Power Point Slides by Ronald J. Shope in collaboration with John W. Creswell Chapter 18 Action Research Designs.

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1 Power Point Slides by Ronald J. Shope in collaboration with John W. Creswell Chapter 18 Action Research Designs

2 Educational Research 2e: Creswell Key Topics Purposes and uses of Action Research Types of action research designs Key characteristics of action research Steps in conducting an action research study Evaluating an action research study

3 Educational Research 2e: Creswell What is action research? Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).

4 Educational Research 2e: Creswell When do you use action research? When you have an educational problem to solve When educators want to reflect on their own practices When you want to address school-wide problems When teachers want to improve their practices When educators want to participate in a research project

5 Educational Research 2e: Creswell How did action research develop? Teacher and school inquiries (e.g. teacher-initiated research studies) Professional inquiry by teachers (e.g. self-study) School-based site councils (e.g. School Committees) In-service days (e.g. teacher staff development activities) 1970s 1980s 1990s 2000s Movement Toward Action Research

6 Educational Research 2e: Creswell Types of action research designs Action Research ParticipatoryPractical Studying local practices Involving individual or team- based inquiry Focusing on teacher development and student learning Implementing a plan of action Leading to the teacher-as-researcher Studying social issues that constrain individual lives Emphasizing equal collaboration Focusing on “life-enhancing changes” Resulting in the emancipated researcher

7 Educational Research 2e: Creswell Practical action research: Mills (2000) Dialectic Research Spiral Analyze and Interpret Data Develop an Action Plan Collect Data Identify an Area of Focus

8 Educational Research 2e: Creswell Participatory action research Deliberate exploration of relationship between the individual and others Participatory: people conduct studies on themselves Practical and collaborative Emancipatory (Challenges procedures) Helps individuals free themselves from constraints found in media, language, work procedures, and power relationships Reflexive or dialectical – focused on bringing about change in practices

9 Educational Research 2e: Creswell Stringer’s (1999) Action Research Interacting Spiral Think Look Act

10 Educational Research 2e: Creswell Key characteristics of action research A practical focus The educator-researcher’s own practices Collaboration Dynamic process A plan of action Sharing research

11 Educational Research 2e: Creswell Practical focus A problem that will have immediate benefits for –Single teachers –Schools –Communities

12 Educational Research 2e: Creswell Study of the educator- researcher’s own practices Self ‑ reflective research by the educator-researchers turns the lens on their own educational classroom, school, or practices.

13 Educational Research 2e: Creswell Collaboration Administrators Staff Teachers Students Parents Community Stakeholders Collaborative Team

14 Educational Research 2e: Creswell A dynamic process Dynamic process of spiraling back and forth among reflection, data collection, and action Does not follow a linear pattern Does not follow a causal sequence from problem to action

15 Educational Research 2e: Creswell A plan of action The action researcher develops a plan of action Formal or informal; involve a few individuals or an entire community May be presenting data to stakeholders, establishing a pilot program, or exploring new practices

16 Educational Research 2e: Creswell Sharing research Groups of stakeholders Local schools, educational personnel Local or state individuals Not specifically interested in publication but in sharing with individuals or groups who can promote change

17 Educational Research 2e: Creswell The problem is only one phase in which to enter Identifying “Problem” Collecting Data Evaluating Existing Data Taking Action Point of Entry Point of Entry Point of Entry Point of Entry

18 Educational Research 2e: Creswell What are the steps in conducting action research? Determine if action research is the best design to use. Identify the problem to study Locate resources to help address the problem Identify the information you will need

19 Educational Research 2e: Creswell Taxonomy of action research data collection techniques Action Research Data Collection Techniques (The Three E’s) Experiencing Enquiring Examining (Through observation and field notes) When the researcher asks Using and making records Participant observation (Active participant) Privileged, active observer Passive observer Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests Archival documents Journals Maps Audio and Videotapes Artifacts Fieldnotes

20 Educational Research 2e: Creswell What are the steps in conducting action research? Implement the data collection Analyze the data Develop a plan for action Implement the plan and reflect

21 Educational Research 2e: Creswell How do you evaluate action research? Does the project clearly address a problem or issue in practice that needs to be solved? Did the action researcher collect sufficient data to address the problem? Did the action researcher collaborate with others during the study? Was there respect for all collaborators?

22 Educational Research 2e: Creswell How do you evaluate action research? Did the plan of action advanced by the researcher build logically from the data? Is there evidence that the plan of action contributed to the researcher’s reflection as a professional? Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding?

23 Educational Research 2e: Creswell How do you evaluate action research? Did the action research actually lead to change or did a solution to a problem make the difference? Was the action research reported to audiences who might use the information?