Action research: Basic Information on Action Research

Action research: Basic Information on Action Research

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  Sameer Babu M,Ph D Assistant Professor of Education University of Kerala ACTION RESEARCH 1
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  What it is classrooms that become laboratories are better classrooms- McBee (2004)  Research driven teaching  Action research is a tool- to improve teaching practices (Sagor, 2004)  It is a viable and realistic endeavor for all educators 2
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  …  Action researchrequires teachers to design a study in an area of interest- to carry out in their studios  Considered a professional development opportunity 3
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  Commonly  Test  anew instructional strategy,  assess a new curriculum program, or  evaluate an existing pedagogical method 4
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  Difference Between BasicResearch and Action Research Criteria Basic Research Action Research Objectives Develop and test educational theory and derive generalizations. To find solutions to problems in a specific context. Training Intensive training is needed in Research Methodology. Limited training is needed. Selection of a problem A wide range of methods are used to select a problem. Participating teacher identify problems during the teaching- learning processes. 5
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  Difference Between BasicResearch and Action Research Hypothesis Highly specific hypotheses are developed. Specific statement of the problem serves as hypotheses. Review of Literature An exhaustive and thorough review of literature is required. No such thorough review of literature is needed. Sample Considerably large sample size is required. Students studying in the class of a teacher forms sample. 6
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  Difference Between BasicResearch and Action Research Experimental Design Well thought experimental design is developed to maintain comparable conditions and reducing error and bias. Procedures are planned only in general terms. Analysis of Data Complex analysis is often called for. Simple analysis procedures are usually sufficient. Conclusions Conclusions may be in the form of generalizations and developing theories. Findings are local specific. Application of results The generalizations have broad applicability Findings are used immediately in the classroom situations by participating teachers to improve their own practices 7
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  Frameworks 8
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  How?  Observing individualsor groups  Using audio and video tape recording  Using structured or semi-structured interviews  Taking field notes  Using analytic memoing  Using or taking photography  Distributing surveys or questionnaires 9
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  DBIR  An approachto organizing research and development  To address the challenges  An emerging approach to relating research and practice  Collaborative, iterative, and grounded in systematic inquiry  DBIR builds the capacity of systems- continuous improvement towards the transformation of teaching and learning we seek. 14
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  Background  Design-Based ImplementationResearch (DBIR) was developed by education researchers in response to evidence that research-based innovations are often difficult to sustain or use at scale in real-world classrooms and schools, even when they proved effective in small-scale studies. 15
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  Principles  A focuson persistent problems of practice, as experienced from multiple stakeholders’ perspectives;  A commitment to iterative, collaborative design in realistic contexts;  A concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and  A concern with developing capacity for sustaining change in educational systems. 16
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   Comments andQuestions!!!  Thank You 17