ACTION RESEARCH IN EDUCATION

BY: NORHIDAYU BTE MOHD NAIM (P48664)

DPLI UKM - BIOLOGI

JOURNALS TITLE:

1. Developing the skills of seven- and eight-year-old researchers: a whole class

approach by Ros Frost.
2. The implementation of a collaborative action research programme for developing
inclusive practices: social learning in small internal networks by Panayiotis Angelides,
Renos Georgiou & Kyriaki Kyriakou.
3. Promoting the development of a supportive learning environment through action
research from the 'middle out' by David Hodgson; Steve May & Diane Marks-Maran.
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COMPARISON AMONG THREE JOURNAL ARTICLES OF ACTION RESEARCH

PROCEDURES
Journ Differences Similarities
al
1 • England primary school. (6 weeks)
2 • Village primary school in the Famagusta. (16 • All the research
weeks). was conducted in
3 • Faculty of Health and Social Care Sciences, the area.
faculty of Kingston University and St
George’s.
• University of London.

Journ Differences Similarities

al
1 • Action research with children (7-8 years old).
2 • Teachers and the primary school students. • All the journals are
using collaborative
3 • Undergraduate students (in the fields of action research.
nursing, midwifery, physiotherapy,
radiography and social work). • Involved the
participation
between teachers
and learners.

• Sample

• Setting
• Methodology
Journ Differences Similarities
al
1 • Lesson preparation and activities, and the
pupils’ public research reports (Stage 1).
• Questionnaires, individual and group • All of the journals use
interviews, evaluations and feedback from the collaborative
participants (Stage 2). activities among
2 • Collaborative activity, study lessons. students-
student/student-
• Took notes, observed the behavior and
teachers and
action of teacher & students during lesson.
students-University
• Series of interviews. staff.
3 • Evaluation documented.
• Planning exercise with significant
stakeholders.
• Project plans.
• Procedures

Journ Differences Similarities

al
1 • Three-step spiral process of: planning (which
includes reconnaissance); taking actions;
and fact-finding.
• Planning, acting, observing, and reflecting.
2 • Two methods of triangulation were used. • All the research took
• First, they cross-compared our data in order the 4 main phases
to confirm the different themes arising from while doing the action
the data that came from different research research which are
techniques. (Miles and Huberman 1994). planning, acting,
observing and
• In the second, we examined our data from
reflecting.
multiple angles and different perspectives,
continually looking for alternative
possibilities and different explanations,
trying to develop a richer understanding of
them (Lincoln and Guba 1985).
3 • Planning, taking action, observing and
reflecting. (Lewin 1947; Zuber-Skerrit 1991).
• The process took 4 phases:
1) Drawing together existing findings about
what promotes and what hinders a
supportive learning environment, analysing
available data about the impact of current
practices.
2) Gathering new data and identifying
priorities through consultation with students
and staff across the five schools about needs
and priorities.
3) Developing projects that would lead to
positive changes to specific areas of learning
support for students.
4) Measuring the impact of the projects.