The Meaning and Role of Action Research in Education

Vahid Hassani, PhD in TEFL

May 9, 2023
vahid_hassani38@yahoo.com
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Contents
Action Research in Education
Differences between Action Research and Traditional Research
Steps in Action Research
Importance of Action Research
Types of Action Research
Aspects of the School Life that can Prompt Action Research
Summary
 Action Research in Education
Action research…………
is a research methodology teachers use to investigate a particular issue within the
school.
involves the teachers' participation in solving the problems they experience during
their teaching-learning processes.
improves the teachers and administrators’ professional practice.
solves problems in education.
is a formative study usually conducted by teachers and administrators in schools.
is a cyclical or spiral process that includes problem identification (by a teacher, a
group of teachers or administrators) and taking action and fact finding about the
result of the action taken.
helps teachers identify, solve and reflect on the solutions within their comfort zones
in the classroom.
helps teachers address problems in their teaching-learning environments.
dissolves the barrier between the researcher and the participants.
gives the teacher an opportunity to simultaneously teach and research.
encourages teachers to become continuous learners within their classrooms and
schools.
is any systematic inquiry conducted by teachers, administrators, counsellors, or
others with a vested interest in the teaching and learning process, for the purpose of
gathering data about how their particular schools operate, how they teach, and how
students learn.
is a process in which participants examine their educational practice systematically
and carefully using the techniques of research.
is a tool that is used to help teachers and other educators uncover strategies to
improve teaching practices.
helps the teacher to adopt and craft the most appropriate strategy within their own
environments thereby achieving intended teaching-learning goals and outcomes.
prompts action that may involve interventions on the student, teacher, administrator
and policy-related matters.
provides opportunities for the teacher to continually reflect and evaluate research
outcomes for the benefit of the learners and their professional development.
allows teachers to address concerns that are close to them, over which they can
exhibit some influence and make a change.
is a professional development opportunity.
helps teachers develop new knowledge directly related to their classrooms.
promotes reflective teaching and thinking.
expands teachers’ pedagogical repertoire.
puts teachers in charge of their craft.
reinforces the link between practice and student achievement.
fosters an openness toward new ideas.
gives teachers ownership of effective practices.
 Differences between Action Research and Traditional
Research
While traditional methods of research are concerned with relating the findings to
other settings or populations (generalization), action research is more concerned
with enhancements within the milieu of the study.
While most traditional research separates the researcher from the environment being
studied, action research dissolves the barrier that the exists between the researcher
and the participants.
In action research, the researcher, the teacher, is also a participant under study by
oneself or in collaboration with other teachers.
Action research is more obstinate about changing particular teachers or practitioners’
practices to solve everyday problems in the school and classroom, and aims at
improving both student learning and teacher effectiveness.
Action research (AR) is conducted by teachers and principals on children in their
care while traditional research is conducted by professors, scholars, and graduate
students on experiments and control groups. (Who conducts action research?)
Action research is conducted in schools and classrooms while traditional research is
done in environments, where variables can be controlled. (Where is it done?)
Qualitative methods are used in action research to describe what is happening and
to understand the effects of some educational intervention. Unlike action research,
quantitative methods are used in traditional research to show some predetermined
degree of statistical significance, a cause-effect relationship between variables.
(How is action research done?)
AR is conducted to take action and effect positive educational change in the specific
schools' environment that was studied. Traditional research is done to report and
publish conclusions that can be generalized to large populations. (Why is AR done?)
 Steps in Action Research
Look, Act, Think Model
Stage 1
Engage with real world setting/situation
Define the issue
Initial observation
Existing data
Plan action/intervention
Take action/intervention
Analyze and reflect on the action/intervention
Report findings
Stage 2
(Re)Engage with real world setting/situation
Define the issue
Initial observation
Existing data
Plan action/intervention
Take action/intervention
Analyze and reflect
Report findings
Look stage: identify problem stage: defining issue stage: information is gathered by
careful observation through looking, listening, and recording.
Think stage: planning stage: researchers plan and analyze the collected information
to identify significant features and elements of the phenomenon being studied.
Act stage: intervention stage: the newly formulated information is used to devise
solutions to the issue being investigated.
1. Identify Problems & Develop Plan of Action
What aspect of your professional practice would you want to improve?
What are you going to investigate?
Can I do something about this issue?
Can I hope to bring about change, or am I out of my depth?
