topic 4_ar concept and model
DESCRIPTION
Action researchTRANSCRIPT
TOPIC 4ACTION RESEARCH CONCEPT AND
MODEL
NORSARIHAN AHMADINSTITUTE OF TEACHER EDUCATION
SARAWAK CAMPUS
Norsarihan/AR1
Definition
“Action research is simply a form of self reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out”
(Carr & Kemmis, cited in L.H. Goh, 2012)
Norsarihan/AR1
• Somekh’s (2006, p 164) viewed action research as “the study of a social situation, involving the participants themselves as researchers, with a view to improving the quality of action within it.”
Norsarihan/AR1
Action research is conducted by one
or more individuals or groups for the
purpose of solving a problem or
obtaining information in order to
inform local practice.
Action research is conducted by one
or more individuals or groups for the
purpose of solving a problem or
obtaining information in order to
inform local practice.
4
Action Research In Education
Action research in education is an enquiry which
is carried out in order to understand, evaluate and
then to change, in order to improve some
educational practices.
When applied to teaching, action research
involves gathering and interpreting data to better
understand an aspect of teaching and learning
and applying the outcomes to improve practice.
Action research in education is an enquiry which
is carried out in order to understand, evaluate and
then to change, in order to improve some
educational practices.
When applied to teaching, action research
involves gathering and interpreting data to better
understand an aspect of teaching and learning
and applying the outcomes to improve practice.
5
Characteristics of action research
Dynamic and systematic process of self inquiry and action carried out in the line of work.
Dynamic and systematic process of self inquiry and action carried out in the line of work.
The researcher is involved in an immediate
and direct way.
The researcher is involved in an immediate
and direct way.
The project is undertaken collaboratively.
The project is undertaken collaboratively.
Norsarihan/AR1
The action proceeds through a spiral of cycle.
(plan, act, observe, reflect and evaluate)
The action proceeds through a spiral of cycle.
(plan, act, observe, reflect and evaluate) It raises awareness and
understanding of your practice thus leading to improvement through
practical action.
It raises awareness and understanding of your
practice thus leading to improvement through
practical action.
Norsarihan/AR1
Definition for educational action research
• It is a form of self reflective inquiry designed to
improve the understanding, practices and situations
in school and classroom.
• For example, a language teacher may address the
issue of improving your teaching strategy to
improve students’ language proficiency.
• The plan of action should be viewed as achievable
within the scope and ability of you as a teacher in
the classroom. Norsarihan/AR1
Purposes of action research
To integrate teaching with
research
To integrate teaching with
research
To improve the effectiveness of
practice
To improve the effectiveness of
practice
To bridge the expectation
and performance
gap
To bridge the expectation
and performance
gap
To develop the personal and
professional self
To develop the personal and
professional self
Norsarihan/AR1
Purposes of action research
To realize educational
values
To realize educational
values
To enable systematic and scientific re-evaluation of
current theories
To enable systematic and scientific re-evaluation of
current theories
Norsarihan/AR1
Issues related to AR
Norsarihan/AR1
A product of Project CENTRAL, 2004
A Model of Professional Development
• Action research is a model of professional development in which educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning.
A product of Project CENTRAL, 2004
What is Action Research?
“Action (teacher) research is a natural extension of good teaching.
Observing students closely, analyzing their needs, and adjusting the curriculum to fit the
needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999).
The Action Research Process
Action Research
Identifying a Classroom Problem
Developing & Implementing
an Action Research Plan
Collecting & Analyzing
Data
Using & Sharing Results
PLANNING
DELIVERY
FOLLOW-UP
EVALUATION
•Plan•Act•Observe•Reflect
•REVISED Plan•Act•Observe•Reflect
ACTION RESEARCH is a CYCLE!!
Traditional research vs Action research
TRADITIONAL RESEARCH
ACTION RESEARCH
Examines what others are doing
Examines personal actions
Seeks explanation or truth Seeks continuous change
Objective Reflective
Strive for knowledge Focuses on the planned change
Removed from research site Personally involved
Reveals effects and causes between variables
Reveals patterns and relationships
Norsarihan/AR1
Models of action research
• Kurt Lewin’s action research model• Kemmis and McTaggart’s action
research model• Susman’s action research model
(1983)
Norsarihan/AR1
AR Protocol: Kemmis (cited in Hopkins, 1985)
AR Protocol: Elliott (cited in Hopkins, 1985)
AR Protocol: Ebbutt (cited in Hopkins, 1985)
Focusing the Research
An action researcher should:• Feel the problem• Think about his/her teaching practice• Not satisfied with current learning
and teaching outcome• Need to solve the problem
immediately
Focusing Research Problem
• Feel and think that something is wrong.
