4. Action research: Concepts and modelDefinition and conceptsThe characteristics of action researchThe importance of action research

Models of action research - Stephen Kemmiss model- John Elliotts model- Dave Ebbutts model- Jack Whiteheads model- Jean McNiffs model - Kurt Lewins model

Definition and concepts

Ebbutt (1985:156) regards action research as a systematic study that combines action and reflection with the intention of improving practice.Cohen and Manion (1994:186) define it as a small-scale intervention in the real world and a close examination of the effects of such an intervention.Kemmis and McTaggart(1992:10) argue that to do action research is to plan, act, observe and reflect more carefully, more systematically, and more rigorously than one usually does in everyday life.

Definition and concepts

Action research combines diagnosis, action and reflection (McNiff 2002:15), focusing on practical issues that have been identified by participants and which are somehow both problematic yet capable of being changed (Elliott, 1978:355-6).McNiff(2002:6) places self-reflection at the heart of action research.Zuber-Skerritt(1996b:83) suggests that the aims of any action research project or program are to bring about practical improvement, innovation, change or development of social practice and the practitioners better understanding of their practices.

Definition and concepts

Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decision-making and the development of more effective classroom strategies. - Parsons and Brown (2002)

Definition and concepts

Action Research is a process of systematic inquiry into a self-identified teaching or learning problem to better understand its complex dynamics and to develop strategies geared towards the problems improvement.(Hamilton 1997, 3)

Definition and concepts

Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. - A. Christine Miller (2007)

Definition and concepts

Kemmis and McTaggart(1988) in their all-encompassing definition:Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of the own social or educational practices, as well as their understanding of these practices and the situations in which these practices are carried out

Definition and concepts

Elliott (1991a) defined action research as a process through which teachersCollaborate in evaluating their practice jointlyRaise awareness of their personal theoryarticulate a shared conception of valuesTry out new strategies to render the values expressed in their practice more consistent with the educational values they espouseRecord their work in a form that is readily available to and understandable by other teachers and thusdevelop a shared theory of teaching by researching practice Goh LH(2012) A Practical guide to writing your action research

The characteristics of action research

It is a dynamic and systematic process of self-enquiry and action carried out by practitioners in the line of workThe researcher is involved in an immediate and direct wayThe project is undertaken collaboratively by the participants in the situation, it involves those responsible for action in improving itThe action proceeds through a spiral of cycles of planning, acting, observing, reflecting and evaluatingIt raises awareness and understanding of your practice, leading to change and improvement through practical action

The characteristics of action research

A practical focusThe educator-researchers own practicesCollaborationA dynamic processA plan of actionSharing research

The characteristics of action research

A practical focus - the aim of AR is to address an actual problem in an educational setting-AR study practical issues that will have immediate benefits for education-to solve an immediate problem

The characteristics of action research

The educator-researchers own practices -ARers engage in participatory or self-reflective research in which they turn the lens on their own educational classroom, school or practices.- as they study their own situation- reflect on what they have learned-a form of self-development- as well as improve their educational practices

The characteristics of action research

CollaborationAction Researchers collaborate with others, often coparticipants in the research. -it involves establishing acceptable and cooperative relationships, communicating in a manner that is sincere and appropriate, and including all individuals, groups and issues.- individuals may review results of findings with the researcher, help collect data or assist in the presentation of final report.

The characteristics of action research

A dynamic process -Researcher spirals back and forth between reflection about a problem, data collection, trying a solution and back to reflectionA Plan of Action - Researcher formulates an action plan in response to the problem.-The plan may be presenting the data to important stakeholders, implementing an ongoing research agenda to explore new practices.- may be a formal written plan, or an informal discussion about how to proceed.

The characteristics of action research

Sharing research-Action researchers often share reports of their research to educators who can then immediately use the results- individuals who can promote change or enact plans within their classroom or building.-online journals, web-sites and discussion blogs provide opportunities for action researchers to publicize their studies.Creswell, J.W. (2014) Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research pg.618

ACTION RESEARCH IS . . . critical (and self-critical) collaborative inquiry byreflective practitioners beingaccountable and making results of their enquiry publicself-evaluating their practice and engaged inparticipatory problem-solving and continuing professional development.

Zuber-skerritt (1996b:85)

The importance of action research

What kinds of benefits to their teaching have teachers who have carried out AR found? Heather Denny is a teacher researcher in NZ. She worked with her other colleagues in her teaching centre on a collaborative AR project that focused on new ways of teaching spoken discourse to adult learners. After working with them Heather surveyed 4 of the teachers in her research group. Heather says: Group members reported major benefits for both teaching and research skills development in this type of group AR activity. For teachers there was fasterClassroom voices

..professional development, through basing teacher changes and decisions not only on reflection but also on reliable data collection and analysis. There was also more effective and focused teaching materials development, some of it very innovative and the generation and propagation of relevant and useful theory.Research skills were learned in this project through individuals learning by doing and also through the sharing of expertise and experience. The voluntary nature of group membership was also an asset, as was the fact that members of the group all saw the area of the focus as being of interest in their teaching.

