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Prayers

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Action Research: An Action Research: An IntroductionIntroduction

CE: ELM MOMBASACE: ELM MOMBASA

APRIL 29, 2011APRIL 29, 2011

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Learning Opportunities Learning Opportunities Define action ResearchDefine action ResearchExplain the nature and purpose of Explain the nature and purpose of

action researchaction research Identify the key outcomes of action Identify the key outcomes of action

researchresearchDescribe the four moments of Describe the four moments of

action researchaction research

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Guiding questions for sessions on Guiding questions for sessions on AR in Phase One:AR in Phase One:

What is Action Research?What is Action Research?When would it be appropriate When would it be appropriate

for a teacher/educational for a teacher/educational leader to carry out Action leader to carry out Action Research?Research?

How do you identify an area of How do you identify an area of inquiry?inquiry?

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Words What do they Mean?Words What do they Mean?

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DiscussionDiscussionWhat is your immediate reaction What is your immediate reaction

when you hear the word ‘research’? when you hear the word ‘research’? Has any of you been involved in any Has any of you been involved in any

research? What was it about? What research? What was it about? What was your role? was your role?

How then can you define research? How then can you define research?

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PresentationPresentationEXPLORERSEXPLORERSLL

INVESTIGATORSINVESTIGATORSLL

FINDERSFINDERSLL

SEARCHERSSEARCHERSLL

RESEARCHERSRESEARCHERSLL

INQUIRERSINQUIRERSLL

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Research: DefinitionResearch: DefinitionResearch is an ORGANISED Research is an ORGANISED

and SYSTEMATIC way of and SYSTEMATIC way of FINDING ANSWERS to FINDING ANSWERS to questions.questions.

From:From: http://linguistics.byu.edu/faculty/henrichsenl/researchmethods/RM_1_01.html

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Definition of ARDefinition of AR““Action research is an Action research is an

enquiry which is carried out enquiry which is carried out in order to understand, to in order to understand, to evaluate and then to evaluate and then to change in order to improve change in order to improve educational practice,” educational practice,” (Bassey, 1998: 93(Bassey, 1998: 93).).

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Definition of ARDefinition of ARAction Research is the Action Research is the

process by which process by which practitioners attempt to study practitioners attempt to study their problems scientifically in their problems scientifically in order to guide, correct, and order to guide, correct, and evaluate their decisions and evaluate their decisions and actions (Corey, 1953)actions (Corey, 1953)

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Definition of ARDefinition of AR Action Research is a methodology that Action Research is a methodology that

combines ‘action’ and ‘research’ together. combines ‘action’ and ‘research’ together. During a study, the researcher is During a study, the researcher is repeatingrepeating the process of performing an the process of performing an actionaction, , reflectingreflecting on what has happened and using on what has happened and using this information to this information to planplan their next action. their next action. This process of action research has a This process of action research has a refining effect on action and the researcher refining effect on action and the researcher gains an understanding of what is going on.gains an understanding of what is going on.

(Dick, 1999)(Dick, 1999)

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Definition of ARDefinition of AR

Research may also be defined Research may also be defined as a process of systematic as a process of systematic investigation leading to investigation leading to increased understanding of a increased understanding of a phenomenon or issue of phenomenon or issue of interest. (Stringer , 2004)interest. (Stringer , 2004)

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Cyclic nature of ARCyclic nature of AR

(Kemmis and Mc Taggart, 1988)

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A (usually A (usually cycliccyclic) process by which ) process by which change and understanding can be change and understanding can be pursued at one time, with action and pursued at one time, with action and critical reflection taking place in turn. critical reflection taking place in turn. The reflection is used to review the The reflection is used to review the previous action and plan the next previous action and plan the next oneone..

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The PlanThe Plan Prior to actionPrior to action Constructed actionConstructed action Forward lookingForward looking TentativeTentative Should put into consideration the Should put into consideration the

possible constraintspossible constraints Must be flexibleMust be flexible

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ActionAction Deliberate and controlledDeliberate and controlled Thoughtful variation of practiceThoughtful variation of practice Guided by the plan but not completely Guided by the plan but not completely

controlled by itcontrolled by it It involves risk as it happens in real It involves risk as it happens in real

contextcontext It requires instant decisionsIt requires instant decisions It shows the practitioner at work – It shows the practitioner at work –

thoughghtful and constructivethoughghtful and constructive

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ObservationObservation Has the function of documenting the Has the function of documenting the

effects of action – (data gathering)effects of action – (data gathering) Must be plannedMust be planned Must be responsive and open endedMust be responsive and open ended It should focus on the action, its It should focus on the action, its

effects, and the contexteffects, and the context Provides the basis for reflectionProvides the basis for reflection