• Problem identification• Problem analysis• Stating the problems
When identifying problems, you should:
• Ask yourself about teaching and learning process that have been conducted
• List the problems felt or experienced• Discuss the problem with your peers
Problem Analysis
• Problems should be able to solve by the teachers.
• Problems should be of small scale and be limited
• Problems should be urgent for students and teachers.
Stating Research Problem
• Concise, clear and operational.• Make it in question forms.• Describe the problems really faced
Deciding Action Plan
• Analyzing the feasibility of the action• Action preparation (fund, support, tools)
In choosing action, you have to - Have a complete theoretical basis.- Choose a promising action- Review the action
When Deciding Actions, you should consider:
• Students and teacher’s competencies• Supporting materials or equipment• Learning environment in the class
and the school
Action Preparation
• Preparing supporting equipment• Preparing ways and instrument of observation• Preparing lesson plan• Simulating action implementation
Action hypothesis
• Review the theoretical framework• Review previous studies• Talk with colleagues• Examine educational expert comments• Think about his/her own teaching experiences
Observation
Observation is gathering data concerning the implementation of CAR.
Observation goals:1) To improve teaching and learning practice2) To improve the involvement of the target
Observation Planning
• As an approach between observer and the students
• Perception sharing
Feed back1) Done immediately2) Do not blame anybody3) Supporting4) Multi ways
Observation Elements
• Planning together• Focus: general and specific• Deciding observation criteria, e.g.1) Improving teaching practice2) The involvement of students and teachers3) Applicability of the action4) Personal judgment
Stages of Observation
• Planning1) Creating an open and intimate climate2) Considering the confidentiality of the discussion3) Relating the observation to the program4) Considering time, class, lesson plan5) Thinking about the focus, tools, and observation
techniques6) Avoiding intervention
Stages of Observation
• Implementation1) Flexible2) Do not disturb teaching and learning
process.3) Do not judge4) Recording the teaching and learning process.5) Preparing and completing observation note.
Stages of Observation
• Follow up discussion1) Should be supporting2) Reviewing the objective3) Studying joint agreement4) Studying observation data5) Do not circulate the content6) Avoid direct suggestion7) Restating joint agreement
Observation Aids• Field notes• Tape recorder• Students’ diary• CameraAdvantages:1) Reminding aspects neglected from the note.2) Providing detail evidence3) Focusing attention4) Continuous explanation5) Providing general class situation data6) Providing information for trianggulation
Observation targets
• How far the action is in accordance with actions planned.
• How far the actions have gained results• If the two points above exist, actions can be
continued.• Is there any additional effect
Questions before choosing observation method
• Goal• Focus• Teacher or students action• Method• How will the data be used
Observation Method
• Open observation• Focus observation• Structure observation• Systematic observation
Observation skills
• Do not immediately jump to a conclusion• Interpersonal skills: trust and security of those
observed• Scheduling skills
Observation Feedback
• Given not more than 24 hours after observation
• Based on systematic and detail record.
REFLECTION
A study concerning the success or failure of the achievement of objectives and to find out the needs for follow up required to reach final goals.
REFLECTION
Stages:1) Analysis2) Making sense of the result3) Explanation4) Conclusion
When reflecting
• Find out why something happened• Reflect on the strengths and weaknesses of
the actions taken• Identify obstacles that could appear.• Predict the impacts of the actions taken.
The Role of Reflection
• Another distinguishing characteristic of action research is the degree of empowerment given to all participants. Involvement is of a knowing nature, with no hidden controls or preemption of direction by the researcher.
• All participants including the university researchers, the teachers and the students negotiate meaning from the data and contribute to the selection of interventionary strategies.
The Role Of Reflection
• Action research is intended to be the reflective counterpart of practical diagnosis (Elliott, 1978).
• Schon (1983) describes the use of reflection to generate models from a body of previous knowledge.
• These models are used to re-frame a problem; then experiments are performed to bring about outcomes which are subjected to further analysis.
The Role Of Reflection
• This model (called reflection-in-action) frames means and ends interdependently and recognizes that there is little or no separation of research from practice, little or no separation of knowing and doing. Schon's model of reflection-in-action compliments the iterative and investigative natures of action research.
