Read, Reflect & Discuss Jean McNiff

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,

 Visit www.jeanmcniff.com for further reading

Classroom Action Research

Session 2

Session 2: topics
Classroom Action research: Its research paradigm (approach) Its research process Its research steps (an overview)

SOE-UNISEY (Dogley, G)

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
SOE-UNISEY (Dogley, G)

Session 2
Part 1
The Research Paradigm of Action Research

Classroom Action Research: its paradigm

Research Paradigm = Research Approach (model or method)
 

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-

SOE-UNISEY (Dogley, G)

Classroom Action Research: its paradigm (cont..)

The main qualities of Quantitative Research Approach
               

The main qualities of Qualitative Research Approach

               

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.

SOE-UNISEY (Dogley, G)

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)

SOE-UNISEY (Dogley, G)

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)

is conducted in-situ in-

It is undertaken in the setting where the problem is encountered (e.g. in classroom).

(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
SOE-UNISEY (Dogley, G)

Classroom action research: its paradigm (cont..)

(iv)

Involves reflection, evaluation and dialogue:

-

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.

SOE-UNISEY (Dogley, G)

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

SOE-UNISEY (Dogley, G)

End of Part 1

SOE-UNISEY (Dogley, G)

Session 2
Part 2
Action Research Process

Classroom action research: its process

A Simple action research model (proposed by Stephen KemmisKemmis- 1986) (adapted from Kurt Lewin 1946) A detailed action research model (proposed by Gerald Susman 1983) (an adapted version)

REFLECT PLAN REVIEW REFLECT ACT ACT PLAN EXPLORE

OBSERVE

ANALYSE

OBSERVE

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

Simple action research model
The model was proposed and developped by Stephen Kemmis (together with McTaggart (1986 -8)


PLAN

It is a simple model of a typical action research process.



It is cyclical (spiral) it includes a series of cycles the process continues until the problem is resolved.


RELECT

ACT

Each research cycle has four steps. steps.



model was designed adopting the basic principle of the work of Kurt Lewin (1946) which includes planning, acting, observing and reflecting
SOE-UNISEY (Dogley, G)

The

OBSERVE

Classroom action research: its process (cont..)

Study this example
Planning
I am not happy with the textbook we are using, but it is the only one available. What can I do about it? I cannot change the book: should I change my method of using it? Perhaps I should try paired work. I show the children how to ask and answer questions of each other to make otherwise boring material relevant to themselves. We try out this technique in class. I join various pairs and listen to their conversations. I record some conversations. I keep my own notes. The activity is lively, but some questions wander from the text. I want to get across the material in the text. Perhaps I could develop with the children an interview technique, where A asks B questions which will elicit responses based on the material. Will that make it boring again? How can I guard against this? Perhaps I can involve them even more actively. The children record their own conversations. There are not enough tape recorders to go around, so they work in fours, taking it in turns to listen and talk. At the end of the two sets of interviews they listen and comment on individual recordings. They really enjoy this. And they seem to be gleaning information from the text in formulating their own question and answers. Points to ponder: Am I correct pedagogically in teaching the content through this process? I must consult my head of department on this. Should I aim for this sort of learning more often and with other classes? I am worried about practical difficulties such as too much noise and insufficient tape recorder.
Source: Carr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes, Falmer]

Acting Observing Reflecting Planning

Acting

Observing Reflecting

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

Detailed Action Research Model
REFLECT It is adapted from Gerald Susmans detailed model.


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

Each research cycle may contain between 5 to 7 steps. steps.

 

ANALYSE

OBSERVE

They are cyclical/spiral. cyclical/spiral.

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

Gerald Susmans original model of Action Research

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

Adopted Model: The Detailed Classroom Action Research Model 1 Reflect Consider your current classroom practice. Think about questions you have about teaching, topics you are interested in, problem areas, or aspects of teaching/learning you are unsure about. Make a list. From your list, decide what you would like to research. To help you decide, think about why you want to do it. What are the benefits to you and your learners? When you have decided, write down the problem or topic statement, and write a research question.

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.

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

3 Plan Draw up an action research plan which states your question, how and why you are going to carry out the research. Things to think about: - - How long it will take? What tools will you use in your

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

SOE-UNISEY (Dogley, G)

Classroom action research: its process (cont..)

5 Analyse This stage helps you to make sense of the data you have collected in your research. It is a process of reflecting on, organizing and reviewing your data to help you answer your research question
-

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

When you have implemented changes, it is important to 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.
SOE-UNISEY (Dogley, G)

End of Part 2

SOE-UNISEY (Dogley, G)

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

Classroom Action Research: its steps

What do teacher researchers do?
Teacher researchers: develop research questions based on their own curiosity (interest or problem) abut teaching and learning in their classroom; examine their underlying assumptions about teaching and learning; systematically collect data from and with their pupils; share and discuss their data and research methodology with fellow teacher researchers; analyse and interpret their data with the support of their colleagues; write about their research; share their findings with pupils, colleagues and members of the educational community; implement actions (preferred solutions) in order to improve their practice and learning of the pupils; discuss with colleagues the relationship among practice, theory and research; and assume responsibility for their own profession
SOE-UNISEY (Dogley, G)

Classroom Action Research: its steps (cont..)

Stage of the process Steps Main tasks Identity the problem Select a topic Formulate a research question


Specific tasks Reflect on own practice - teaching  Identify a problem area or area of interest
 

Reflect + Explore + Plan

Formulate a research topic

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


Organise and structure a research plan Carry review of literature

Search literatures on the chosen topic  Select appropriate literatures  Write a review of the selected literatures


SOE-UNISEY (Dogley, G)

Classroom Action Research: its steps (cont..)

Observe/ Research Collect and organise data Choose appropriate techniques to collect different data from multiple sources  Work out strategies of how to execute the chosen techniques  Devise the tools needed to gather the necessary data  Carry out the techniques and administer the devised tools to collect the data.  Organise the collected data.
 

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
SOE-UNISEY (Dogley, G)

Classroom Action Research: its steps (cont..)

Act Act on the evidences Devise an action plan for acting on the findings  carry out the actions to implement the changes


Review

Evaluate the implemented changes

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?


SOE-UNISEY (Dogley, G)

End of Session 2

SOE-UNISEY (Dogley, G)