Action Research in

Education
 Frequently asked questions of teachers
• How can I get the students to enjoy learning?
• What can I do to make handicapped children feel part of my
class?

•
How can I make my classroom more interesting for students?
• How might we conduct teacher evaluation processes in this school
in ways that will improve teaching and learning?
• How can I encourage more parental support for what does on in
the classroom?
• How can I adapt an already demanding curriculum to better meet
the specific needs of the students in my class?
• How might we work together better as a staff to establish such
things as school objectives, philosophy, and budget priorities?
•
 Jack Whitehead, Action Research,
Principles and Practice, McNiff, 1988, ix

• We must find a way of bridging

the traditional divide between
educational theory and
professional practice.
 Definition (1)

• Action research is a research that ANY of us

can do on his/her own practice to improve it.
• It can be conducted with the assistance or
guidance of professional researchers in order
to improve strategies, practices, and
knowledge of the environments within which
they practice.
 Definition (2)

• Action research is a process in which

participants examine their own
educational practice, systematically
and carefully, using the techniques of
research.
 What is action research?
• Action research can be described as
afamily of research methodologies which
pursue ACTION (or Change) and
RESEARCH (or Understanding) at the
same time.
 What is AR? (Cont’d)
• Action research is inquiry or research in the context of
focused efforts to improve the quality of a PRACTICE.
• It is typically designed and conducted by practitioners
who analyze the data to improve their own practice.
• Action research can be done by individuals or by teams
of colleagues. The team approach is called collaborative
inquiry.
• Action research has the potential to generate genuine
and sustained improvements in schools.
 Why AR?
• AR gives educators new opportunities to
reflect on and assess their teaching;
• To explore and test new ideas, methods, and
materials;
• To assess how effective the new approaches
were;
• To share feedback with fellow team members;
• To make decisions about which new approaches
to include in the practice.
 Participatory Action
Research (PAR)
• PAR is research involves all relevant parties in actively
examining together current action (which they
experience as problematic) in order to change it and
improve it.
• They do this by critically reflecting on the historical,
political, cultural, economic, geographic and other
relevant contexts.
• It aims to be active “Team-Research”, by and for those to
be helped.
• It cannot be used by one group of people to get another
group of people to do what they think is best for them ;
• AR is genuinely democratic or non-coercive (By
practitioners for practitioners)
• Reference Wadsworth, Y. (1998)
 How Action Research
is Done?

• Using a Cyclic or Spiral process which

alternates between Action and critical
Reflection, and

• Continuously refining methods, data and

interpretation in the light of the
understanding developed in the earlier
cycles.
 Characteristics of A.R.
• It is an emergent process which takes
shape as understanding increases;
• It is an iterative process which converges
towards a better understanding of what
happens;
• It is participative (Change is usually
easier to achieve when those affected by
the change are involved) and qualitative.
 Why AR?
• It is participatory ;
• It is “from within” and not from an external
“Expert’s eye”
• Very real “presences” can emerge in the
dynamically unfolding relations which can
teach us new ways of conducting our
practice.
 Scope of AR
Understanding Students (Factors related to Students,
Behaviour/Characteristics):
 Ascertaining the readiness for teaching a particular
concept or principle in a particular subject
 Gender difference in interest towards a subject.
 Reasons of shyness in the classroom for a subject
 Causes of truancy (absenteeism) in a subject.
 Performance of children in a particular subject with or
without private tuition.
 Comparison of performance in a subject of normal
children with those belonging to disadvantaged groups.
 Scope of AR
(b) Roles and Functions of Teachers (Factors related to
teachers):
• Effect of incentives on the development of improvised
aids in a particular subject.
• Teachers’ problems in teaching a particular subject in
primary / secondary / senior secondary schools.
• Quality of teacher-pupil interaction and pupils’ interest
in the learning of a subject.
• Teachers’ personality and teacher-pupil interaction.
• Comparison of quality of interaction in classes of a
particular subject taken by male and female teachers.
• Teachers’ applying experience gained by them in in-
service training in a particular subject.
 Scope of AR
(c) School climate/infrastructure (Factors related to
school climate):
• Changing sitting order in classroom and span of
attention in solving mathematics problems.
• Effect of closed and open-air classrooms on increasing
interest in a particular subject.
• Changing time of mathematics period and interest of
students in mathematics learning in the class.
 Scope of AR
(d) Curricular and Co curricular practices (Factors
related to Curricular and Co curricular Practices):
• Management of classroom activities with children of
wide ranging abilities.
• Pupils’ performance on different types of test items on
the same content areas of a particular subject.
• Effects of peer teaching on the attainment of mastery
learning.
• Effects of different remedial measures in removing
learning difficulties.
 Why AR? (Cont’d)
• It is the most logical way of doing research on
societal and community issues.
• Sometimes, it does not make sense to go to an
outsider ,with often shaky or no knowledge of
the given situation, thinking that with a few
questions, he/she can get enlightening answers.
• It is difficult to grasp the issues of a group or
community by an outsider who has limited
interaction with the group.
 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
 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).
 When do you use action
research?
1. To solve an educational problem;
2. To help educators reflect on their own
practices
3. To address school-wide problems
4. When teachers want to improve their
practices
 How did action research
develop?
Teacher and school inquiries
(e.g. teacher-initiated
2000s
research studies)

