Chapter 12 Flashcards
Action Research
A systematic investigation conducted by practitioners to provide information to immediately improve teaching and learning
Stages of action research
Planning
Acting
Observing
Reflecting
Benefits of Action Research
Collaboration with colleagues
Reflection on practice
Empowerment of individuals
Acquaints individuals with relevant research
Acquaints individuals with evidence-based systematic inquiry
Encourages organization-wide evaluation of current procedures with an eye toward improvement
Creates better decision-making
Gives practitioners the tools to think more systematically about the effectiveness of practice
Steps of Conducting Action Research
Select a focus, topic, or issue to study Determine design and collect data Summarize and interpret data Take action based on findings Iterate back to first step
Selecting a Focus, Topic, or Issue to Study
Involve some part of teaching/learning (or whatever you’re engaged in)
Be something that is part of your own teaching, classroom, school (or your professional practice)
Be something that you can control or have influence on
Be something that you can change or improve
Be something that you feel passionate about, some that you are motivated to learn more about
Reconnaissance
Taking time to self-reflect on the area you are interested in from the perspective of your own beliefs and from the context of the classroom or school (local context)
Questions to Ask Yourself When Considering a Topic
Who is involved with the problem/area to be improved?
What is the evidence of a problem?
Where is the problem occurring?
When is the problem occurring?
Literature Review
Keep it relatively brief
Focus on secondary sources
Determine Design and Data Collection
Qualitative
Quantitative
Mixed-Methods
Triangulation
Using multiple data sources to converge on the true state of affairs
Qualitative Data
Experiencing: Direct observation of participants
Enquiring: Interviewing students, teachers, parents, etc
Examining: Document and record analysis
Quantitative Data
Cognitive: Tests of knowledge and understanding
Non-Cognitive: Ratings of attitudes and beliefs
You need to substantiate the reliability and validity of your measures to the best of your ability
Experiencing
Direct observation of participants
Enquiring
Interviewing students, teachers, parents, etc
Examining
Document and record analysis
Quantitative Data focuses on ____________.
Focus on Practical Significance
Qualitative Data focuses on ____________.
Looking for Communalities Across Interviews and Observations
Five Criteria of Action Research Validity
Democratic Validity Outcome Validity Process Validity Catalytic Validity Dialogic Validity
Democratic Validity
Representation of stakeholders in the action research process
Outcome Validity
Is the action plan that results from action research viable and effect?
Process Validity
Internal validity and credibility
Catalytic Validity
Does the research compel the participants to “take action”?
Dialogic Validity
Are the results disseminated in a manner that allows a conversation or dialogue with colleagues through some public forum
Criteria for Evaluating Action Research
Determine the motivation and involvement of the researcher
Look for consistency between the research question and your methodology
Look for whether multiple methods of data collection have been utilized
Confirm that there has been an emergent, cyclical process of research – action – reflection
Is there any external monitoring or feedback?
