action Research: A Guide for the Teacher Researcher
51. 51. A Comparison of Traditional Research and Action Research
What? Traditional Research Action Research Who? Conducted
by university professors, scholars, and graduate students on
experimental and control groups Conducted by teachers and
principals on children in their care Where? In environments In
schools and
52. 52. • Action Research engages teachers in a four-step process
1. Identify an area of focus 2. Collect Data 3. Analyze and
interpret data 4. Develop an action plan
53. 53. • The values of critical action research dictate that all
educational research should be socially responsive as well as:
1. Democratic- Enabling participation of people 2. Equitable-
Acknowledging people’s equality of worth 3. Liberating-
Providing freedom from oppressive, debilitating conditions 4.
Enhancing-Enabling the expression of people’s full human
potential (stringer,1993 p.148)
54. 54. The Process of Action Research • Actually try the process to
convince yourself that the investment of time and energy are
worth the outcomes • Recognize that action research is a
process that can be undertaken without negatively a!ecting
your personal and professional life • Seek support from your
professional colleagues
55. 55. Clarifying a General Idea and an Area of Focus •
Statement/Observation: Students do not seem to be engaged
during teen theater productions – Questions: How can I
improve their engagement ? • Statement. Observation:
Students take a lot of time to learn problem solving in
mathematics, but this process doesn’t appear to transfer to
their acquisition of other mathematics skills and knowledge –
Question: How can I improve the integration and transfer of
problem-solving skills in mathematics? •
Statement/Observation: Parents are unhappy with regular
parent-teacher conferences – Question: How can I improve the
conferencing process using student-led conferences?
56. 56. The Action Research Plan 1. Write an area-of-focus
statement 2. Define the variables 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 resources 9. Develop data
collection ideas
57. 57. For Further Thought 1. What general ideas do you have for
action research? 2. What is your area of focus? 3. Complete the
following statement: “The purpose of the study is to…” 4.
Conduct an initial search of the related literature using ERIC
on-line 5. Conduct an action plan that includes an area-of-
focus statement, definitions, research questions, a description
of the intervention, membership of the action research group,
negotiations to be undertaken, a timeline, the necessary
resources for the project, and data collection ideas
58. 58. Outline of AR report • 1. Area of Focus • 2. Related
Literature • 3. Defining Variables • 4. Research questions • 5.
Description of the intervention • 6. Data collection • [Link]
Analysis • 8. Action Plan

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