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Action research
- 1. Action Research Presenter: Ngọc Cẩm
- 2. What is actionresearch? Action research is the term for what is basically the integration of action (implementing a plan) with research (an understanding of the effectiveness of this implementation). Kurt Lewin (1890–1947)
- 3. • As distinctfrom academic research, those involved in action research participate in an ongoing testing and monitoring of improvements in their practice. • They work in a collaborative way to identify issues in their organization and develop processes for improvement.
- 4. One ideal actionresearch cycle
- 5. • In education,action research is also known as teacher research. • It is one method teachers use for improvement in both their practice and their students’ learning outcomes. • The central goal of action research is positive educational change. • E.g The introduction of laptops in classrooms and the effect this will have on student learning.
- 6. Comparison of academicor formal research with action research FORMAL RESEARCH ACTION RESEARCH knowledge that is generalisable results for improving practice in GOALS toa wider audience a local situation problems currently faced or METHOD OF IDENTIFYING review of previous research improvements needed in a set PROBLEMS findings and extensions of them of classrooms or a school extensive enquiry into all some primary sources but also research previously conducted use of secondary sources plus LITERATURE REVIEW on this topic using primary what practitioners are doing in sources other schools random or representative students and/or members of SAMPLING preferably with large the school community populations
- 7. Comparison of academicor formal research with action research FORMAL RESEARCH ACTION RESEARCH rigorous controls over long flexible, quick time frame, RESEARCH DESIGN periods control through triangulation inductive reasoning – deductive reasoning – theory to observations, patterns, APPROACH hypothesis to data to interpretations, confirmation recommendations tests leading to statistical generally grouping of raw data ANALYSIS OF DATA significance using descriptive statistics APPLICATION OF RESULTS theoretical significance practical significance
- 8. Action research ischaracterized as being: Integrated conducted as part of a teacher’s normal daily practice Reflective a process which alternates between plan implementation and critical reflection Flexible methods, data and interpretation are refined in the light of the understanding gained during the research process
- 9. Action research ischaracterized as being: Active a process designed to generate change in small steps Relevant meets the needs of teachers and/or their students Cyclical involving a number of cycles with each clarifying issue leading to a deeper understanding and more meaningful outcomes
- 10. Action research ischaracterized as being: Focused on a single issue of school improvement Collaborative teachers and leaders working together to improve student outcomes Planned an organized approach to answering a question Learning simultaneous construction of new knowledge by teachers about their practice.
- 11. TYPES OF ACTIONRESEARCH Presenter: Ngan Giang
- 12. Types of actionresearch Individual Collaborative School-wide District-wide teacher action action action research research research research Focus Single Single School issue, District issue classroom classroom problem, or Organizational issue or several area structures classrooms with of collective common issue interest Possible Coach/mentor Substitute School District support Access to teachers commitment commitment needed technology Release time Leadership Facilitator Assistance with Close link with Communication Recorder data administrators External Communication organization partners External and analysis partners
- 13. Individual Collaborative School-wide District-wide teacher action action action research research research research Potential Curriculum Curriculum Potential to Allocation impact Instruction Instruction impact school of resources Assessment Assessment restructuring Professional Policy and change development Policy activities Parent Organizational involvement structures Evaluation Policy of programs Side Practice Improved Improved Improved effects informed collegiality collegiality, collegiality, by data Formation of collaboration, collaboration, Information partnerships and and not communication communication always shared Team building Team building Disagreements Disagreements on process on process Shared vision
- 14. • A planof research can involve a single teacher investigating an issue in his or her classroom, a group of teachers working on a common problem, or a team of teachers and others focusing on a school- or district-wide issue.
- 15. Individual teacher research •The teacher may be seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning. • Teachers may have support of their supervisor or principal, an instructor for a course they are taking, or parents. • The research may then be such that the teacher collects data or may involve looking at student participation. • The drawbacks may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation. • It is possible for several teachers to be working concurrently on the same problem with no knowledge of the work of others.
- 16. Collaborative action research •May include as few as two teachers or a group of several teachers. • The issue may involve one classroom or a common problem shared by many classrooms.
- 17. School-wide research • Focuseson issues common to all. For example: – a school may have a concern about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways. – examine their state test scores to identify areas that need improvement, and then determine a plan of action to improve student performance.
- 18. • Team workand individual contributions to the whole are very important, and it may be that problem points arise as the team strives to develop a process and make commitments to each other. • When these obstacles are overcome, there will be a sense of ownership and accomplishment in the results that come from this school-wide effort.
- 19. District-wide research • Issuescan be organizational, community-based, performance- based, or processes for decision-making. • A district may choose to address a problem common to several schools or one of organizational management. • Collecting data from all participants needs a commitment from staff to do their fair share and to meet agreed-upon deadlines for assignments. • The involvement of multiple constituent groups can lend energy to the process and create an environment of genuine stakeholders.
