TSL3133 Topic 5 Action Research Concepts and Models

Action Research 1 course content

1. Lecturer: Yee Bee Choo IPGKTHO Topic 5 Action Research: Concepts and Models

2. Action Research: Concepts and Models 1. Definition and Concepts 2. The Characteristics of Action Research 3. The Importance of Action Research 4. Practical Issues 5. Models of Action Research 1. Kurt Lewin’s model (1946) 2. Dave Ebbutt’s model (1985) 3. Kemmis and McTaggart’s model (1988) 4. Jean McNiff’s model (1988) 5. John Elliott’s model (1991) 6. Jack Whitehead and McNiff’s model (2006)

3. 1. Definitions and Concepts Lewin (1946) described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action ”. It is the idea that social practices could only be understood and changed by involving the practitioners themselves throughout an inquiry (Lewin, 1946).

4. 1. Definitions and Concepts “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.” In summary, AR is… the improvement of practice; the improvement of the understanding of practice; - the improvement of the situation in which the practice takes place. (Carr & Kemmis , 1986:162)

5. 1. Definitions and Concepts AR is… collaborative ‘educational’ action research, emancipatory ( Carr and Kemmis , 1986, Elliott, 1991). participatory action research is a social process of collaborative learning realized by groups of people who join together in changing the practices through which they interact in a shared social world in which , for better or worse , we live with the consequences of one another’s actions ( Kemmis & McTaggart, 1988).

6. 1. Definitions and Concepts AR is… The fundamental aim of action research is to improve practice rather than to produce knowledge . The production and utilisation of knowledge is subordinate to, and conditioned by, this fundamental aim ( Elliott, 1991, p. 49 ).

7. 1. Definitions and Concepts Action research locates the heart of the process very firmly with the individual, proposing that each participant is involved in the formation of her own  ‘ living theory ’ out of the dialectical reality of her practice (Whitehead, 1985). Whitehead sees education as a value-laden activity and refers to values as those qualities, which give meaning and purpose to our personal and professional lives. He adopts rather an I -approach , which encourages practitioners themselves to produce their own descriptions and explanations for their own learning. He suggests that by asking questions, ‘how do I improve what I am doing?’ (Whitehead, 1989), practitioners can create their own theory by embodying their educational values in their practice.

8. 1. Definitions and Concepts Action research is often referred to as practitioner research, or practice-led or practiced-based research that requires ‘critical self-reflection’. It involves two aspects: Action – think carefully about the situations and perceptions of the situations. Research- involves data-gathering, reflection on the action shown through the data, generating evidence from the data, and making claims to knowledge based on conclusions drawn authenticated evidence. ( McNiff , 2013)

9. 1. Definitions and Concepts AR is… Any systematic inquiry conducted by teacher researcher, principals, school counsellors, or other stakeholders in the teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well their students learn. This information is gathered with the goals of gaining insight, developing reflective practice, effective changes in the school environment (and educational practices in general), and improving student outcomes and the lives of those involved. (Mills, 2014)

10. 1. Definitions and Concepts Types of Action Research Practical AR is used to improve practice by developing and applying the personal knowledge and wisdom of the participants. Working with a group of colleagues and assisted by a facilitator, a teacher would carefully and reflectively implement an innovation that he or she believes is "good" and will assist students. Emancipatory AR involves the full involvement of all the important stakeholders in the social or educational system, including researchers, practitioners, policy makers, clients or learners, and community members. A facilitator can assist the group process, but "power within emancipatory action research resides wholly with the group, not with the facilitator and not with the individuals within the group" In technical AR , a research facilitator convinces a group of practitioners to implement an innovation (e.g., cooperative learning or assertive discipline) according to his or her pre-set specifications . (Grundy, 1982)

11. Difference between AR and Conventional Research Action Research Conventional Research Aim Teachers’ professional development to improve pedagogical practices Testing theory Design Flexible Fixed Subject Teacher as participant Teacher not subject. Sampling methods used Method In real-life situation, qualitative, descriptive and narrative Sampling techniques used, statistical analysis, quantitative Report Non-technical language Technical

12. 2. The Characteristics of Action Research AR is a recurring process. Problem –describe current situation Design – develop a strategy for improving situation Action – Identify forces Reflection – looking back on your action after collecting data Capture – the learning is accessible to others ( Lewin , 1946)

13. 2. The Characteristics of Action Research A practical focus The educator-researcher’s own practices Collaboration A dynamic process A plan of action Sharing research (Creswell, 2012, pp 586-588)

14. 3. The Importance of Action Research Encourages change in the schools Fosters a democratic (i.e. involvement of many individuals) approach to education Empowers individuals through collaboration on projects Positions teachers and other educators as learners who seek to narrow the gap between practice and their vision of education Encourages educators to reflect on their practices Promotes a process of testing new ideas (Mills, 2014) (Creswell, 2012)

15. 4. Practical Issues Stay small, stay focused Identify a clear research question Be realistic about what you can do; also be aware that wider change begins with you Plan carefully Set a realistic time scale Involve others Ensure good ethical practice Concentrate on learning, not on behavioural performance, as the outcome of action Be prepared to problematise your thinking Beware of happy endings Be aware of politics ( McNiff , 2013, pp. 119-127)

16. 5. Models of Action Research 1. Kurt Lewin’s Model (1946) Kurt Lewin is generally considered the ‘father’ of action research. He first coined the term “action research” in 1944. His model is an action-reflection cycle of planning, acting, observing and reflecting.

