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Action Research refers to: A particular way of researching your own learning; A practical way of looking at your practice in order to check whether it is as you feel it should be; If you feel that your practice needs attention in some way you will be able to take action to improve it, and then produce evidence to show in what way the practice has improved.
Jean McNiff, 2002 (Action Research Principles and Practice) McNiff,
Session 2: topics
Classroom Action research: Its research paradigm (approach) Its research process Its research steps (an overview)
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Session 2: Objectives
Identify and describe the research paradigm (approach/model/method) that underpins action research. Compare the simple and detailed model of action research Identify and discuss the main phases of the process of doing action research Distinguish and discuss the basic steps of doing classroom action research Experiment the basic steps of doing classroom action research
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Session 2
Part 1
The Research Paradigm of Action Research
It is the underlying principle on which the kind of research is based upon. It describes the nature of the particular type of research and gives it its characteristics. characteristics. It distinguishes one kind of research from the other types.
Key points 1. Classroom action research contains elements of quantitative as well as qualitative research approach. next slide
Main aspects of quantitative approach: numbers, predetermined, measuring, intermittent, comparing, approach: correlating, frequencies, formality, look at, regularities, descriptive, objectives facts, describing, structured and statistical Main aspects of qualitative approach: open-ended responses, capturing uniqueness, long term, opencontinuous, capturing particularity, valuing quality, individuality, informality, look for, uniqueness, explanation, subjective facts, interpreting, the inside, unstructured and ethnographic.
2. But, it leans more towards the qualitative research paradigm. 3. It is commonly referred as a qualitative type of research. research. 4. At times, it is also referred as mixed-method type of research. mixed-
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Numbers Predetermined measuring Intermittent Comparing Correlating Frequencies Formality Look at Regularities Descriptive Objectives facts Describing The outside Structured Statistical
openopen-ended responses (words) capturing uniqueness long term continuous capturing particularity valuing quality individuality informality look for uniqueness explanation subjective facts interpreting the inside unstructured ethnographic.
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What are the main aspects of classroom action research as a qualitative type of research? research?
Depending on the chosen research topic question: question: The study might be about individual pupil or an entire class. class. The teacher-researcher might: teacher- describe a single situation. - look at the relationship between two things; e.g. things; pupils age and reading skills. skills. - look at for cause and effect relationship; e.g. the relationship; impact of homework on test-performance. test-
(i)
(ii)
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What are the main aspects of classroom action research? research as a qualitative type of research? (cont..)
Classroom action research;
(i)
is collaborative/participatory in nature
-
All those with a stake in the problem being researched are included in the search for a solution (e.g. teacher, pupils & studies coordinator) They participate in the research and search for understanding and solution(s). They also participate in the implementation of the preferred solution.
(ii)
(iii)
is based on no attempt to control the setting variables (research subject or object and its environment)
-
The subjects or objects (variables) are not isolated or manipulated (as in a survey). They are observed and considered in the context which they naturally occur. The researcher does not interfere with the natural setting. The researcher is as an observer not a manipulator of the environment
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The researcher has to stand back and reflect on what is being observed. The reflection periods includes describing, interpreting and explaining what is going on i.e. what is being observed researched. The evaluation requires the researcher to be critical. The researcher needs to assess each step of the research process and the whole process. The dialogue entails discussions between the researcher and the participants on what is being researched.
(v)
Requires using an array of methods for collecting and analysing data (triangulation procedure) Requires sharing and utilising the finding:
-
(v)
The researcher should present the findings to the participants (let them know about what were discovered). The results should have practical usefulness and need to be applied to specific situation classroom.
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Summing up
Action research is a qualitative research method that encourages the practioner (or teacher) to be reflective and critical of his or her own practice with the aim of improving the system (McNiff, 1994) McNiff,
Note! The red coloured words are from the author
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End of Part 1
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Session 2
Part 2
Action Research Process
OBSERVE
ANALYSE
OBSERVE
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PLAN
It is cyclical (spiral) it includes a series of cycles the process continues until the problem is resolved.
RELECT
ACT
model was designed adopting the basic principle of the work of Kurt Lewin (1946) which includes planning, acting, observing and reflecting
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The
OBSERVE
Acting
Observing Reflecting
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REVIEW There are several adapted models. They derive from and are elaboration of the simple model (from Kemmis, 1986 but Kemmis, originated from Lewin 1946)
EXPLORE
ACT
PLAN
ANALYSE
OBSERVE
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Explore
Reflect on your research question. Where can you find information to help you plan your research? It may help you to discuss your question with colleagues. You may need to consult published materials or the Internet for information and ideas; (i.e. carrying out a literature review). Find out as much as you can about your question topic to help you plan how to do the research.
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research? - - How will you record your research? There are different ways of doing research. It can be as simple as just writing down your own reflections after each lesson or it could include questionnaires, observations, audio recordings and so on. on.
Observe
Carry out your research using your chosen method. Some tools are: - Peer observation, Teacher diary, Learner feedback, Lesson evaluation, Recording lessons, Reflecting on learners' work and Surveys Choose the method which best suits your research question
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What have you found out? - What insights have you gained from the research? - What does your research show you?
Act
Reflect on your results Look at your teaching practice - what changes will you make? Take action based on what you found out from your research. Draw up and implement action plan
Review
How successful were the changes? - Do you need to take any follow-up action? follow- Has your research indicated other areas you could explore? In other words, you begin a new reflective cycle.
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End of Part 2
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Session 3
Part 3
The Steps of Classroom Action Research
Reflect
Who gets involved in classroom action research?
The Teacher who gets involved in action research: y Is not satisfied with the status quo and has the confidence and resolution to attempt to change what is going on. He or she will not be satisfied with the present way of doing things and seeks to change it. y Is resourceful, committed and above all curious. y Refuses to be a servant, but instead wants to be an acting agent and rise above being a skilled technician and move towards becoming an educator.
[source: Jean McNiff, Action Research, Principles and Practice, McNiff, 1988, 50]
Note!
This image is used as it is because of copyright
Specific tasks Reflect on own practice - teaching Identify a problem area or area of interest
Identify and formulate a research question Decide and formulate the related purpose and objectives which will facilitate answering the question Decide on a research strategy Devise a research (project) plan
Search literatures on the chosen topic Select appropriate literatures Write a review of the selected literatures
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Analyse
Select and apply appropriate techniques to analyse the collected data Study the gathered data for trends, Write a report on patterns, theme and insights Reduce the data and display the finding the project using graphics Present the findings Interpret and summarise the results Write a report on the project applying an appropriate format Share the finding through a presentation Interpret the findings
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Review
Carry out an evaluation of the implemented changes - How successful were the changes? - Are there any follow up actions? - What are the other researches that need to tackle?
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End of Session 2
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