Action research

1
Action research
2
Restricted interpretation

• Action research is a small-scale intervention in
  the functioning of the real world and a close
  examination of the effects of such intervention
• Cohen Manion 1998 186

3

• According to Cohen Manion action research
  is appropriate whenever specific knowledge is
  required for a specific problem in a specific
  situation. They refer specifically to
• Curriculum research and development
• Teaching methods
• Learning strategies
• Evaluative procedures
• Attitudes and values
• In-service development of teachers
• Management and control
• administration

4
Cohen Manion offer a model of the sequence of
action research

• identify and formulate the problem
• discuss and negotiate with interested parties
• review literature
• modify or redefine the initial problem as
  necessary
• select research procedures and methods
• select evaluation procedures
• implement the project over the required time
  period
• interpret the data obtained

5
Expanded interpretation

• Principles
• Research and action should not be separated
  should not be a dichotomy
• Teachers can and should create their own
  knowledge / theory
• This can include self-knowledge
• Teachers possess and are guided by their
  personal theories but these frequently are not
  articulated and explored
• The dominant imperative is to improve

6
Starting points McNiff, various

• I experience problems when some of my educational
  values are denied in practice
• I imagine a solution to those problems
• I act in the direction of the imagined solution
• I evaluate the outcome of the solution
• I modify my practice, plans and ideas in the
  light of the evaluation.

7

• What is your concern?
• Why are you concerned?
• What do you think you could do about it?
• What kind of evidence could you collect to help
  you make some judgements about what is happening
• How would you collect such evidence?
• How would you check that your judgement about
  what has happened is reasonably fair and
  accurate?
• 
  McNiff 1988 57

8

• What is my concern?
• Why am I concerned?
• What kind of evidence can I produce to show why I
  am concerned?
• What can I do about it?
• What will I do about it?
• What kind of evidence will I produce to show how
  the situation is unfolding?
• How do I make sure that any conclusions I come to
  are reasonably fair and accurate?
• How do I modify my practice in the light of my
  evaluation?
• 
  Mc Niff Whitehead 2005 1

9

• A further question for the dissertation
• How do I explain the significance of my work?

10

• Action research is a (usually cyclic) process by
  which change and understanding can be pursued at
  the one time, with action and critical reflection
  taking place in turn. The reflection is used to
  review the previous action and plan the next one.
  (Dick 1997)
• http//www.bath.ac.uk/edsajw/ accessed 26 9
  2005

11
The mini cycle of action research

• Statement of problem/s
• Imagination of a solution
• Implementation of a solution
• Evaluation of the solution
• Modification of practice in the light of the
  solution

12
Guidelines

• Start small
• with a small group, or with the initial aspects
  of the study rather than the whole
• gain insights before taking the next steps
• Design carefully
• sequence of activities
• consultation, permissions, ethics
• plan to communicate / share with others
• Plan the work
• Plan for unpredictability
• Timetable and set objectives with flexibility,
  expect changes to this

13

• Involve others
• Action research is for independents, but not for
  solitaries. Solitary action loses its claim to
  research, for an isolated study cannot be held up
  to the public scrutiny and validation procedures
  that qualify it as research. McNiff,1988 68.
• To work in isolation would be irresponsible
  part of the rigour comes from public testing of
  the evidence and the anaysis
• Set up a validation group?
• Arrange for feedback
• As a corrective device, or source of new
  directions part of developing the standards for
  judgement to be applied to the work

14
Characteristics

• Situational located in one institution
• Practical capable of being implemented
• Collaborative / shared with colleagues / others
• Open to scrutiny, discussion, feedback
• Logical planned and systematic
• Self evaluative by you the researcher
• Cyclical investigate intervene
• investigate intervene
• Innovative seeking to improve practice

15
Arguments for action research for professionals

• Flexible and innovative responses are sought, and
  action research supports these in a way that
  allows professionals to retain some control over
  their practice
• There are few definitive solutions and
  prescriptions professionals need to have the
  skills to respond and innovate based on evidence.
• Practitioners can resist the dichotomy between
  theory and practice by developing their own
  theories within their practice.
• Innovation is not allowed to remain the
  prerogative of an elite.

16

• Lomax P ed 1996 Managing Quality in Education
  sustaining the vision through action research.
  London Routledge
• McNiff J 1988 Action Research principles and
  practice. London Routledge
• McNiff J Whitehaed J 2005 Action Research for
  Teachers a practical guide. London Routledge
• jeanmcniff.com uk