“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”. (Carr and Kemmis 1986: 162).
The type of research needed for educational practice can best be characterised as research for social management and/or engineering. But if this is the context, the practise can be changed into the concept of educational management with social and or educational engineering.
Educational researchers are drawn to Carr and Kemiss’ understanding of action research because the primary focus of the theory is that of the teacher/practitioner. The idea and ‘modis operandi’ of any teacher/practitioners practise’ is to use self-reflection in day to day planning, and as a way of working, it is very close to the notion of reflective practice coined by Donald Schön (1983).
I will be using Action Research as a method, because I want to change an existing practice that is already present in my current educational establishment.
The systems and structures that I have taken over are not as effective as they could be. I need to implement a range of new initiatives, but I am unsure of how effective the new practice will be or how it may develop.
I would like to achieve a system of research that will ratify any concerns that I either have or may come up against, and will lead to a range of practical solutions that I can utilise. I understand that any practice that I undertake, either educational, or research will be influenced by the context that it is in. Any act of finding a solution will make me understand my own practice better – not ...
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...pothesis. Evaluating, defining and describing the problem(s) to be investigated and the context in which it is to be set. It also describes what all the stakeholders (educators, group members, managers etc.) will/have been/be doing/done.
2. Doing –Interpreting and explaining. Evaluating, analysing and interpreting the action research situation. Reflecting on what participants have been doing. Looking at any areas of success, and any, issues or problems that have arisen..
3. Review – Resolving issues and problems. In the evaluation, judging the effectiveness or appropriateness and outcomes of any activities that have been undertaken. Then to formulate a range of solutions to any problems. (8)
(Stringer 1999)
At the simplest level, therefore, action research involves a spiral or cycle of planning that can be seen as: planning,action, monitoring and reflection:
As Barbara Angus gives an account of her experience as an action researcher, she clearly shares the triumphs and defeats educators may encounter in the classroom. After reading the article, I particularly want to address the following research question: How can educators support students by introducing them to various sources that can address their inquiries as learners?
Drawing explicitly on YOUR field work you are to produce a paper that captures critical episodes relating to learning and teaching you observed when conducting your research. This should allow for an insightful and critical illustration of pedagogical engagement which reviews applied pedagogy through clearly aligning theory and practice.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.
Participatory Action Research [PAR] is a “process concerned with developing practical knowing in the pursuit of worthwhile human purposes, grounded in a participatory worldview…. [and bringing] together action and reflection, theory and practice, in participation with others in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and communities”. (Reason & Bradbury, 2001). PAR is also context specific and strongly based
Rather, the goal of action research is that in involving all stake holders affected by the problem a situation appropriate solution can be implemented. Involving all stakeholders is essential in action research because it empowers participants to be active contributors to the improvement of their lives.(Stringer, 2014) Stringer (2014) explains that if there is no change as a result of action research then it should be considered unsuccessful. Thus, action research can become a continuous cycle of researching, implementing solutions and researching again based on the results. (Stringer,
...ences and to raise any questions or issues that they may have. The research must be useful, ensuring that the reasons for the research are in the best interests of the oppressed and is necessary to bring about social change.
evaluated for a product, person, industry or place. It helps in identifying and planning the objectives of
Mcgill, I and Beard, L. (2001) ‘Action Learning: a guide for professional. Management & educational development’ Oxon: Routledge.
Research methodology is analogous to a kaleidoscope (Cunningham, 2000). Just as a kaleidoscope reveals different shapes and colours of objects to the viewer depending on the angle at which it is held, a methodology provides different observations on phenomena for the researcher depending on how it is employed and implemented.
Another criterion for choosing best practices in action research involves the investigation of an issue that does not require traditional reports should utilize action research; thus, it entails an investigation based upon repeated cycles of acquiring information, reflecting on the information gathered, and planning practical steps toward resolution of the issue investigated that suggest research to be constructed continuously on the look, think and act model for the resolution (Stringer, 2014).
McGill, I. & Beatty, L. (1996, 2nd edn.) Action Learning: a practitioner’s guide London: Kogan Page.)
requires self-assessment and analysis of actions and calls for a change in order to improve
...oherent research practice functions to collect and communicate information about the world, a scenario enabled by key concepts of ontology and epistemology.
Research can be defined as collecting data, information, and facts to gain knowledge. Research can be used as a tool to engage an efficient approach to one’s practice and provide them with effective data to make changes based on what he or she may have learned from the research. By conducting research, school administrators gain knowledge about not only their practice but their staff members, students, and district. Thus providing the administrator the abil-ity to make more effective decisions that can bring more success to the school or school district. When conducting research, one may decide to traditional research or action research. This paper will address the differences between action research and traditional research regarding their use in an educational environment, as well provide explanations and examples to delineate their uses in an education setting.
Action research proceeds through a process of planning, action and reflection upon action. This can be thought of as an action-reflection ‘cycle’.