Action Research Spring2008

Action Research in Education
Dr. Tarek Chebbi, FIU
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
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 a family of research methodologies which pursue ACTION (or Change) and RESEARCH (or Understanding) at the same time.
What is AR? (Contd)

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 Experts eye Very real presences can emerge in the dynamically unfolding relations which can teach us new ways of conducting our practice.
Why AR? (Contd)

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?

2000s 1990s 1980s 1970s
School-based site councils (e.g. School Committees)
Teacher and school inquiries (e.g. teacher-initiated research studies) Professional inquiry by teachers (e.g. self-study)
In-service days (e.g. teacher staff development activities)
Toward Action Research in the USA
Action research designs

Action Research
Practical
Studying local practices Involving individual or teambased inquiry Focusing on teacher development and student learning Implementing a plan of action Leading to the teacher-as-researcher
Participatory
Studying social issues that constrain individual lives Emphasizing equal collaboration Focusing on life-enhancing changes Resulting in the emancipated researcher
Practical action research: The Research Spiral (Mills, 2000)

Identify an Area of Focus
Develop an Action Plan
Collect Data
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-researchers 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 educatorresearchers own practices

Self-reflective research by the educatorresearchers turns the lens on their own educational classroom, school, or practices.
Collaboration
Students
Teachers Community Stakeholders
Collaborative Team
Staff Administrators
Parents
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

Identifying Problem Collecting Data Evaluating Existing Data Taking Action
Point of Entry
Point of Entry
Point of Entry
Point of 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 Es) Experiencing
(By observing)
Participant Observation (Active participant)
Examining
Enquiring
(By asking)
Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests
(by using records)

Archival documents Journals Maps Audio and Videotapes Artifacts Fieldnotes
Passive Observer
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?

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 researchers reflection as a professional? Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding?

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) 2) 3) 4) 5) 6) 7) 8)
Locate, listen to and articulate your inner voice Practice reflection in action, on action, and about action. Develop a risk-taking mentality. Trust processes as well as people. Appreciate the total person in working with others. Commit to working with colleagues. Redefine your role to extend beyond the classroom. 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. 2. Teachers have flexibility in how to teach by focusing on what to teach. It emphasizes key skills for every student and allows them to retain skills in order to build higher skills. It encourages collaboration among teachers, students, and instructional support staff. It promotes active learning and student involvement in the learning process.
3. 4.
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
Student test scores used to identify Instructional groups (weak/strong).
2. Time Line Development

Develop time line encompassing all objective areas based on student needs.
3. Instructional Focus
Deliver Instructional focus lessons to students based on schedule.
4. Assessment
Administer an assessment to identify mastery and non-mastery students.
5. Tutorials
Provide tutorial time to re-teach non mastered target areas.
6. Enrichment
Provide enrichment opportunities for mastery students.
7. Maintenance
Provides materials for ongoing maintenance and re-teaching.
8. Monitoring
Principal assumes the role of 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
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.
Act
Reinforce review what has been taught Refocus (Development) -remediate during school hours for nonmastery students Refocus (Enrichment)- mastery students receive advanced or challenging work
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 university professors, scholars, and graduate students on experimental and control groups
Conducted by teachers and principals on children in their care
Where?
In environments Point by: In schools and Action Research - Power

Dr. Tarek Chebbi, FIU
Action Research engages teachers in a four-step process

1. 2. 3. 4. Identify an area of focus Collect Data Analyze and interpret data 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 peoples equality of worth 3. Liberating-Providing freedom from oppressive, debilitating conditions 4. Enhancing-Enabling the expression of peoples 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 doesnt 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. 2. 3. 4. 5.
6. 7. 8. 9.
Write an area-of-focus statement Define the variables Develop research questions Describe the intervention or innovations Describe the membership of the action research group Describe negotiations that need to be undertaken Develop a timeline Develop a statement of resources Develop data collection ideas
For Further Thought

1. 2. 3. 4.
5.
What general ideas do you have for action research? What is your area of focus? Complete the following statement: The purpose of the study is to Conduct an initial search of the related literature using ERIC on-line 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

Action Research Spring2008

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Action Research Spring2008

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Action Research in Education

Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Jack Whitehead, Action Research, Principles and Practice, McNiff, 1988, ix

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

What is action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

What is AR? (Contd)

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Participatory Action Research (PAR)

How Action Research is Done?

Why AR? (Contd)

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

What is action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

When do you use action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

How did action research develop?

In-service days (e.g. teacher staff development activities)

Toward Action Research in the USA

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action research designs

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Practical action research: The Research Spiral (Mills, 2000)

Develop an Action Plan

Analyze and Interpret Data

Participatory action research

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research Interacting Spiral

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Key characteristics of Action Research

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Study of the educatorresearchers own practices

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

The problem is only one phase in which to enter

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

What are the steps in conducting action research?

Taxonomy of action research data collection techniques

(by using records)

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

What are the steps in conducting action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

How do you evaluate action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

How do you evaluate action research?

How do you evaluate action research?

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

10 Guidelines for Teachers

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Benefits of PDSA Instructional Cycle

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

Action Research - Power Point by: Dr. Tarek Chebbi, FIU

The Eight-Step Process

2. Time Line Development

An Example: The PDSA Cycle at the School Site

Action Research - Power Point by: Dr. Tarek Chebbi, FIU