Conducting Action Research

Toni McConnellRachel Milliken

Biljana MilovanovicSarah Montefiore

Action Research

The study that a teacher, or other practitioner, may conduct in relation to an issue or problem, with the aim of discovering more prolific achievements for children

Importance of Action ResearchProactive and constant improvement of teaching methods, programs and policies ensuring attentive, organised and enhanced understanding of educational context.

RESEARCH

EVALULATEACTION

REFLECTION

ActionResearch

Action Research Procedures Recognise Area of Interest

Research Plan

Data Collection

Analysing and Interpreting Data

Construct the Plan of Action

Review Plan

Recognise Area of Interest

Identify problem area or issue

Undertake groundwork research

Use preliminary results to ascertain some research questions

Research Plan

Determine methods for data collection

Organise resources required

Prepare proposed schedule to complete answers to questions

Request direction and assistance from peers and field specialists

Data Collection Quality of data collected is of high

importance

Methods of data collection can include: questionnaires, surveys, interviews, observations, portfolios/journals, existing records, etc

A minimum of two methods are essential

Analysing and Interpreting Data

Identify patterns

Obtain percentages, averages, or determine if the results are correlation coefficients, etc

Comprehensive review of the data

Construct the Plan of ActionDesign realistic and relevant changes to instructional techniques, counseling methods and school policies

Encourage contribution by all (teachers, students, supervisors, colleagues) to adopt the new approach

Put the plan into action

Review Plan

Were the findings suitable to the problem?

What learning occurred? Were solutions found?

Communicate findings with colleagues

Discuss appropriate implementation measures

Ethical ConsiderationsMaintain confidentiality and respect the right of privacy

Obtain consent from students/parent for participation

Kept Supervisors and peers informed on the progress

Ensure there is sufficient data available to substantiate the conclusion

Action Research Benefits Students

Relative lessons and activities

Learning difficulties recognised and addressed

Greater learning outcomes

Improved comprehension

Action Research Benefits Teachers Provide effective and relative

lessons & activities

Identify and improve personal teaching strategies

Ascertain & analyse causes of learning difficulties

Action Research Benefits Schools

Develop a co-operative environment

Peer feedback and reflection on teaching strategies

Tips onConducting Action ResearchReview results of implementing the change(s)

Maintain journal on observations and associate findings with scientific validation

Adjust the method of implementation as required

Share findings with fellow colleagues and/or supervisors (as well as parents & students if applicable)

ConclusionEvery student should be given the opportunity to expand their dominant intelligences and strengthen their weak intelligences.

Action Research creates numerous benefits for all participants involved, directly resulting in positive learning outcomes for students.

Questions

ReferencesCochran-Smith & Lytle (1993) G.E Mills (2007)

NSW Department of Education (2006 & 2007), Professional Learning and Learning Development, Action Research. Retrieved October 17th from www.det.nsw.edu.au/proflearn/research/actres.htm

McDevitt, T & Ormond, J (2010). Child Development and Education, (4th Edition). Pearson Education

Borgia. E, Schuler, D (1996). Action Research in Early Childhood Education. eric digest. Retrieved October 17, 2009 from www.ericdigests.org

Eileen Ferrance (2000) Themes in education, Action research, Northwest and Islands Regional Education Laboratory at Brown University, retrieved October 19, 2009 from www.alliance.brown.edu/pubs/themes_ed/act_research.pd

Thank you