Kurt Lewin’s action research model
ObserveObserve
ReflectReflect
PlanPlan
ActAct
Norsarihan/AR1
Kemmis and McTaggart’s action research model
Plan ActionPlan Action
Carry out Action and
Observation
Carry out Action and
Observation
Early observatio
n
Early observatio
n
ReflectionReflection
Norsarihan/AR1
Norsarihan/AR1
You start with a problem you encounter in your teaching practice.
the action researcher will go through a series of phases
In practice, things rarely go perfectly according to plan first time round.
you discover ways to improve your action plan in light of your experience and feedback from the students.
you incorporate improvements suggested by the initial cycle.
Built into action research is the proviso that, if as a teacher I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it. I will not be content with the status quo...Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 50
..my own work within the politics of educational knowledge would suggest that it is largely up to teachers to gain the initiative within the academic community by strengthening the explanatory power of their accounts of professional practice.Jack Whitehead, Action Research, Principles and Practice, McNiff,1988
Susman’s action research model
Norsarihan/AR1
The basic steps of action research
1. Start with a review of current practice.2. Reflect on the issues/problems.3. Identify an aspect you want to improve.4. Explore how you can make it happen. (Action
taken)5. Plan the action and implement.6. Monitor the development of the action7. Reflect and evaluate on the effect of the
action8. Continue the cycles of the action until the
researcher is satisfied with the improvement.
Norsarihan/AR1
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 non-mastery 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.
Norsarihan/AR1
AR Title:
School:
Research Focus:
Problem Statement:
Action Research Question(s):
Action Plan/Strategy:
Activity 1 - ACTION RESEARCH SUMMARY
Format of action research
• Action research report need not follow rigid format.
Things to put in the report:- Title- Introduction- Review of relevant literature- Methodology- Discussion of findings
Norsarihan/AR1
• Conclusions, suggestions/recommendations
• Reference and bibliography• Appendices
Norsarihan/AR1
Norsarihan/AR1
Guidelines on writing AR proposal
SCALE CRITERIA
13.5 - 15
Introduction: reflection of T&L
Experience related to T&LResearch focus is discussed clearlyResearch articles and theories are properly discussed with reference to the issue being studied.Citation and references
13.5 - 15
Research focus Identify and elaborate the issue being studiedIs the issue relevant?Follow this criteria:•administer•Importance•Usability•Control •Collaboration•Relevance At least 5 article citations to support your issue
9 - 10 Research objectives & research questions
Must be specific, accurate and clear•Focus•Action•Achievement
4.5 - 5 Target group Who are your respondents?•Numbers?•Gender?•Academic achievement?•Year?•Other unique traits
Norsarihan/AR1
Guidelines on writing AR proposal
SCALE CRITERIA
13.5 - 15
Research procedure Detail T&L activitiesExplain and give rationaleRelate with research articles
9 - 10 Data collection What is your research method?What are your research instruments?
9 - 10 Data analysis How do you analyse data for quantitative?How do you analyse data for qualitative?
4.5 - 5 Research implementation
Prepare Gantt chart or any chart to show the research plan
4.5 - 5 Cost Cost for your action researchGive rationale for the budget
4.5 - 5 References/ Format APA
4.5 - 5 Attitude
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
Taxonomy of action research data collection techniques
Action ResearchData Collection Techniques
(The Three E’s)
Experiencing EnquiringExamining
(By observing) (By asking)(by using records)
Participant Observation (Active participant)
Passive Observer
Informal Interview Structured formal Interview Questionnaires Attitude Scales Standardized Tests
Archival documents JournalsMapsAudio and VideotapesArtifacts
Fieldnotes
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
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
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
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?
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
The Action Research Plan1. Write an area-of-focus statement2. Define the variables3. Develop research questions4. Describe the intervention or innovations5. Describe the membership of the action research group6. Describe negotiations that need to be undertaken7. Develop a timeline8. Develop a statement of resources9. Develop data collection ideas
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
For Further Thought1. 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-line5. 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
Action Research - Power Point by: Dr. Tarek Chebbi, FIU
Content of AR reportContent
1.0 INTRODUCTION
1.1 Introduction
1.2 T & L Reflection
2.0 RESEARCH FOCUS
3.0 RESEARCH OBJECTIVES & RESEARCH QUESTIONS
3.1 Research objectives
3.2 Research questions
4.0 TARGET GROUP
5.0 ACTION CARRIED OUT
5.1 Action procedures
5.2 Data collection
5.3 Data analysis
6.0 FINDING
7.0 REFLECTION OF FINDING
8.0 FUTURE RESEARCH
REFERENCE
ATTACHMENTS
Reference
• L.H.Goh (2012). A practical guide to writing your action research.
Selangor Darul Ehsan: Penerbitan Multimedia Sdn Bhd.
Norsarihan/AR1