Action_research for beginners grade .ppt

Action research ppt

1. The Purpose of Action
Research
Contributes to the theory & knowledge
base to enhance practice
Supports the professional development
of practitioners
Builds a collegial networking system
Helps practitioners identify problems &
seek solutions systematically
Can be used at all levels & in all areas
of education

2. Formal Research vs. Action
Research
Skills needed
Goals
How the research
problem is
identified
Literature review
Selection of
participants
Research design
Data collection
Data analysis
Application of
results

3. Skills Needed
General research skills:
Ability to design research
Ability to develop instruments
Ability to select subjects (if necessary)
Ability to collect data
Ability to analyze data

4. Goals
Goals…
Overall goal should be to solve a
problem
Include collaboration
Professional development
Enhance professional practice

5. Identifying the Problem
First, select a general idea or area of
focus:
should involve teaching and learning
should be within your locus of control
should be something you feel
passionate about
should be something you would like to
change or improve

6. Identifying the Problem
Second, do Reconnaissance:
Explore your understanding of theories,
your educational values, how your work fits
into the larger context of schooling, the
historical context of your school, the history
of the development of your ideas about
teaching and learning
Describe the Who, What, When & Where of
the situation you want to change
Explain the Why of the situation

7. Proactive Action Research
A new practice is
tried to bring
improved
outcomes
Hopes & concerns
are incorporated
Data are collected
regularly to track
changes
Reflection on
alternatives takes
place
Another practice is
tried
Process begins
again

8. Responsive Action Research
Data collected to
diagnose situation
Data analyzed for
themes & ideas
Data distributed &
changes to be
tried announced
New practice tried
Reactions
checked
Data collected to
diagnose
Process begins
again

9. The Process of Action
Research
Identify the problem; select an area of
focus.
Review the related research literature.
Collect the data.
Organize, analyze & interpret the data.
Take the action (apply the findings).

10. Overview
Identify the
problem or area
Review related
research literature
Collect data
Organize, analyze
& interpret
Take action;
apply findings

11. Identify the Problem
Select the Area of Focus
Determine &
describe the current
situation
Discuss
Negotiate
Explore
opportunities
Assess possibilities
Examine constraints

12. Review the Related Literature
Become familiar with
other research done
on the area of focus
Utilize the findings
of others to help
develop the plan
Apply research
findings through the
lens of others’
experience

13. Collect the Data
Using a variety of data collection strategies,
gather information that will contribute to the
findings
Triangulate
Data should be analyzed as it is collected

14. Organize, Analyze & Interpret
the Data
As the data is collected, it
is also continually
organized & analyzed
As new perspectives are
gained on the original
area of focus, the problem
statement may change
Interpretation is based on
ongoing analysis &
continually reviewing the
area of focus

15. Take Action; Apply Findings
Draw conclusions
from the data
analyzed
Translate conclusions
into actions or
behaviors
Plan how to
implement the actions
or behaviors
Do it!

16. Planning Action Research
1.Write an area-of-
focus statement.
2.Define the variables.
3.Develop research
questions.
4.Describe the
intervention or
innovation.
5.Describe the action
research group.
6.Describe the
negotiations that
need to happen.
7.Develop a timeline.
8.Develop a statement
of resources.
9.Develop data
collection ideas.
10.Put action plan into
action.

17. Area-of-Focus Statement
Identifies the purpose
of the study
Identifies the
anticipated outcome
Identifies the problem
to be addressed
Completes the
statement: “The
purpose of this study
is…”

18. Define the Variables
Write definitions of exactly what you will
address.
Definitions should accurately represent
what factors, contexts & variables mean
to you.
Be clear about what is being studied, so
that you know it when you see it!

19. The Research Questions
Develop questions that “breathe life”
into the area-of-focus statement.
Research questions should be open-
ended!
Research questions help give a focus to
the plan.
They also help validate that you have a
workable plan.

20. Intervention or Innovation
Describe your proposed solution to the
initial problem.
This is just a statement about what you
will do to address the teaching and
learning issue you have identified.
In “formal research” this would be the
experimental treatment.

21. The Action Research Group
Who will you be
working with?
Why is each
member important to
the study?
What will be the
roles &
responsibilities of
each member?

22. Negotiations
What permissions will you need to
secure?
Who will be in control of the focus of
your study (hopefully, you!)?
Who needs to be notified of what?
Whose cooperation do you need & how
will you get it?

23. Develop a Timeline
This is the essence
of planning!
Anticipate where &
how your study will
take place.
Anticipate how long
each step will take.
Apply predicted time
frames to a
calendar.

24. Statement of Resources
What will you need
to carry out your
study?
Resources include
time, money, and
materials.
Make a list before
you get started!

25. Data Collection Ideas
First, decide what kinds of data you will
need.
Then, determine what kind of access
you have to the data.
Then, decide how you will gather it.
Brainstorm what data naturally occurs in
the environment you are studying.

26. Put the Action Plan into Action
From your analysis of the data you
collected, you should have elements
and ideas you can apply to a plan.
Formulate the plans in collaboration
with the Action Research Group.
Go for it!

27. Validity of Action Research
Validity: the degree to which scientific
observations actually measure or record
what they purport to measure (Pelto &
Pelto, 1978, p. 33)
Assessing trustworthiness
Assessing understanding

28. Criteria for Assessing Validity
Anderson, Herr & Nihlen:
Democratic validity – require accurate representa-
tion of multiple perspectives of all subjects
Outcome validity – requires that action emerging
from a study lead to successful resolution of
problem being studied
Process validity – requires that study be conduc-
ted in dependable & competent way
Catalytic validity – requires that subjects are
moved to take action
Dialogic validity – requires application of a peer
review process

29. So, ask yourself…
Democratic validity:
Have the perspectives of all of the
individuals in the study been accurately
represented?
Outcome validity:
Did the action emerging from the study lead
to the successful resolution of the
problem?

30. So, ask yourself…
Process validity:
Was the study conducted in a
dependable & competent manner?
Catalytic validity:
Were the results of the study a catalyst
for action?
Dialogic validity:
Was the study reviewed by peers?

31. Strategies for Meeting the
Criteria
Talk Little, Listen a lot!
Begin Writing Early!
Let Readers “See” for Themselves
Report Fully
Be Candid
Seek Feedback
Write Accurately
(Wolcott, 1994)