Presentation Title Example

Author: Simon Haslett 15th October 2009

Post Graduate Certificate: developing professional practice in HE

Topic

Introduction to Action Research

Introduction to Action Research

1. Chapter objectives

2. Definitions of research

3. Social science vs. action research

4. Action research questions

5. The action research process

6. What constitutes data in action research?

7. Starting to plan your action research: SWOT analysis

8. Developing your project I

9. Developing your project II

10. Bibliography

1: Objectives

• describe research in your discipline and compare it with pedagogical action research

• undertake a SWOT analysis of yourself as an HE teacher

• identify potential areas for own action research• start to plan how to undertake this research

2: Definitions of research

• Note down a definition of research in your subject discipline? E.g. what are “typical” research:

– questions?– activities?– outcomes (e.g. who is the audience? is something produced?

might certain practices change?)

• Now go to the library room and readNorton (2009:50-68) What is the case for pedagogical action research?

• How does action research compare to your previous definition of research?

3: Social Science vs Action Research (from McNiff & Whitehead 2005)

Social science research:• Looks at a situation from

outside/objective distance• Looks at others• Produces scientific proof• Conclusions can be

generally applied• May show cause/effect,

statistical correlation

Action research:• Looks at own

practice/practitioner led• Emphasis on self

knowledge/transformingpractice

• Results are provisional• Specific, personal, to be

shared/learned from• Aims for improvements,

rather than an answer

4: Action research questions

• View the video V07 of Matthew and Rachel discussing example action research questions

• Make a note of any ideas you have regarding areas of potential action research in your own practice

• Try to phrase them as “how do I…?” questions

5: The action research process

• Watch video clips V08 and V09 where Mary and Matthew describe their action research cycles

• Go to the library room to read

McNiff & Whitehead (2005) chapter 10 Action Planning: how do you develop an action plan?

• Compare Mary’s and Matthew’s action research cycles and processes with the action plans suggested in McNiff & Whitehead. Reflect on the similarities/ differences?

6: What constitutes data in action research?

• …“Data refers to all the information you gather in relation to a

particular issue. Evidence refers to those special pieces of data

that show the issue in action. Evidence is therefore found in, and

extracted from, data, which are usually contained in … books,

records, memos, transcripts, computer files, videos, pictures and

so on. Your task is to imagine where you could find evidence, that

is, what sources of data you would look at to find instances of what

you are looking for…” (McNiff & Whitehead 2005:95)

7: Starting to plan your action research: SWOT analysis

• SWOT = strengths, weaknesses, opportunities, threats• A SWOT analysis can be a useful tool for reflecting on

areas for professional development• Complete a SWOT analysis of yourself as a

professional in Higher Education (see slide 7a for the suggested format)

• Do any potential ideas for your own action research emerge from this exercise? Make a note of them.

7a: SWOT analysis of yourself as a professional in Higher Education

Strengths (own) Weaknesses (own)

Opportunities (external)

Threats (external)

8: Developing your project I

• Using the McNiff & Whitehead first 3 action plan questions (see slide 8a) note down some ideas for your first action research cycle

• Contact a fellow participant and discuss:– Your “how do I…?” action research question– Your response to the first 3 questions

8a: Action plan questions in detail (McNiff & Whitehead 2005:91)

1. What is my concern? •Identify a small, focussed, manageable research area•Turn the research issue into a “how do I…” action research question

2. Why am I concerned? •Is this issue in some way related to your values – express what these are

3. What experiences can I describe to show why I am concerned?

•How will you gather data to show the situation in reality?•What will this data be?

9: Developing your project II

• Look at the remaining action plan questions on slide 9a• This is a suggested framework for developing an action

plan• You can ideastorm, make notes, draw spidergraphs etc.

in order to develop your ideas….

9a: Action plan questions (McNiff & Whitehead 2005:91)

1. What is my concern?

2. Why am I concerned?

3. What experiences can I describe to show why I am concerned?

4. What can I do about it?

5. What will I do about it?

6. What kind of data will I gather to show the situation as it unfolds?

7. How will I explain my educational influences in learning?

8. How will I ensure that any conclusions I reach are fair and accurate?

9. How will I evaluate the validity of the evidence-based account of my learning?

10. How will I modify my concerns, ideas and practice in the light of my evaluations?

10: Bibliography

• MCNIFF, J. (2002) Action Research for Professional Development. Third Edition [On-line] http://www.jeanmcniff.com/index.html Accessed: 06 February 2010

• MCNIFF, J. & WHITEHEAD, J. (2006) All you need to know about action research: an introduction London: Sage

• NORTON, L. S. (2009) Action research in Teaching & Learning: a practical guide to conducting pedagogical research in universities London: Routledge