- 20. A BRIEF HISTORYOF ACTION RESEARCH Presenter: Vo Huu Loc
- 21. The idea ofusing research in a “natural” setting to change the way that the researcher interacts with that setting can be traced back to Kurt Lewin, a social psychologist and educator whose work on action research was developed throughout the 1940s in the United States.
- 22. Topics chosenfor his study related directly to the context of the issue. His process was cyclical, involving a “non- linear pattern of planning, acting, observing, and reflecting on the changes in the social situations” (Noffke & Stevenson, 1995, p. 2).
- 23. Stephen Coreyat Teachers College at Columbia University was among the first to use action research in the field of education. He believed that the scientific method in education would bring about change because educators would be involved in both the research and the application of information. Corey summed up much of the thought behind this fledgling branch of inquiry.
- 24. Corey believed thatthe value of action research is in the change that occurs in everyday practice rather than the generalization to a broader audience. He saw the need for teachers and researchers to work together. However, in the mid 1950s, action research was attacked as unscientific, little more than common sense, and the work of amateurs (McFarland & Stansell, 1993, p. 15). Interest in action research waned over the next few years as experiments with research designs and quantitative data collection became the norm.
- 25. By the 1970swe saw again the emergence of action research. Education practitioners questioned the applicability of scientific research designs and methodologies as a means to solve education issues. The results of many of these federally funded projects were seen as theoretical, not grounded in practice.
- 26. • The practiceof action research is again visible and seen to hold great value. Over time, the definition has taken on many meanings. • It is now often seen as a tool for professional development, bringing a greater focus on the teacher than before (Noffke & Stevenson, 1995). • It is increasingly becoming a tool for school reform, as its very individual focus allows for a new engagement in educational change.
- 27. Action research emphasizesthe involvement of teachers in problems in their own classrooms and has as its primary goal the in-service training and development of the teacher rather than the acquisition of general knowledge in the field of education. (Borg, 1965, p. 313)
- 28. Steps in ActionResearch Presenter: Minh Sang
- 29. 5 steps inaction research 1. Identification of problem area 2. Collection and organization of data 3. Interpret data 4. Act on evidence 5. Evaluate the results 6. Next steps
- 30. 5. How dowe protect confidentiality? Action Research Cycle
- 31. 1. Identification ofproblem area Teachers often have several questions they wish to investigate; however, it is important to limit the question to one that is meaningful and doable in the confines of their daily work. Careful planning at this first stage will limit false starts and frustrations. There are several criteria to consider before investing the time and effort in ―researching‖ a problem. The question should : • be a higher-order question—not a yes/no • be stated in common language, avoiding jargon • be concise • be meaningful • not already have an answer
- 32. 1. Identification ofproblem area An important guideline in choosing a question is to ask if it is something over which the teacher has influence. Is it something of interest and worth the time and effort that will be spent? Sometimes there is a discrete problem that is readily identifiable. Or, the problem to be studied may come from a feeling of discomfort or tension in the classroom. For example, a teacher may be using the latest fashionable teaching strategy, yet not really knowing or understanding what or how kids are learning.
- 33. 2. Collection andorganization of data The collection of data is an important step in deciding what action needs to be taken. Multiple sources of data are used to better understand the scope of happenings in the classroom or school. There are many vehicles for collection of data: Interviews audio tapes Photos surveys Journals questionnaires self-assessment
- 34. 2. Collection andorganization of data Select the data that are most appropriate for the issue being researched. Are the data easy to collect? Are there sources readily available for use? How structured and systematic will the collection be? Use at least three sources (triangulation) of data for the basis of actions. Organize the data in a way that makes it useful to identify trends and themes. Data can be arranged by gender, classroom, grade level, school, etc.
- 35. 3. Interpret thedata Analyze and identify major themes. Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data. Some of the data are quantifiable and can be analyzed without the use of statistics or technical assistance. Other data, such as opinions, attitudes, or checklists, may be summarize in table form. Data that are not quantifiable can be reviewed holistically and important elements or theme can be noted.
- 36. 4. Act onevidence Using the information from the data collection and review of current literature, design a plan of action that will allow you to make a change and to study that change. It is important that only one variable be altered. As with any experiment, if several changes are made at once, it will be difficult to determine which action is responsible for the outcome. While the new technique is being implemented, continue to document and collect data on performance.
- 37. 5. Evaluate theresults Assess the effects of the intervention to determine if improvement has occurred. If there is improvement,do the data clearly provide the supporting evidence? If no, what changes can be made to the actions to elicit better results?
- 38. 6. Next steps As a result of the action research project, identify additional questions raised by the data and plan for additional improvements, revisions, and next steps.