17. 5. Models of Action Research 1. Kurt Lewin’s Model (1946) Later it is extended into ongoing action-reflection cycles.

18. 5. Models of Action Research 1. Kurt Lewin’s Model (1946) His approach involves a spiral of steps, ‘each of which is composed of a circle of planning, action and reconnaissance (or fact-finding) about the result of the action’.

19. 5. Models of Action Research 2. Dave Ebbutt’s Model (1985) Ebbutt questioned Lewin’s model by claiming that the spiral is not the most useful metaphor or image to use to think about the AR process. He uses a series of successive cycles that enable the possibility of providing evaluative feedback within and between the cycles of action.

20. 5. Models of Action Research 3. Kemmis and McTaggart’s Model (1988) A similar model as Lewin’s of the cyclical nature of the typical action research process. Each cycle has four steps: plan, act, observe, reflect. In this model, it shows how reflection leads on to the next stage of planning. The planning stage is not separate from the previous stage but is embedded in action and reflection. The short and multiple cycles are to ensure rigour . As it is intended that the end result is change, effective action research depends upon the agreement and commitment of those affected by it. This is achieved by involving them directly in the research process.

21. 5. Models of Action Research 3 . Kemmis and McTaggart’s Model (1988) The diagram shows a self-reflective spiral of planning, acting, observing, reflecting and re-planning as the basis for understanding how to take action to improve an educational situation. The diagram shows the principles in action, the movement from one critical phase to another, and the way in which progress may be made through systematic steps

22. 5. Models of Action Research 4. Jean McNiff’s Model (1988) McNiff ‘s abstract visual of her action research model which reflects the generative tranformational nature of evolutionary process. The visual metaphor she has developed is an iterative spiral of spirals, an exponential developmental process. She believes it is possible to begin at one place and end up somewhere entirely unexpected.

23. 5. Models of Action Research 4. Jean McNiff’s Model (1988) An aspect of the original 1988 diagram of a generative transformational evolutionary process. The diagram shows the process of development as an expanding spiral. The spirals of action reflection unfold from themselves and fold back again into themselves. They attempt to communicate the idea of a reality which enfolds all its previous manifestations yet which is constantly unfolding into new versions of itself, constantly in a state of balance within disequilibrium.

24. 5. Models of Action Research 5. John Elliott’s Model (1991) John Elliott points out that in using Lewin’s model, one might assume that the ‘ general idea’ can be fixed in advance, that ‘reconnaissance’ is merely fact-finding, and that ‘implementation’ is a fairly straightforward process. Elliot argues that the general idea should be allowed to change, that reconnaissance should include analysis as well as fact finding and should occur throughout the action research process and not only at the beginning. Elliott says that implementation is not a simple task and one should monitor the effects of action before evaluation takes place (Elliott, 1991, p. 70 ).

25. 5. Models of Action Research 6. Jack Whitehead and McNiff’s Model (2006) Whitehead and McNiff’s model consists of 5 disciplined and systematic steps in a research cycle known as “action-reflection”. The cycle is complete with a plan to modify the action and move in new and improved directions. The critical aspect of action research is that of the individual “I” being at the centre of the process, the “first person ”.

26. Tutorial 5a In groups, select any one of the models of action research and discuss its advantages and disadvantages. Present group discussion.

27. Tutorial 5b (Individual writing task) Explain the term action research with one significant characteristic of it. Explains two differences between Kemmis and McTaggart’s (1988) and Lewin’s (1946) action research models. Adapting Kurt Lewin’s Model of action research, Mrs Liew conducted an action research using her pupils in Year 5 as her research participants. However, due to time constraint, Mrs Liew did not reflect prior to planning her intervention. Discuss two implications of her not reflecting during the initial stage on the research process.

28. References Carr, W. & Kemmis , S. (1986) Becoming Critical: education, knowledge and action research . Lewes, Falmer . Creswell, J.W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research (4 th Ed.). Boston, MA: Pearson Education Inc. Ebbutt , D. (1985) Educational Action research: some general concerns and specific quibbles , in: Burgess, R. (ed.) Issues in Educational Research: qualitative methods. Lewes, Falmer . Elliott, J. (1991) Action Research for Educational Change. Buckingham: Open University Press. Grundy , S. J. (1982). Three modes of action research. Curriculum Perspectives , Z(3), 2 3-34 . Kemmis , S. & McTaggart , R. (1988). The Action research planner . Geelong: Deakin University Press. Lewin , K. (1946). Action research & minority problems. Journal of Social Issues, 2(4), 34-46. McNiff , J. (1988) Action Research: Principles and Practice. Basingstoke, Macmillan. McNiff , J. (2013) Action Research: Principles and Practice (3 rd . ed.). New York: Routledge . McNiff , J & Whitehead, J. (2006). All You Need To Know About Action Research. SAGE Publications . London. Page 107 – 153 Mills, G. E. (2014). Action research: A guide for the teacher researcher (5 th eds.). London: Pearson Education Limited. Whitehead, J. (1985) An Analysis of an Individual’s Educational Development: The Basis for Personally Oriented Action Research, first published in Shipman, M., Educational Research : Principles , Policies, And Practices . London: Falmer Press. Whitehead , J. (1989) ‘Creating a living educational theory from questions of the kind, “How do I Improve my Practice ?”’. Cambridge Journal of Education, 19(1): 41–52 . Whitehead, J., & McNiff , J. (2006). Action research living theory . London: SAGE Publications.