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ReflectionReflection Retrospective – recall action as has Retrospective – recall action as has

been recordedbeen recorded Seeks to make sense of the process, Seeks to make sense of the process,

problems, issues, constraintsproblems, issues, constraints Should be aided by discussion among Should be aided by discussion among

participantsparticipants Has evaluative aspectHas evaluative aspect Provides the basis for the revised planProvides the basis for the revised plan

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Think BackThink BackList two concepts that you List two concepts that you

found intriguing in the found intriguing in the presentation.presentation.

List one aspects that is still List one aspects that is still puzzling in your mind puzzling in your mind

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Guest Speaker

Action Research through the Habits of Mind

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Share

Muddiest point

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Four Key Moments of ARFour Key Moments of AR

SYSTEMATICSYSTEMATIC

ORGANISEDORGANISED

FINDING ANSWERSFINDING ANSWERS

QUESTIONSQUESTIONS

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SYSTEMATICSYSTEMATIC there is a definite set of there is a definite set of

procedures and steps procedures and steps which a researcher follows which a researcher follows in the research process in the research process which are always done in which are always done in order to get the most order to get the most accurate results.accurate results.

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ORGANISEDORGANISED

there is a structure or there is a structure or method in going about method in going about doing research. It is a doing research. It is a planned procedure, not planned procedure, not spontaneous one.spontaneous one.

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FINDING ANSWERS FINDING ANSWERS

is the end of all research. is the end of all research. Whether it is the answer to a Whether it is the answer to a hypothesis or even a simple hypothesis or even a simple question, research is question, research is successful when we find successful when we find answers. Sometimes the answers. Sometimes the answer is No, but it is still an answer is No, but it is still an answeranswer..

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QUESTIONSQUESTIONS

are central to research. are central to research. Research is focused on Research is focused on relevant, useful, and relevant, useful, and important questions. important questions. Without a question, Without a question, research has no focus, research has no focus, drive, or purposedrive, or purpose..

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QUESTIONING SKILLS BY GIOKO, ASample Action Research Sample Action Research

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Outcomes of Action ResearchOutcomes of Action Research

Addresses practical Addresses practical problemsproblems

Generates knowledgeGenerates knowledgeEnacts changeEnacts changeIs participatoryIs participatoryIs a cyclic processIs a cyclic process

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Levels of Action ResearchLevels of Action Research

Individual Teachers:Individual Teachers:Focuses on changes in Focuses on changes in one classroom e.g. one classroom e.g. classroom management, classroom management, instructional strategies, instructional strategies, use of materials, etc.use of materials, etc.

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Levels of Action ResearchLevels of Action Research

Groups of teachers with Groups of teachers with similar concerns:similar concerns:Focuses on changes in one Focuses on changes in one

or more classrooms, grade, or more classrooms, grade, team or department having team or department having the same problem.the same problem.

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Institutional (School) LevelInstitutional (School) LevelFocuses on whole school Focuses on whole school

issues e.g. school issues e.g. school improvement, students’ improvement, students’ discipline, school –parent discipline, school –parent relationships, etc.relationships, etc.

Levels of Action ResearchLevels of Action Research

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Characteristics of Action ResearchCharacteristics of Action Research

AR tends to:AR tends to:Cyclical (spiral) –similar steps tend to Cyclical (spiral) –similar steps tend to

recur, in a similar sequence.recur, in a similar sequence.Participative – the clients and Participative – the clients and

informants are involved as partners, informants are involved as partners, or at least active participants, in the or at least active participants, in the research process.research process.

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Characteristics of Action Research Cont.Characteristics of Action Research Cont.

Qualitative – it deals more often Qualitative – it deals more often with language than with with language than with numbers; numbers;

Reflective – critical reflection Reflective – critical reflection upon the process and outcomes upon the process and outcomes are important parts of each cycle.are important parts of each cycle.

