ACTION RESEARCH

LEILANI SAMSON CUNANANAssistant Schools Division

Superintendent

LEILANI SAMSON CUNANANAssistant Schools Division

Superintendent

What is Action Research?A process in which participants examine their

own educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions:

- Teachers and principals work best on problems

that they have identified for themselves

- teachers and principals become more effective

when encouraged to examine and assess their

own work and then consider ways of working

differently

- teachers and principals help each other by

working collaboratively

- working with colleagues helps teachers and

principals in their professional development

(Watts, 1985, p. 118)

Action research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future.

This research is carried out within the context of the teacher’s environment – that is, with the pupils/students and at the school in which the teachers work – on questions that deal with educational matters at hand.

Action research is a practical, dynamic process that an educator uses to improve his/her practice.  

It is practical and often

collaborative. Action research may “mix methods”  for analysis.

Taking action to improve teaching and learning plus systematic study of the action and its consequences.

It is typically designed and conducted by practitioners who analyze data from their workplace to improve their own practice.

Type of applied research in which the researcher is actively involved in the cause for which the research is conducted.

Fits within the rich tradition of qualitative research that has emerged from the fields of anthropology, sociology, and ethnography.

What is not action research?

Not a library project where we learn more about a topic that interests us

It is not problem solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve

Not about doing research on or about people, or finding all available information on a topic looking for the correct answers. It involves people working to improve their skills, techniques and strategies.

Not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact pupils/students.

Two main Types of Educational Research Designs/Methods

1. Quantitative method

2. Qualitative method

Educational Research Designs/Methods

Quantitative - Uses numbers and statistics; designed for objectivity - Identifies a research purpose or question, often in the form of a hypothesis or prediction. Quantitative designs are Designs that manipulate variables (attributes that can change and be measured)

Between Groups:►Experimental-comparison of “treatment” effects on groups; random assignment to groups ►Quasi-experimental- comparison of groups; uses intact groups

Example:  compares the effects of two teaching strategies on mathematics achievement

►Factorial-studies interaction effectsExample: looks for differential impact of

teaching strategies on sub-groups of students

Within-Groups:Within-Groups:►Time Series:  studies effects of one treatment on one group over time

Example:  impact of feedback on group achievement

►Repeated Measures:  studies effects of more than one treatment on one group over time

Example:  impact of feedback and group discussion on achievement

►Single subject designs-studies impact of intervention on one student or small group of students

Example: study impact of behavioral intervention

Designs that relate or summarize variables---

►Correlation: finds relationships among variables Example: relationship between self-

concept and achievement ►Survey: finds attitudes, opinions, or

behaviors; looks for trends; uses questionnaires or structured interviews; often includes demographic informationExample: assess student attitudes toward

science

Qualitative Design:

Qualitative: ►Analyses words and documents; acknowledges subjectivity; uses non-numerical data►Collect data based on a “central phenomenon” to be studied, (e.g. the interactions in a third grade classroom or lunch room behavior )►an umbrella term encompassing a wide range of methods, such as interviews, case studies, ethnographic research and discourse analysis, to name just some examples.

Qualitative Design qualitative methods are more suited to looking at the meaning of particular events or circumstances.►Does not manipulate variables ►Uses observations, open-ended interviews, analysis of documents, analysis of audio-visual materials ►May result in theory development (grounded theory), description of culture (ethnography or case study), stories ►Researcher acknowledges his/her role in study ►Sampling is purposeful rather than random

Types of Action Research

Individual Teacher Action Research

Collaborative Action Research

School-wide Action Research

District-wide Action Research

Types of Action Research

Individual Teacher Research

Collaborative Action Research

School-wide Action Research

District-wide Action Research

FOCUS Single classroom issue

Single classroom or several classrooms w/ common issue

School issue, problem, or area of collective interest

District issueOrganizational structures

POSSIBLE SUPPORT NEEDED

Coach/mentorAccess to technologyAssistance w/ data organization & analysis

Substitute teachersRelease timeClose link w/ administrators

School commitmentLeadershipCommunicationExternalpartners

District CommitmentFacilitatorRecorderCommunicationExternal partners

Types of Action Research

Individual Teacher Research

Collaborative Action Research

School-wide Action Research

District-wide Action Research

POTENTIAL IMPACT

CurriculumInstructionAssessment

CurriculumInstructionAssessmentPolicy

Potential to impact to school restructuring and changePolicyParent involvementEvaluation of programs

Allocation of resourcesProfessional dev’t activitiesOrganizational structuresPolicy

SIDE EFFECTS

Practice informed by dataInformation not always shared

Improved collegialityFormation of partnerships

Improved collegiality, collaboration & communicationTeam buildingDisagreements on process

Improved collegiality, collaboration & communicationTeambuildingDisagreements on processShared vision

ACTION RESEARCH MODEL(Adapted from Susman 1983)

DIAGNOSING

Identifying or Defining a problem

DIAGNOSING

Identifying or Defining a problem

ACTION PLANNING

Considering alternative courses of

action

ACTION PLANNING

Considering alternative courses of

action

EVALUATING

Studying the consequences of an

action

EVALUATING

Studying the consequences of an

action

SPECIFYING LEARNING

Identifying general findings

SPECIFYING LEARNING

Identifying general findings

TAKING ACTION

Selecting a course of action

TAKING ACTION

Selecting a course of action

Steps to the Action Research Process

AREA OF FOCUS: (What is your chosen area of focus?