Example: How to manage time better. How can I manage my time better?
The identification of problems may be as a result of collaborative ideas and efforts.
2. Collect Data
A notebook to record your observations, checklists, interviews, journaling,
documentations and audiotapes
(a) Existing archival sources:
Files or archives of the school or of individual staff members
Student grades, attendance patterns, number of referrals, retentions,
number/percentage of students in particular programs, standardized test
results, school mission statements, staff development plans, meeting
agendas, discipline records
(b) Conventional sources:
Simple interviews, surveys, number of books read, writing samples,
variety of materials used, observations, and journals
(c) Inventive (Original) sources:
Authentic assessment, performance assessment, exhibits, portfolios,
expositions, videotapes, photographs, and children's drawings
3. Analyze Data
The thematic (qualitative) and statistical analysis (quantitative)
Qualitative Techniques: framework analysis and the thematic network analysis.
Triangulation
4. Report Results
5. Take Action Based on Results
6. Evaluate and reflect
Adjust the theory and begin again
 Importance of Action Research
It provides practitioners (Teachers) with current knowledge and understanding about
how to improve educational practices or resolve significant problems in classrooms
and schools.
It facilitates the professional development of educators.
It Increases teacher empowerment.
It bridges the gap between theory and practice.
 Types of Action Research
Individual Teacher Research
Single teacher research typically focuses on a sole matter in the classroom. The
teacher may be in quest of solutions to difficulties of classroom organization,
instructional strategies, use of materials, or student learning. Teachers can conduct
their action research drawing from various aspects of school life. These aspects can
be categorized into four issues namely; student issues, teacher classroom issues,
school-centered issues and instrumental development issues. (Single classroom
issue, Curriculum, instruction, assessment)
Collaborative Action Research
It may include two teachers or several teachers and others interested in addressing a
classroom or department issue. This issue may involve one classroom or a common
problem shared by many classrooms. Collaborative teacher research provides a way
for teachers to participate in the examination of classrooms and schools in order to
shape policies, as well as bridge the divide between teachers, academics, and other
stakeholders in education. Collaborative teacher research can reposition teachers to
be influential stakeholders and policymakers rather than skilled technicians and
implementers. (Single classroom or several classrooms with common issue, close
link with administrators and substitute teachers, Improved collegiality and formation
of partnership)
School-wide Action Research
School-wide studies focus on concerns shared by all. Case in point, a school, may
have a concern about poor performance in social studies, science and math. In trying
to improve performance across the board, action research could be used to address
the problem of school performance in different subject areas. (1. School issue,
problem, or area of collective interest, 2. School commitment, leadership,
communication, external partners, 3. Potential to impact school structuring and
change policy, parent involvement, evaluation of programs, 4. Improved collegiality,
collaboration and communication, team building, disagreements on process)
District-wide Action Research
District-wide research is far more complex and utilizes more resources, but the
rewards can be significant. Issues can be organizational, community-based,
performance-based, or processes for decision-making. A district may choose to
address a problem common to several schools or one of organizational management.
(1. District issue, organizational structures, 2. District commitment, facilitator,
recorder, communication, external partners, 3. Allocation of resources, professional
development activities, organizational structures policy, 4. Improved collegiality,
collaboration and communication, team building, disagreements on process, shared
vision)
What are the focus, possible support needed, potential impact, and (side)effects of
AR? (p. 118)
Aspects of the School Life that can Prompt Action Research
Student-centered Issues
Building self-esteem
Improving study habits
Improving student character
Developing student interpersonal relationships
Helping students work together
Helping students deal with change
Improving student motivation
Teacher Classroom Issues
Improving student attendance
Managing student conflict
Counselling students
Helping students manage strong emotions
Teaching challenging students
Handling disciplinary problems
Handling students’ complaints
School-centered Issues
Dealing with financial constraints
Gaining more parental involvement
Improving the organisational structure
Improving leadership
Developing better teamwork
Developing a school improvement plan.
Instructional-Development Issues
Improving test scores
Improving instructional techniques
Developing team teaching
Enhancing instruction
Improving curriculum
Improving student achievement
 Summary
Action research……………………….
helps teachers develop new knowledge
promotes reflective teaching and thinking
expands teachers’ pedagogical repertoire
puts teachers in charge of their craft
reinforces the link between practice and student achievement
fosters an openness toward new ideas
gives teachers ownership of effective practices.