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ACTION RESEARCH

•Action research is undertaken in a school setting.

•It is a reflective process that allows for inquiry and discussion as components of the “research.”

•Often, action research is a collaborative activity among colleagues searching for solutions to everyday, real problems experienced in schools, or looking for ways to improve instruction and increase student achievement.

Rather than dealing with the theoretical, action research will allow us to address those concerns that are closest to us, ones over which we can exhibit some influence and make change.

However action research has research theory that supports or challenges the hypothesis

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So Why Action Research?

Enhancing our professional growth and development Creates greater awareness

Builds an inquiry habit of the mind/ a way of thinking

We learn from each other

Build’s our capacity to analyse and use data

Improves knowledge and skills specific to classroom practice and pedagogy

Encourages development of new ideas.

Expansion of knowledge for all.

Gives all of us ownership.

What Action Research is not

Action research is not what usually comes to mind when we hear the word “research.” Action research is not a library project where we learn more about a topic that interests us.

It is not problem-solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve.

Action research is not about doing research on or about people, or finding all available information on a topic looking for the correct answers. It involves people working to improve their skills, techniques, and strategies.

Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students.

5 phases of Inquiry

Identification of problem area Collection and organization of data Interpretation of data Action based on data Reflection

Components of Action Research

The 5 C’S..

Commitment

Collaboration

Concern

Consideration

Change, (Borgia & Schuler, 1997).

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Deciding what to look at?

Collecting DATA

Data CollectionMultiple sources give a better understanding of what is happening

Relevance

Questionnaires/ surveys

Interviews

Observations

Assessments, pre, post

Work samples

Existing Records

Think about Validity and Reliability

Analyse and Interpret Data Reduction of data

Relate to Research Question

Sort, sift, discard, extract, catalogue

Quantitative / Qualitative

Systematic search for Categories, Patterns, Themes

Develop an Action PlanIndividual, collaborative, whole school

Application of plan –

individual / collaborative

Defined structure

Implement Strategies and Interventions carefully

Document plan and collect data using the same methods as in the collection of the original data

Reflecting, Reviewing & Communicating

Critical and Systematic

Determine effectiveness of Action Plan

Ask questions

Share and Communicate Results