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TOPIC 4
ACTION RESEARCH
CONCEPT and MODELS
SYNOPSIS
Topic 4 discusses the types of action research available to
practitioners and explains their theoretical underpinnings,
characteristics, importance and issues/challenges with the action
research approach in the educational literature. Next the six
models and types of action research that are commonly used by
practitioners will be explored and distinctions will be made during
the module.
LEARNING OUTCOMES
By the end of this topic, you will be able to:
identify the various approaches that are located in the action research
paradigm
FRAMEWORK OF TOPICS
ACTION
RESEARCH
DEFINITIONS
CHARACHTERIS
TICS
IMPORTANCE
ISSUES/
CHALLENGES
TYPES
Purpose of the
Questions
Research
approach
types of action
I want to ask
approach
Elliots
approach
Kemmis
approach
McNiffs
approach
research
understand how to change the outside in order to make ones practice better.
These six features identify the major assumptions of an action research project:
1. Aims to cause improvement and change to the teaching, social
relationships, social justice of the professional environment (Carr &
Kemmis 1986; Schoen 2007; Stringer 2007).
2. Conducted by practitioners to investigate real world practice, rather
than by specialist on their behalf (Reason & Bradbury 2006; Stringer
2007; Tomal 2003).
3. It is described as insider research as it is the person who diagnoses a
problem, and systematically searches for a solution through a spiral of
research cycles that consist of problem analysis, strategic planning,
action, reflection and critical observation (Craig 2009; Coghlan &
Brannick 2009; Mertler 2006; Kemmis & McTaggart 1988; Sagor
2005).
4. It is fundamentally collaborative, social, participatory and democratic
as the research team on the scene investigates the problem together
and each research partner has an equal say in the project generation
and outcome (Kemmis & McTaggart 1988; Sagor 2005; Reason &
Bradbury 2006; Schoen 2007; Stringer 2007).
practitioners.
Action research is not hierarchical, but rather is democratic. It is people
working together in relationships of equal ownership and influence regarding
During and around the time of the intervention, pertinent observations are
collected in various forms. (Monitoring the implementation by Observation. )
The new interventional strategies are carried out, and the cyclic process
repeats, continuing until a sufficient understanding of (or implement able
solution for) the problem is achieved (Reflection and Revision).
We modify what we are doing in the light of what we have found, and continue
working in this new way (try another option if the new way of working is not
right)
and so on
what is my concern?
Why am I concerned?
What am I going to do About it?
What data will I gather to help me to judge My effectiveness?
How does the data help me to clarify the meanings of my embodied values as
educational influence?
How do I use my values--based standards Of judgment
In evaluating the validity of my claims
To be improving my practice?
How will I strengthen the validity of my values--based explanation Of my
Educational influences in learning?
Group
action and the action of individual members of the group is subjected to critical
reflection.
The cyclic nature of the Lewinian approach recognises the need for action plans to
be flexible and responsive. It recognises that, given the complexity of social
situations, in practiced is never possible to anticipate everything that needs to be
done. Lewins deliberate overlapping of action and reflection was designed to allow
changes in plans for action as the people involved learned from their own
experience. Put simply action research is the way groups of people can organize the
conditions under which they can learn from their own experience and make this
experience accessible to others.
References:
Gabel, D. (1995). NARST President's Speech. Presented at the annual meeting of
the National Association for Research in Science Teaching, San Francisco, CA.
Hopkins, D. (1985). A teacher's guide to classroom research. Philadelphia: Open
University Press.
Kemmis, S., & McTaggart, R. (Eds.). (1990b). The action research reader. Victoria:
Deakin University.
POSITIVIST
INTERPRETIVE