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Find out the key WORDSFind out the key WORDS

E Q A L I T A T I V E E A R T

A E E A A E C A C H A N G E A

R E F L E C T R A E D A S E S

A B C Y C L I C R T D A T T Y

B E T R A T O O E D R I V E S

E A E P L A N E E R E T E R T

G R E R A S A E O B S E R V E

R A E O T P U R P O S E E R M

O F O C U S E T E A E R A A A

U E G E N E R A T E S E A E T

P I N S T I T U T I O N A L I

S E A S T R U C T E D E A R C

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KEY WORDSKEY WORDS

Q A L I T A T I V E

C C H A N G E

R E F L E C T D S

C Y C L I C D Y

O D R I V E S

P L A N E T

G R O B S E R V E

R O P U R P O S E M

O F O C U S E A

U G E N E R A T E S T

P I N S T I T U T I O N A L I

S S T R U C T U R E D C

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GroupsGroups

Leaders Leaders Material ManagersMaterial ManagersTime KeeperTime KeeperObserversObserversPresentersPresentersSocial GuidesSocial Guides

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White PaperWhite Paper

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What Are the issues We need to What Are the issues We need to ACT on?ACT on? Identify issues in your pedagogical leadership Identify issues in your pedagogical leadership

that you would wish changed or improved.that you would wish changed or improved. List them on the plot allocated to you on the List them on the plot allocated to you on the

white paper.white paper. Rotate the paper to read the issues Identified Rotate the paper to read the issues Identified

by your colleaguesby your colleagues List two common or most represented issues List two common or most represented issues

in the Island Plot.in the Island Plot. Share the Issue with the TeamShare the Issue with the Team

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ReconnaissanceReconnaissance The issues were raised due to personal The issues were raised due to personal

experiences.experiences. Effort should be made to identify Effort should be made to identify

-Who is involved-Who is involved -Who should be involved-Who should be involved -What should be done-What should be done -when should it be done-when should it be done -How should it be done-How should it be done

-This could lead to identifying the theories to -This could lead to identifying the theories to analyzeanalyze

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Problematize the ISSUEProblematize the ISSUE

Rephrase the Issue to a problems that needs Rephrase the Issue to a problems that needs ACTION so that you could RESEARCH on the ACTION so that you could RESEARCH on the ACTION.ACTION.

Teachers come late to school

Teachers come late to school

How do I ensure that teachers in my school

come on time to school?

How do I ensure that teachers in my school

come on time to school?

Action Research

Outcome What -Could be

Informed by Theories

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What are benefits of doing Action What are benefits of doing Action Research?Research? AR gives the teacher the opportunity to AR gives the teacher the opportunity to

reflect on their practice, find out what reflect on their practice, find out what needs to improved and act to improve it.needs to improved and act to improve it.

It puts teachers in control of their It puts teachers in control of their practice. When they conduct AR into practice. When they conduct AR into their practice, they understand it and their practice, they understand it and formulate their own theories.formulate their own theories.

The knowledge the teachers get from The knowledge the teachers get from their AR is practice-based and more their AR is practice-based and more authentic.authentic.

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What are benefits of doing Action What are benefits of doing Action Research?Research?

AR gives teachers the opportunity AR gives teachers the opportunity to work with other people in their to work with other people in their schools and through this, they get schools and through this, they get to know each other.to know each other.

AR research makes teachers plan, AR research makes teachers plan, act, observe and reflect more act, observe and reflect more carefully and systematically than carefully and systematically than they would usually do in everyday they would usually do in everyday life.life.

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What are benefits of doing Action What are benefits of doing Action Research?Research?

AR may help teachers to make AR may help teachers to make sense of the theory-practice gaps in sense of the theory-practice gaps in teaching.teaching.

Teachers who conduct inquiry into Teachers who conduct inquiry into their practice through AR are their practice through AR are ultimately very good teachers.ultimately very good teachers.

AR has the potential of bringing AR has the potential of bringing about positive changes at the about positive changes at the school level.school level.

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White paperWhite paper

Fold the paper into eight parts.Fold the paper into eight parts. Pair Up Pair Up Write a question one paperWrite a question one paper Respond to the question by writing the answer Respond to the question by writing the answer

of a piece of paperof a piece of paper If the question is right you gain the question If the question is right you gain the question

paper, if it is wrong you lose the answer paper.paper, if it is wrong you lose the answer paper. The process repeats and the winner is the The process repeats and the winner is the

person with most papersperson with most papers

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Who

Has the most papers

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Thank You Thank You Learning to research or using Learning to research or using

research as a source of research as a source of knowledge is beneficial to knowledge is beneficial to teaching and learning teaching and learning progression.progression.

Gioko, 2011Gioko, 2011