Action Research Spring2008

Action Research in
Education
Dr. Tarek Chebbi, FIU
Action Research - Power Point by:

Jack Whitehead, Action Research,

Principles and Practice, McNiff, 1988, ix
We must find a way of

bridging the traditional
divide between
educational theory and
professional practice.
Definition (1)
Action research is a research that ANY of
us can do on his/her own 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.

Definition (2)
Action research is a process in
which participants examine
their own educational practice,
systematically and carefully,
using the techniques of
research.
What is action research?

Action research can be described as a
family of research methodologies which
pursue ACTION (or Change) and
RESEARCH (or Understanding) at the
same time.

What is AR? (Contd)

Action research is inquiry or research in the context of
focused efforts 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.

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 effective the new approaches
were;
To share feedback with fellow team members;
To make decisions about which new approaches
to include in the practice.
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)

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.
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 affected by
the change are involved) and qualitative.
Why AR?
It is participatory ;
It is from within and not from an external
Experts eye
Very real presences can emerge in the
dynamically unfolding relations which can
teach us new ways of conducting our
practice.
Why AR? (Contd)
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 often shaky or no knowledge of
the given situation, thinking that with a few
questions, he/she can get enlightening answers.
It is difficult to grasp the issues of a group or
community by an outsider who has limited
interaction with the group.
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

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).
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

How did action research

develop?
Teacher and school inquiries
2000s
1990s
1980s
1970s
(e.g. teacher-initiated
research studies)
School-based
site councils
(e.g. School
Committees)
Professional inquiry by
teachers (e.g. self-study)
In-service days (e.g. teacher

staff development activities)
Toward Action Research in the USA

Action research designs

Action Research
Practical
Participatory
Studying local practices

Involving individual or teambased 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

Practical action research:

The Research Spiral
(Mills, 2000)
Identify an
Area of Focus
Develop an
Action Plan
Collect Data
Analyze and
Interpret Data
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

Action Research
Interacting Spiral

Key characteristics of
Action Research
A practical focus
The educator-researchers own practices
Collaboration
Dynamic process
A plan of action
Sharing research
Practical focus
A problem that will have immediate
benefits for
Single teacher
Schools
Communities

Study of the educatorresearchers own practices

Selfreflective research by the educatorresearchers turns the lens on their own
educational classroom, school, or
practices.

Collaboration
Students
Community
Stakeholders
Teachers
Collaborative
Team
Parents
Staff
Administrators
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

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
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

The problem is only one

phase in which to enter
Identifying
Problem
Collecting
Data
Evaluating
Existing
Data
Point of
Entry
Point of
Entry
Point of
Entry

Taking
Action
Point of
Entry
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
Taxonomy of action research

data collection techniques
Action Research
Data Collection Techniques
(The Three Es)
Experiencing
Enquiring
(By observing)
(by using records)
(By asking)
Participant Observation
(Active participant)
Passive Observer
Examining
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests

Archival documents
Journals
Maps
Audio and
Videotapes
Artifacts
Fieldnotes
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

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 sufficient data
to address the problem?
Did the action researcher collaborate with
others during the study? Was there respect for
all collaborators?


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 researchers reflection as a
professional?
Has the research enhanced the lives of the
participants by empowering them, changing
them, or providing them with new
understanding?

research?
Did the action research actually lead to change
or did a solution to a problem make the
difference?
Was the action research reported to audiences
who might use the information?

10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,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.
10 Guidelines for Teachers

Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144
1)
2)
3)
4)
5)
6)
7)
8)
Locate, listen to and articulate your inner voice

Practice reflection in action, on action, and about action.
Develop a risk-taking mentality.
Trust processes as well as people.
Appreciate the total person in working with others.
Commit to working with colleagues.
Redefine your role to extend beyond the classroom.
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
Improving School
Effectiveness Using the
PDSA Cycle and The
Action Plan
Carlos Viera
Miami-Dade Count Public Schools


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.


Benefits of PDSA Instructional Cycle

1.
2.
3.
4.
Teachers have flexibility in how to teach by

focusing on what to teach.
It emphasizes key skills for every student and
allows them to retain skills in order to build higher
skills.
It encourages collaboration among teachers,
students, and instructional support staff.
It promotes active learning and student involvement
in the learning process.

