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TOPIC 4
ACTION RESEARCH
CONCEPT and MODELS
SYNOPSIS
Topic 4 discusses the types of action research available to
practitioners and explains their theoretical underpinnings,
characteristics, importance and issues/challenges with the action
research approach in the educational literature. Next the six
models and types of action research that are commonly used by
practitioners will be explored and distinctions will be made during
the module.
LEARNING OUTCOMES
By the end of this topic, you will be able to:
identify the various approaches that are located in the action research
paradigm
FRAMEWORK OF TOPICS
ACTION
RESEARCH
DEFINITIONS
CHARACHTERISTICS
IMPORTANCE
ISSUES/
CHALLENGES
TYPES
Purpose of the
Questions
Research
approach
types of action
I want to ask
approach
Elliots
approach
Kemmis
approach
research
Whiteheads
approach
Lewins
approach
understand how to change the outside in order to make ones practice better.
These six features identify the major assumptions of an action research project:
1. Aims to cause improvement and change to the teaching, social
relationships, social justice of the professional environment (Carr
& Kemmis 1986; Schoen 2007; Stringer 2007).
2. Conducted by practitioners to investigate real world practice,
rather than by specialist on their behalf (Reason & Bradbury
2006; Stringer 2007; Tomal 2003).
3. It is described as insider research as it is the person who
diagnoses a problem, and systematically searches for a solution
through a spiral of research cycles that consist of problem
analysis, strategic planning, action, reflection and critical
observation (Craig 2009; Coghlan & Brannick 2009; Mertler
2006; Kemmis & McTaggart 1988; Sagor 2005).
4. It is fundamentally collaborative, social, participatory and
democratic as the research team on the scene investigates the
problem together and each research partner has an equal say in
2. Collecting data
Collect existing archival data
Use additional multiple data sources
Collect data regularly
Promote collective ownership of data
Monitor data collection
3. Organizing data
Count instances, events, and artifacts
Display data in tables and charts
Arrange data by classroom, grade level, and school
Organize for analysis
5. Taking action
Combine data analysis with that from professional literature
Select best options for action
Craft short- and long-term action plans
Implement some actions immediately
Assess implementation of selected actions
Rinse and Repeat (start cycle two all over again)
What Action Research Is Not (Adapted from Kemmis & McTaggart, 1988).
Action research is not done 'to" other people. Action research is research by
practitioners on their 'own' work, and it is done with the help of other
practitioners.
During and around the time of the intervention, pertinent observations are
collected in various forms. (Monitoring the implementation by Observation. )
The new interventional strategies are carried out, and the cyclic process
repeats, continuing until a sufficient understanding of (or implement able
solution for) the problem is achieved (Reflection and Revision).
Figure 1 clearly displays the iterative nature of AR along with the major steps of
planning, action, observation and reflection before revising the plan . This may be
thought of as similar in nature to the numerical computing technique known as
successive approximation - the idea is to close in upon a final goal or outcome by
repeated iterations.
Later protocols reflect changes in the goal as determined via experience during the
reflections of earlier iterations of AR. For instance, Figure 2 reflects the evolution of
the general idea or main topic of interest throughout the process.
Perhaps the key component involved in action research is the notion of praxis.
Action research is intended to be the reflective counterpart of practical diagnosis
(Elliott, 1978). Schon (1983) describes the use of reflection to generate models from
a body of previous knowledge. These models are used to re-frame a problem; then
experiments are performed to bring about outcomes which are subjected to further
analysis. This model (called reflection-in-action) frames means and ends
interdependently and recognizes that there is little or no separation of research from
practice, little or no separation of knowing and doing. Schon's model of reflection-inaction compliments the iterative and investigative natures of action research.
We modify what we are doing in the light of what we have found, and continue
working in this new way (try another option if the new way of working is not
right)
and so on
what is my concern?
Why am I concerned?
How does the data help me to clarify the meanings of my embodied values as
these emerge in practice?
To be improving my practice?
Breaking the general plan down into achievable steps the action researchers still on
the first action step, a change in strategy which aims not only at improvement, but at
a greater understanding about what is will be possible to achieve later as well.
Group
action and the action of individual members of the group is subjected to critical
reflection.
The cyclic nature of the Lewinian approach recognises the need for action plans to
be flexible and responsive. It recognises that, given the complexity of social
situations, in practiced is never possible to anticipate everything that needs to be
done. Lewins deliberate overlapping of action and reflection was designed to allow
changes in plans for action as the people involved learned from their own
experience. Put simply action research is the way groups of people can organize the
conditions under which they can learn from their own experience and make this
experience accessible to others.
References:
Gabel, D. (1995). NARST President's Speech. Presented at the annual meeting of
the National Association for Research in Science Teaching, San Francisco, CA.
Hopkins, D. (1985). A teacher's guide to classroom research. Philadelphia: Open
University Press.
Kemmis, S., & McTaggart, R. (Eds.). (1990b). The action research reader. Victoria:
Deakin University.
Schon, D. A. (1983). The reflective practitioner : How professionals think in action.
New York: Basic Books.
Dan MacIsaac, 1996 (http://www.physics.nau.edu/~danmac)