"Traditional educational research
cannot tell any individual teacher what exactly will work best in a particular
classroom at a particular moment with a specific class or student....This is a
key area where action research is crucially different from traditional research
efforts: the researchers are not outsiders, like university
professors. Instead, they are insiders, citizens of a school or other
community, who explore improvements in areas they think important. And,
the goals of the research are determined by the people who conduct it....Goals,
as well as researchers, come from the inside rather than the outside"
(Hinchey, 2008, p.3).
"Kurt
Lewin developed a theory of action research as a spiral of steps involving planning,
fact-finding (or reconnaissance) and execution (Lewin 1946), which later came generally
to be understood as an action- reflection cycle of planning, acting, observing
and reflecting (Figure 3.1)." (McNiff, 2013, p. 56)
Figure 3.1
Acion-reflection cycle
(McNiff,
2013, p. 57)
John Dewey
Even though
his name is not directly attached to action research, there are some writers
who have noted some important features of what we know as action research in
his work.
•
he believed
in scientific inquiry and theory
•
he believed
that research should be done by 'insiders', not just by 'outsiders'
•
he
characterized teachers as "active agents who need to be familiar with the research findings of others, but who are capable of - indeed, responsible for -
deciding for themselves what findings might or might not apply to specific
situations in their own practice" (Hinchey, 2008, p.8)
he insisted that any idea for action "must be tested in the world of practice ... not only in the lab"(Hinchey, 2008, p.9).
he insisted that any idea for action "must be tested in the world of practice ... not only in the lab"(Hinchey, 2008, p.9).
Stephen M. Corey
Credited with promoting action research in education his work is
particularly known for "having promoted and advanced the professionalism
and status of teachers" (Hinchey, 2008, p.12).
"Action research is a strategy teachers can use to
investigate a problem or area of interest specific to their professional
context." (ATA, 2000, p.2)
Action Research is both
Qualitative and Quantitative (ATA, 2000, p.4)
Qualitative Research
·
Research design is somewhat flexible and adaptable
·
Emphasis is on describing observable change
·
Controlling all variables is difficult
·
Results are interpreted from a variety of perspectives
·
All participants in the research have a voice
Quantitative Research
·
Research design is largely predetermined
·
Emphasis is on measurement of quantifiable variables
·
Often, reliance is on control variables and one manipulated
variable
·
Results are analyzed statistically
·
Researchers are frequently external to the context
"Action research provides teachers with a systematic
process to reflect, consider options, implement and evaluate potential
solutions." (ATA, 2000, p.4)
J. Glanz (1998) in Action Research: An Educational Leader’s
Guide to School Improvement describes a four-step process for action research
to examine educational problems in school settings.
1. Select a Focus: Includes three steps: a) know what you
want to investigate, b) develop some questions about the area you’ve chosen;
and c) establish a plan to answer the question.
2. Collect Data: You may administer tests, conduct surveys
and interviews and examine documents. Collected data must be transformed into a
useable form.
3. Analyze and Interpret Data: Once the relevant data
is collected, you need to begin the process of analysis and interpretation in
order to arrive at a decision.
4. Take Action: Three possibilities exist: a) continue
the intervention,
b) disband the intervention, c) modify the intervention in some
way(s).
(ATA, 2000, p. 16).
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