Action Research or at least Karen E Johnson s

Action Research or at least Karen E. Johnson’s version of it…

What is Action Research / Practitioner Research? A process in which teachers examine their own educational practice systematically and carefully, using the techniques of research. It assumes that: l teachers work best on problems they have identified for themselves l teachers become more effective when encouraged to examine and assess their own work and then consider ways of working differently l teachers help each other by working collaboratively l working with colleagues helps teachers renew their professional knowledge/lives

Brief History of Action Research (North American) l Kurt Lewin (1940 s) - social psychologist & educator - coined the term “action research” - argued that we should not separate the investigative processes from the actions needed to solve educational problems l Stephen Corey (1950 s) - educator - believed scientific method in education would bring about change because educators would be involved in both the research and the application of research results - focused on changes in everyday practice l 1950 s - “action research” was attached as “unscientific”, little more than common sense, the work of amateurs, experimental quantitative research dominated, the goal of educational research is to be objective and seek generalizable truths

Brief History of Action Research l 1970 s - questions about the applicability of scientific educational research to solve real world educational problems l 1980 s - the primary goal of action research was the in-service training and development of the teacher rather than the acquisition of general knowledge in the field of education l 1990 s - push for the empowerment of teachers, the importance of collaboration through participation in professional development, establish the legitimacy of local knowledge, and encourage change through local understandings of persistent and relevant problems

Brief History of Action Research l 2000 s - practitioner research has the potential to infuse the traditional knowledge-base of teacher education with “insider” knowledge that teachers possess as native to the setting where they work l 2000 s - practitioner research has value for the individual teacher, but also for the field of teacher education when it is made public, accessible, and open to review l In L 1 - Cochran-Smith & Lytle, 1993; Schon, 1993; Kemmis, 1985 In L 2 - Wallace, 1998; Edge, 2001; Burns, 1999; Freeman, 1998 l

Steps in Action Research In conducting action research, teachers move through an inquiry cycle: l Identification of issue/event l Description of the issue/event l Collection and organization of data l Interpretation of data l Take “intelligent action” based on data l Reflection on the issue/event (& the inquiry cycle)

Methods and Techniques Used in Action Research Journals/Diaries - regular dated accounts of teaching/learning plans, activities and classroom occurrences, including personal philosophies, feelings, reactions, reflections, observations, explanations Teaching logs - more objective notes on teaching events, their objectives, participants, resources used, procedures, outcomes (anticipated or unanticipated) Document collection - sets of documents relevant to the research context, e. g. , course overview, lesson plans, students’ writing, classroom materials/texts, assessment tasks/texts, student profiles, student records Observation - closely watching and noting classroom events, happenings or interactions, either as a participant or an observer. Observation can be combined with field notes recordings and logs or journals Field notes - descriptions and accounts of observed events including non-verbal information, physical settings, group structures, interactions between participants. Notes can be time-based or unstructured depending on the researchers’ purpose Recording - audio or video recordings, providing objective records of what occurred, which can be re-examined. Photographs or slides can also be included.

Methods and Techniques Used in Action Research Transcription - written representation of verbal recordings, using conventions for identifying speakers and indicating pauses, hesitations, overlaps or any necessary non-verbal information Surveys/questionnaires - sets of written questions focusing on a particular topic or area, seeking responses to closed or ranked questions/options and/or open-ended personal opinions, judgments or beliefs. Often used in non face-to-face situations and with larger numbers of respondents Interviews/Discussions - face-to-face verbal sessions conducted by the researchers as unplanned, planned or structured interactions. The researchers can use previously planned questions, structured interview schedules, or allow the interview to unfold spontaneously Stimulated recall - use of previously recorded or transcribed data to prompt responses from participants on actions, feelings, thoughts, attitudes, beliefs, following events or activities being researched

Linear vs. Recursive Action Research You go to the store with a shopping list… You select several ingredients on your list You are in your classroom with your research plan… You collect the data called for in your plan And put them in your shopping cart You keep the data together (tapes, field notes, journals, etc. ) After paying for them at the checkout, you bag them and take them home You take the data out of the classroom to work with them Once at home, you take out what you have bought Away from the classroom, you sort the data according to what you have, and do the first-cut analysis You use what you have bought, combining appropriate ingredients, to make a meal You draw connections between different types of data to see how they illuminate one another. i. e. , perhaps the interviews shed light on the journals, or the field notes suggest something about students’ work

Linear vs. Recursive Action Research You go to the store with a rough shopping list, You are in your classroom with your research as you enter the store, you start thinking about… plan, but you are also thinking about… What you had for dinner last night and the fact that you will be going out tomorrow The classroom setting and students, what happened recently in class, what will happen tomorrow or next week You select several ingredients on your list, but decide not to buy something that will spoil if you don’t use it today You collect some of the data called for in your plan. You hold off on some data - (i. e. , the interviews - given the energy of the students, interviewing will be more productive tomorrow) You put the items in your shopping cart You keep the data together (tapes, journals, field notes) You decide not to buy something you had on your list because you already have a closely related item at home (sour cream vs. yogurt) You revise your collection strategies to take advantage of an existing data source - (i. e. , students will be polling their peers for a math exercise and you embed some questions relevant to your inquiry) In the check out line, you examine what you In the classroom, you review your data as you are gathering have with a menu forming in your head. You them, doing first-cut analyses to quickly preview what you decide not to get certain items but keep the main are getting. You make adjustments as necessary, according items necessary for the original meal to your research questions and keeping the structure and discipline of your data collection

References Altrichter, H. Posch, P. Somekh, B. (1993). Teachers investigate their work: An introduction to the methods of action research. New York: Routledge. Burns, A. (1999). Collaborative action research for English language teachers. NY: Cambridge University Press. Cochran-Smith, M. , & Lytle, S. (1993). Inside-outside: teacher research and knowledge. NY: teachers College Press. Dewey, J. (1933). How we think. Chicago: Henry Regnery. Edge, J. (2001). Action research. Alexandria, VA: TESOL Freeman, D. (1998). Doing teacher research: From inquiry to understanding. Boston, MA: Heinle & Heinle Hopkins, D. (1995). A teacher’s guide to classroom research. Philadelphia: Open University Press. Hubbard, R. , & Power, B. (1993). The art of classroom inquiry. Portsmouth, NH: Heinemann. Kemmis, S. (1985) Action research and the politics of reflection. In D. Boud, R. Keogh, & D. Walker (Eds). Reflection: Turning experience into learning (pp. 139 -164). London: Croom Helm. Kincheloe, J. (1991). Teachers as researchers: Qualitative inquiry as a path to empowerment. London: Falmer Press. Schon, D. (1983) The reflective practitioner: How professionals think in action. NY: Basic Books. Wallace, M. (1998). Action research for language teachers. NY: Cambridge University Press. Wood, P. (1988). Action research: A field perspective. Journal of Education for Teaching 14 (2), 135150.