1990s School-based Professional inquiry by

site councils teachers (e.g. self-study)
(e.g. School
1980s
Committees)

1970s In-service days (e.g. teacher

staff development activities)

Toward Action Research in the USA

 Action research designs
Action Research

Practical Participatory

•Studying local practices •Studying social issues

Involving individual or team- that constrain individual lives
based inquiry •Emphasizing equal
•Focusing on teacher development and collaboration
student learning •Focusing on “life-enhancing
•Implementing a plan of action changes”
•Leading to the teacher-as-researcher •Resulting in the emancipated
researcher
Practical action research:
The Research Spiral
(Mills, 2000)
Identify an
Area of Focus

Develop an
Collect Data
Action Plan

Analyze and
Interpret Data
 Participatory action research
• 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 focused on bringing about change in
practices
 Action Research
Interacting Spiral
 Key characteristics of Action
Research
• A practical focus
• The educator-researcher’s own practices
• Collaboration
• Dynamic process
• A plan of action
• Sharing research
 Practical focus
• A problem that will have immediate
benefits for
– Single teacher
– Schools
– Communities
 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.
 Collaboration
Students
Community
Teachers Stakeholders

Collaborative
Team

Parents
Staff

Administrators
 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
 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
 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
The problem is only one
phase in which to enter
Evaluating
Identifying Collecting Taking
Existing
“Problem” Data Action
Data

Point of Point of Point of Point of

Entry Entry Entry Entry
 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
Taxonomy of action research
data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Examining
Experiencing Enquiring (by using records)
(By observing) (By asking)
Participant Observation Archival documents
(Active participant) Informal Interview Journals
Structured formal Maps
Interview Audio and
Passive Observer Questionnaires Videotapes
Attitude Scales Artifacts
Standardized Tests Fieldnotes
 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
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?
 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?
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?
 10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice,
McNiff,1988, 144-145

1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.
 10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces,
Fullan, 1993, 144

1) Locate, listen to and articulate your inner voice

2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the classroom.
8) Push and support principals and other administrators to
develop interactive professionalism.
9) Commit to continuous improvement and perpetual
learning.
10)Monitor and strengthen the connection between your
development and students' development
 Improving School
Effectiveness Using the
PDSA Cycle and The
Action Plan
Carlos Viera
Miami-Dade Count Public Schools
 Plan-Do-Study-Act
• An approach to process analysis and
improvement.
• Involves constantly defining and redefining
the customers’ needs and wants.
• PDSA is a versatile tool that can be used for
planning, problem solving, and decision
making- to solve problems in the classroom.
 Benefits of PDSA Instructional Cycle
1. Teachers have flexibility in how to teach by
focusing on what to teach.
2. It emphasizes key skills for every student and
allows them to retain skills in order to build higher
skills.
3. It encourages collaboration among teachers,
students, and instructional support staff.
4. It promotes active learning and student involvement
in the learning process.
1. It places the ultimate responsibility of learning
on the learner
2. It aligns planning, instruction, assessment,
and support towards students performance.
3. It is data driven so it removes subjectivity.
4. It contributes to climate of achievement and
success.
5. It is a proven approach that achieves results.
 The Eight-Step Process
1. Test Score Disaggregation 2. Time Line Development
Student test scores used to identify Develop time line encompassing all
Instructional groups (weak/strong). objective areas based on student needs.