- 39. 39 Benefits of Action Research PRESENTER:DINH QUOC MINH DANG
- 40. Content 40 1. Focus on school issue, problem, or area of collective interest 2. Form of teacher professional development 3. Collegial interactions 4. Potential to impact school change 5. Reflect on own practice 6. Improved communications
- 41. Focus on schoolissue, problem, or 41 area of collective interest Research done with the teacher’s students, in a setting with which the teacher is familiar, helps to confer relevance and validity to a disciplined study Often, academic research is seen as disconnected from the daily lives of educators. While this might not always be true, it can be very helpful for teachers to pick up threads suggested in academic circles, and weave them in to their own classroom. It is also comforting for parents, or education administrators outside of the school, to know that a teacher is not just blindly following what the latest study seems to suggest, but is transforming the knowledge into something meaningful.
- 42. Form of teacherprofessional 42 development Research and reflection allow teachers to grow and gain confidence in their work. Action research projects influence thinking skills, sense of efficacy, willingness to share and communicate, and attitudes toward the process of change. Through action research, teachers learn about themselves, their students, their colleagues, and can determine ways to continually improve
- 43. Collegial interactions 43 Teachers are often the sole adult in a room of children, and have little or no time scheduled for professional conversations with others. Action research in pairs or by teams of teachers allows time to talk with others about teaching and teaching strategies. By working on these teams, teachers must describe their own teaching styles and strategies and share their thoughts with others. As a team they examine various instructional strategies, learning activities, and curricular materials used in the classroom stronger relationships. As the practice of action research becomes part of the school culture, we see increased sharing and collaboration across departments, disciplines, grade levels, and schools.
- 44. Potential to impactschool change 44 As teachers get into action research, they are more apt to look at questions that address school and district concerns rather than questions that affect the individual teacher. This process creates new patterns of collegiality, communication, and sharing. Contributions to the body of knowledge about teaching and learning may also result. Development of priorities for school-wide planning and assessment efforts arise from inquiry with potential to motivate change for improvement’s sake
- 45. Reflect on ownpractice 45 Opportunities for teachers to evaluate themselves in schools are often few, and usually happen only in an informal manner. Action research can serve as a chance to really take a look at one’s own teaching in a structured manner. While the focus of action research is usually the students, educators can also investigate what effect their teaching is having on their students, how they could work better with other teachers, or ways of changing the whole school for the better.
- 46. Improved communications 46 Team work within the school or district brings individuals together for a shared purpose. Educators involved in action research become more flexible in their thinking and more open to new ideas. There are studies suggest positive changes in patterns of collegiality, communication, and networking.
- 47.
- 48. 48 Q. What is action research? A. Action research is deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by 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 or improving curriculum, teaching, and learning.
- 49. 49 Q. What is the purpose of action research? A. Action research is used for various purposes: schoolbased curriculum development, professional development, systems planning, school restructuring, and as an evaluative tool.
- 50. 50 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.
- 51. 51 Q. How do I learn more about action research? A. Many local colleges and university offer coursework on action research. Some private organizations offer workshops on the basic principles of action research and have networks that are open to interested educators. Additionally, contact the regional educational laboratory in your area.
- 52. 52 Q. How can I use 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.
- 53. 53 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 nonsystematic observations.
- 54. 54 Q. How does action research benefit teachers? A. Teachers 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.
- 55. 55 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.
- 56. 56 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.
- 57. 57 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.
- 58. 58 Q. Who will manage action research projects? A. Projects can be managed by the 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.
- 59.
- 60. This booklet providesinformation about action research its history, the different variations occurring in the field, and a step-by-step process that may be adapted by educators or schools to address their need for learning more about practice and successful interventions. While there may be different terms to describe the steps in action research, the basic concept is the same.
- 61. Educators are workingin their own environment, with their own students, on problems that affect them directly. They are at the place where research and practice intersect and real change can occur. Results of their actions can be seen first-hand, and they can build on this information.
- 62. There are manyuses for action research. It is used in curriculum development, as a strategy for professional development, as part of pre- service and in-service programs, and in systems planning for schools and districts.
- 63. The active participationof teachers and others is part of what makes this a viable and useful tool. The investment of time and energy by the participants provides a sense of ownership and connection to the process and outcomes.
- 64. Activities of actionresearch and the mindset of those involved in the process become an integral part of the professional repertoire of many educators. When they see the value of their work as they progress through the steps and the reflection time that is used to discuss strategies and methods, they find that the benefits go far beyond student achievement. Practitioners develop skills in analyzing their own teaching methods and begin to unconsciously utilize the principles of action research in their professional life.
- 65. Action research willnot provide all the answers to our questions about how students learn or what educators can do to improve practice. But action research happens at the place where these questions arise; it happens where the real action is taking place; and it allows for immediate action.