. Many teachers felt keenly a lack of research experience. However this was not an insuperable barrier as one of the most inexperienced had with support managed to carry a project to presentation state after 20 months in the group. (source: Denny, 2005, p.8 in Burns, A. (2010)Doing Action Research in English Language Teaching)

Importance of AR in teacher professional development?Action research is first person research designed to empower teachers to self-educate, test personal theories and expand teaching knowledge in the classroom (Craig 2009; Reason & Bradbury 2006; Sagor 2005; Schoen 2007; Pattison 1999)By doing action research English teachers are given a powerful means to build, test and revise personal theories about pedagogy in the classroom (Craig 2009; Coghlan & Brannick 2009; Schoen 2007; Tomal 2003).

Importance of AR in teacher professional development?Through action experimentation teachers grow professionally by enhancing critical reflection, decision making, discernment all of which strengthen their ability to self-evaluate and improve teaching practice (Craig 2009; Coghlan & Brannick 2009; Mertler 2006; Tomal 2003).

The importance of action research

AR allows us to build records of our improvements: (a) records of our changing activities and practices (b) records of the changes in the language and discourse in which we describe, explain and justify our practicesAR allows us to give a reasoned justification of our educational work to others because we can show how the evidence we have gathered and the critical reflection we have done have helped us to create a developed, tested and critically examined rationale for what we are doing

Advantages of action researchAR can be done by almost any professional, in any type of school, at any grade, to investigate any kind of problem.AR can improve educational practices.When teachers design and carry out own AR, they can develop more effective ways to practise their craft.AR can help teachers identify problems and issues systematically.AR can build up a small community of research-oriented individuals within school. (Fraenkel, pg 596)

Summary: essential features of ARAR involves teachers in evaluating and reflecting on their teaching with the aim of bringing about continuing changes and improvements in practice.It is small-scale, contextualised and local in character, as the participants identify and investigate teaching-learning issues within a specific social situation, the school or classroomIt is participatory and inclusive, as it gives communities of participants the opportunity to investigate issues of immediate concern collaboratively within their own social situationChanges in practice is based on collecting and analysing data systematicallyBased on democratic principles: ownership for changes in curr practice_ teachers and learners who conduct research

Tan Poh KeunPLANNING Identify a problem or issueDevelop a plan of action to bring improvement in specific area of researh contextConsider (i) what kind of investigation is possible within the realities and constraints of your teaching situation (ii)what potential improvements you think are possibleKEMMIS and MCTAGGART (1988)

Tan Poh KeunACTION the plan is a carefully considered one which involves some deliberate intervention into your teaching situation that you put into action over an agreed period of time.The interventions are critically informed as you question your assumptions about the current situation and plan new and alternative ways of doing things.KEMMIS and MCTAGGART (1988)

Tan Poh KeunOBSERVATION Observe systematically the effects of the action and documenting the context, actions and opinions of those involved.It is a data collection phase where you use open-eyed and open-minded tools to collect information about what is happening.KEMMIS and MCTAGGART (1988)

Tan Poh KeunREFLECTION .You reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue you have explored more clearly. You may decide to do further cycles of AR to improve the situation even more, or to share the storyor your research with others as part of your ongoing professional development.Cyclical AR model based on KEMMIS & McTAGGART (1988)

Tan Poh KeunJOHN ELLIOT (1988) Cycle 1General PlanMonitoring the Implementation and effectsReconnaissance (explain any failure to implement and its effects)Cycle 2Revise General PlanMonitoring the implementation and effectsReconnaissance (explain any failure to implement and its effects)

Models of action research : John Elliott s model Initially an exploratory stance is adopted, where an understanding of a problem is developed and plans are made for some form of interventionary strategy. (The Reconnaissance & General Plan)Then the intervention is carried out . (The Action in Action Research) During and around the time of the intervention, pertinent observations are collected in various forms. (Monitoring the implementation by Observation. )The new interventional strategies are carried out, and the cyclic process repeats, continuing until a sufficient understanding of (or implement able solution for) the problem is achieved (Reflection and Revision)

Models of action research : John Elliott s model Elliott's model emphasizes constant evolution and redefinition of the original goal through a series of reconnaissances (fact finding and analysis) recurring every cycle.-within each stage of the action research. This design permits much greater flexibility, and seeks to "...recapture some of the 'messiness' which the Kemmis version tends to gloss [over] " (Hopkins, 1985).