3. Instructional Focus 4. Assessment

Deliver Instructional focus lessons to Administer an assessment to identify
students based on schedule. mastery and non-mastery students.

5. Tutorials 6. Enrichment
Provide tutorial time to re-teach non Provide enrichment opportunities for
mastered target areas. mastery students.

7. Maintenance 8. Monitoring
Provides materials for ongoing Principal assumes the role of
maintenance and re-teaching. instructional leader, involved in
teaching and learning process.
 An Example:

The PDSA Cycle

at the School Site
 Plan :
•Disaggregate data:
•Know where you are/going
•To show improvement
•Evaluates teachers/students
•Ongoing to identify any problems
•Provides instructional direction
•Create Calendar to achieve goals
Act
•Reinforce – review what has been
taught
•Refocus (Development) -remediate
during school hours for non-
mastery students
•Refocus (Enrichment)- mastery
students receive advanced or
challenging work
Do :
•Instructional Focus:
•Make it a school wide activity
•Provide instructional focus sheets to
teachers and other faculty
•Solicit feedback from teachers
•Ask students randomly what is the
instructional focus.
Study
•Provide frequent assessments
•Collect data to identify mastery
and/or non-mastery
•Assessments should “look and feel”
like accountability tests.
•Teachers should meet to review
scores and share improvement ideas.
 AR Links
• http://educ.queensu.ca/projects/action_research/15quote.htm

http://carbon.cudenver.edu/~mryder/reflect/act_res.html

http://arj.sagepub.com/
 Action Research
(Geoffrey E. Mills, 2nd Edition)
• Slides from Action Research: A Guide for
the Teacher Researcher
A Comparison of Traditional Research and Action Research
What? Traditional Research Action Research

Who? Conducted by Conducted by

university professors, teachers and
scholars, and principals on children
graduate students on in their care
experimental and
control groups

Where? In environments In schools and

• Action Research engages teachers in a
four-step process
1. Identify an area of focus
2. Collect Data
3. Analyze and interpret data
4. Develop an action plan
• The values of critical action research dictate
that all educational research should be
socially responsive as well as:
1. Democratic- Enabling participation of people
2. Equitable- Acknowledging people’s equality of
worth
3. Liberating-Providing freedom from oppressive,
debilitating conditions
4. Enhancing-Enabling the expression of people’s
full human potential (stringer,1993 p.148)
The Process of Action Research
• Actually try the process to convince yourself
that the investment of time and energy are
worth the outcomes
• Recognize that action research is a process that
can be undertaken without negatively affecting
your personal and professional life
• Seek support from your professional colleagues
 Clarifying a General Idea and an
Area of Focus
• Statement/Observation: Students do not seem to be
engaged during teen theater productions
– Questions: How can I improve their engagement ?
• Statement. Observation: Students take a lot of time to
learn problem solving in mathematics, but this process
doesn’t appear to transfer to their acquisition of other
mathematics skills and knowledge
– Question: How can I improve the integration and transfer of
problem-solving skills in mathematics?
• Statement/Observation: Parents are unhappy with
regular parent-teacher conferences
– Question: How can I improve the conferencing process using
student-led conferences?
 The Action Research Plan
1. Write an area-of-focus statement
2. Define the variables
3. Develop research questions
4. Describe the intervention or innovations
5. Describe the membership of the action research
group
6. Describe negotiations that need to be undertaken
7. Develop a timeline
8. Develop a statement of resources
9. Develop data collection ideas
 For Further Thought
1. What general ideas do you have for action research?
2. What is your area of focus?
3. Complete the following statement: “The purpose of
the study is to…”
4. Conduct an initial search of the related literature
using ERIC on-line
5. Conduct an action plan that includes an area-of-focus
statement, definitions, research questions, a
description of the intervention, membership of the
action research group, negotiations to be undertaken,
a timeline, the necessary resources for the project,
and data collection ideas
 Outline of AR report
• 1. Area of Focus
• 2. Related Literature
• 3. Defining Variables
• 4. Research questions
• 5. Description of the intervention
• 6. Data collection
• 7.Data Analysis
• 8. Action Plan