ACTION RESEARCHThis presentation looks at:

1. Purpose

2. Value

3. Methodology Of Action research.

Action research is ........Problem Solving –

A quest for knowledge

“A reflective process of progressive problem solving” (Action research,2009).

Systematic studies of children whilst in school to help aid more efficient teaching and address problems. (McDevitt & Ormond, 2010).

How do we define Action Research?“A process in which

participants examine their own educational practice systematically and carefully” (Ferrance, 2009).

A collaborative activity among teachers searching for solutions and improvements to identified problem areas. (Ferrance, 2009).

Components of Action ResearchThe 5 C’S..CommitmentCollaborationConcernConsiderationChange, (Borgia & Schuler, 1997).

The value of Action Research.

Bridges the gap between theory and practice

Creates more positive relationships within the classroom

Enhances teachers professional growth and development

Facilitates teacher empowerment

Action research bridges the gap between theory and practice through:

Direct observationStudy of a real

problem or situation.Acknowledgement of

teachers daily needs

Why is it that theories do not always help establish best practice?Often they do not

directly relate to classroom experience

May not meet daily needs/time constraints

Tends to focus on hypothetical situations

Action research Creates more positive relationships within the classroom by;

Identifying and solving problems

Showing an interest in individual learning

Creating a more caring atmosphere

Improving practice to encourage more productive learning

Enhancing teachers professional growth and development

Creates greater awareness Improves knowledge and

skills specific to classroom practice

Encourages development of new ideas.

Expansion of knowledgeGives teachers ownership

of their profession

Action research helps teachers become empowered!

Make their own decisions about what is needed in the classroom

Have control over development of best practice

Improve practice, instilling a sense of power so positive changes can be made.

Methodology of Action Research

Identify Focus Develop

Plan

Collect Data

Analyse Data

ImplementAction Plan

Review and

Share

Develop Research PlanQualitativeQuantitative

Involvement

EthicsPermissionTrainingSensitivityConfidentiality

Participants

Ethics

Method

Data CollectionRelevance Questionnaires InterviewsObservationsAchievement TestsChildren’s JournalsExisting RecordsValidity and

Reliability

Analyse and Interpret DataReduction of dataRelate to Research

QuestionSort, Sift, Discard, CatalogueQuantitative /

QualitativeSystematic search for

Categories, Patterns, Themes

Implement an Action Plan Application of plan – individual / collaborative Defined structure Implement Strategies

and Interventions carefully

Document plan and collect data

Reflecting, Reviewing & Communicating

Critical and Systematic

Determine effectiveness of Action Plan

Ask questionsShare and

Communicate Results

The active participation of teachers and others is part of what makes AR  a viable and useful tool. The investment of time and energy by the participants provides a sense of ownership and connection to the process and outcomes, (Ferrance).

When teachers see the value of their work as they progress through the steps and the reflection time that is used to discuss strategies and methods, they find that the benefits go far beyond student achievement, (Ferrance).

Practitioners develop skills in analyzing their own teaching methods and begin to unconsciously utilize the principles of action research in their professional life, (Ferrance).

It is important that we communicate our results and intentions to colleagues, students and parents to share and maximise the benefits and desired outcomes  from our research  (Johnson, 2005)

 Action Research is a positive, supportive and proactive resource for change, (Borgis, E.T & Schuler, D. (1996).

Conclusion Action research has the potential to facilitate change in educational settings

and  enhances the growth and development of teaching practices, (Johnson, 2005)

Although change is not easy to implement, we must recognise that it is necessary to enable us to move forward, and we must be able to adapt and adjust our practices in accordance with the constant changes that occur in society, (Johnson, 2005)

Action Research is a step-by-step process that may be adapted by educators or schools to address their need for learning more about practice and successful interventions. Educators are working in their own environment, with their own students, on problems that affect them directly, (Ferrance).

Action Research is not a linear process.  It is viewed as cyclical in nature.  That is to say, whereas Action Research has a clear beginning, it does not necessarily have a clear end point.  A given project may never have a clear end, (Mertler, C, 2006).