Tan Poh KeunDAVE EBBUTT (1985)Begins with general ideaReview of related literature insight into area of focusOverall planAction 1Monitoring and reconnaissanceAction 2Process repeats for further cycles

Models of action research : Dave Ebbutts model Action Research...is the systematic study of attempts to improve educational practise by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions. - Ebbutt (cited in Hopkins, 1985)

Models of action research : Jack Whiteheads model Here is a modified version of Jacks action plan. On What issue/concern/problem am I interested in researching? Why do I want to research this issue? What kind of evidence can I gather to show why I am interested in this issue? What can I do? What will I do? What kind of evidence can I gather to show that I am having an influence? How can I explain that influence? How can I ensure that any judgements I might make are reasonably fair and accurate? How will I change my practice in light of my evaluation?

Jean McNiffs model (1988)Review your current practiceIdentify an aspect that you wish to improveImagine a way forward in thisTry it outMonitor and reflect on what happensModify the plan in the light of what has been found, what has happened, and continue;Evaluate the modified actionContinue until you are satisfied with that aspect of your work (e.g. repeat the cycle)

KURT LEWIN (1946) General idea of improvement or changePreliminary reconnaissanceActingTaking First Action stepPlanningObserving/Evaluating of results of actionReflectingModify original plan/ideaTaking Second Step of Action

Models of action research :Kurt Lewins model Lewin described action research as proceeding in a spiral of steps, each of which is composed of planning, action and evaluation of the result of the action.In practice the process begins with a general idea that some kind of improvement or change is desirable. The group decides to work together on a thematic concern, they decide on a general plan of action and do a preliminary reconnaissance.

Models of action research :Kurt Lewins model Breaking the general plan down into achievable steps the action researchers still on the first action step, a change in strategy which aims not only at improvement, but at a greater understanding about what will be possible to achieve later as well. Before taking this first step, the action research group becomes more circumspect and devises a way of monitoring the effects of the first action step, the circumstances in which it occurs and what the strategy begins to look like in practice. Group action and the action of individual members of the group is subjected to critical reflection.

Models of action research :Kurt Lewins model The cyclic nature of the Lewinian approach recognises the need for action plans to be flexible and responsive. It recognises that, given the complexity of social situations, in practice it is never possible to anticipate everything that needs to be done. Lewins deliberate overlapping of action and reflection was designed to allow changes in plans for action as the people involved learned from their own experience. Put simply action research is the way groups of people can organize the conditions under which they can learn from their own experience and make this experience accessible to others

Example of AR projectsA young teacher, concerned by the disciplinary problems she experienced with a group of at risk boys in her classroom, engaged in an AR process that revealed to her a very different understanding of these children. The knowledge she gained changed her view of the problems she was experiencing, leading to dramatic changes in the way she approached her teaching.

Examples of AR projectsYou have identified an area in your teaching that you believe can be improved(based on data from your students). You decide to investigate the impact of your intervention and to monitor if it makes a difference

Examples of AR projectsGiven a schoolwide reading comprehension focus, you have decided to monitor the effectiveness of a new reading curriculum and teaching strategies by videotaping a reading lesson(once per month), administering reading comprehension probes(once per week) interviewing children in your classroom(once per term) and administering statewide assessment tests(at the end of the school year)

Possibilities for ARIncreasing learner autonomyIntegrating language skillsFocusing on language formUnderstanding student motivationDeveloping writing skillsPromoting group workMaking classrooms more communicativeTrying out new materialsFinding new ways to do assessmentIntegrating technology into class activities

Tutorial taskIn groups, select any one of the models of action research and use PMI tool (Plus, Minus and Interesting) on the model. Present group discussion.Prepare a statement on the aspect and an action research proposal on how you will conduct the research.

DiscussionBased on an assigned model, and problem identified, map out the procedures/steps to find a solution to the problem.- Stephen Kemmiss model- John Elliotts model- Dave Ebbutts model- Jack Whiteheads model- Jean McNiffs model - Kurt Lewins model

ReferencesCreswell, J.W. (2014) Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. 4th Edition. Pearson Education LimitedFraenkel, J.R., Wallen,N.E. and Hyun, H.H. (2012) How to Design and Evaluate Research in Education. 8th Edition. McGraw-Hill Education, New YorkCohen,L., Manion, L. & Morrison, K. (2011) Research Methods in Education. 7th edition. Routledge, New YorkBurns,A. (2010) Doing Action Research in English Language Teaching Routledge, New York and London