How does it directly impact student achievement? Why did you choose this area?)

TARGET GROUP: (Who are the students you are trying to

impact? (use first names only or another identifier) How do you think this strategy or content focus will benefit the target group?)

• BASELINE DATA: (What are the baseline data

that support your choice for this area of focus? What patterns or trends do you see in the data?)

IMPLEMENTATION PLAN: (What is your plan to

implement the strategy or content knowledge? How did you involve the stakeholders in the planning process?)

• SMART OBJECTIVES:

(Identify at least one SMART objective related to improved student performance.)

Specific,Measurable,Attainable,Results-oriented,Time-bound and Tied to Student

Achievement

• PROCEDURES & MEASURES:

(What are the steps you will follow? How will you measure student progress?)

DATA COLLECTION: (What data will be collected? How

often?)

• IMPLEMENTATION: (Describe the actual

implementation of your plan.)

DOCUMENTATION OF ADJUSTMENTS: (How did the plan change during

the course of the AR timeline? What prompted the change in plan? What were the effects of the changes?)

• REPORTING RESULTS & IMPLICATIONS FOR FUTURE:

(What are your results and how will you share them? How will the results impact your teaching in the future?)

(What are your results? How does the baseline data compare to the ending data? How will you share results with stakeholders? How will you share results with others in your school? How will the results impact your teaching in the future?)

ILLUSTRATIVE SAMPLE

Study Title: Collaborative Process Intervention:

An Action Research Study

Stage 1: Problem Statement/Initial Diagnosis

The study presents the problem statement indicating that the school was on the verge of an educational crisis and was experiencing low teacher morale, conflict, mediocre student test scores, high disciplinary incidents, poor facilities, and instructional materials.

Stage 2: Data Collection

The method of collecting data consisted of an organizational survey and examination of student test scores from the Iowa Test of Basic Skills of Reading and Total Math.

Stage 3: Analysis/Feedback

The analysis consisted of establishing a benchmark of the student tests based upon the Iowa Test of Basic Skills of Reading and Total Math as well as the mean scores from the organizational survey, which consisted of items such as staff morale, school facilities, instructional programs, fiscal management, etc. The feedback process involved reporting the results of the survey to the stakeholders (e.g., educators, parents, and community members).

Stage 4: Action Planning

The action planning process consisted of forming quality teams (e.g., multicultural, policies, student achievement, and safety) in which action plans were developed.

Stage 5: Implementation

The action plans were implemented, which included an extended school day, multicultural events, staff development, improved school policies, upgrading school facilities, and new instructional programs.

Stage 6: Evaluation And Follow Up

An evaluation of the results of the actions included improved test scores (Iowa Test of Basic Skills–overall reading, 3.5%, total math, 1%), and improved staff morale, school facilities, instructional programs, fiscal management, and decreased student disciplinary incidents and crime based upon a follow-up organizational survey, observations, and test analyses.

Benefits of Action Research

Focus on school issue, problem, or area of collective interest

Form of teacher professional developmentCollegial interactionsPotential to impact school changeReflect on own practiceImproved communications

Frequently Asked Questions Q: What is action research?A: Action research is a deliberate, solution-oriented

investigation that is group or personally owned and conducted. It is characterized by a spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and finally, problem redefinition. The linking of the terms “action” and “research” highlights the essential features of this method; trying out ideas in practice as a means of increasing knowledge about improving curriculum, teaching, and learning (Kemmis & McTaaggart, 1988)

Q: What is the purpose of action research?

A: Action research is used for various purposes: school-based curriculum development, professional development, systems planning, school restructuring, and as an evaluative tool.

Q: How can teachers become researchers?

A: A teacher can decide to tackle a problem alone or join with others to learn more how children learn. They can meet after school or during common time to discuss the nature of a problem and decide on a strategy based on an analysis of data.

Q: How can I use my action research in my classroom?

A: You can use it to chart the effects of implementation of a curriculum or strategy, to study student learning and responses, or to profile individual students.

Q: How does action research benefit students in the classroom?

A: Action research can improve the teaching and learning process by reinforcing, modifying or changing perceptions based on informal data and non-systematic observations.

Q: How does action research benefit teachers?

A: Teacher learn what it is that they are able to influence and they make changes that produce results that show change. The process provides the opportunity to work with others and to learn from the sharing of ideas.

Q: Why should schools engage in action research?

A: Reasons for performing action research fall into three categories: to promote personal and professional growth, to improve practice to enhance student learning, and to advance the teaching profession (Johnson, 1995)

Q: What gains can be made from action research that affect students?

A: Change is based on data; the student is the subject and object of inquiry

Q: Does action research take away from other instructional time?

A: Time must be made to organize, study, collect data, analyze data, and for dissemination.

Q: Who will manage action research projects?

A: Projects can be managed by individual teacher or a team leader. With school-wide or district-wide projects, it is not unusual for an outside facilitator to manage the project.

THANK YOU!THANK YOU!