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.

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
4. Assessment
Deliver Instructional focus lessons to

students based on schedule.
Administer an assessment to identify

mastery and non-mastery students.
5. Tutorials
6. Enrichment
Provide tutorial time to re-teach non

mastered target areas.
Provide enrichment opportunities for

mastery students.
7. Maintenance
8. Monitoring
Provides materials for ongoing
Principal assumes the role of

instructional leader, involved in
maintenance and re-teaching.
teaching and learning process.

An Example:
The PDSA Cycle
at the School Site
Plan :
Do :
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
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
Study
Reinforce review what has been

taught
Refocus (Development) -remediate
during school hours for nonmastery students
Refocus (Enrichment)- mastery
students receive advanced or
challenging work
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.

AR Links
http://educ.queensu.ca/projects/action_research/15quote.htm
http://carbon.cudenver.edu/~mryder/reflect/act_res.html
http://arj.sagepub.com/

Action Research
(Geoffrey E. Mills, 2nd Edition)
Slides from Action Research: A Guide for
the Teacher Researcher

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?
InAction
environments
Research - Power Point by:In schools and
Action Research engages teachers in a

four-step process
1.
2.
3.
4.
Identify an area of focus

Collect Data
Analyze and interpret data
Develop an action plan

The values of critical action research dictate

that all educational research should be
socially responsive as well as:
1.
2.
3.
4.
Democratic- Enabling participation of people

Equitable- Acknowledging peoples equality of
worth
Liberating-Providing freedom from oppressive,
debilitating conditions
Enhancing-Enabling the expression of peoples full
human potential (stringer,1993 p.148)
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 affecting
your personal and professional life
Seek support from your professional colleagues

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
doesnt 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?
The Action Research Plan

1.
2.
3.
4.
5.
6.
7.
8.
9.
Write an area-of-focus statement

Define the variables
Develop research questions
Describe the intervention or innovations
Describe the membership of the action research
group
Describe negotiations that need to be undertaken
Develop a timeline
Develop a statement of resources
Develop data collection ideas
For Further Thought

1.
2.
3.
4.
5.
What general ideas do you have for action research?

What is your area of focus?
Complete the following statement: The purpose of
the study is to
Conduct an initial search of the related literature
using ERIC on-line
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
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
7.Data Analysis
8. Action Plan

Action Research Spring2008

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Action Research in

Action Research - Power Point by:

Jack Whitehead, Action Research,

We must find a way of

Action Research - Power Point by:

What is action research?

Action Research - Power Point by:

What is AR? (Contd)

Action Research - Power Point by:

Reference Wadsworth, Y. (1998)

How Action Research

Why AR? (Contd)

It is the most logical way of doing research on

Purposes and uses of Action Research

Action Research - Power Point by:

What is action research?

When do you use action

Action Research - Power Point by:

How did action research

In-service days (e.g. teacher

Toward Action Research in the USA

Action Research - Power Point by:

Action research designs

Studying local practices

Studying social issues

Action Research - Power Point by:

Practical action research:

Participatory action research

Action Research - Power Point by:

Action Research - Power Point by:

Action Research - Power Point by:

Study of the educatorresearchers own practices

Action Research - Power Point by:

Action Research - Power Point by:

Action Research - Power Point by:

The problem is only one

Action Research - Power Point by:

What are the steps in

Taxonomy of action research

(by using records)

Action Research - Power Point by:

What are the steps in

Implement the data collection

Action Research - Power Point by:

How do you evaluate action

Action Research - Power Point by:

How do you evaluate action

Did the plan of action advanced by the

How do you evaluate action

Action Research - Power Point by:

10 Guidelines for Teachers

Locate, listen to and articulate your inner voice

Action Research - Power Point by:

Action Research - Power Point by:

Action Research - Power Point by:

Action Research - Power Point by:

Benefits of PDSA Instructional Cycle

Teachers have flexibility in how to teach by

Action Research - Power Point by:

1. It places the ultimate responsibility of learning

Action Research - Power Point by:

The Eight-Step Process

2. Time Line Development

Deliver Instructional focus lessons to