TYPOLOGIES AND

MODELS OF ACTION
RESEARCH
TYPE 3: CRITICAL –EMANCIPATORY
EDUCATIONAL ACTION RESEARCH
 Critical-emancipatory action
research:
 perceives curriculum problems as
value-laden and moral concerns
rather than as purely- technical
 it combines practical and
emancipatory which we refers to
as two knowledge-constitutive
interests ( Habernas,1972)
DEAKIN ACTION RESEARCH MODEL
 DEAKIN MODEL:
 was postulated at Deakin University in Australia
by Stephen Kemmis and his colleagues
 it’s a four-step spiraling process of
educational action research that included:
1. planning
2. acting
3. observing
4. reflecting
 DEAKIN MODEL:
FIRST STEP: SECOND STEP:


educational researcher’s O
takingaction and
plan how they will experiments with
change or how they will ways that may lead to
address a specific issue of solutions
concern
 Research questions are
also developed
 DEAKIN
THIRD
MODEL:
FOURTH
STEP: STEP:

 OBSERVING:  REFLECTING:
important for data reflect on the plan,
collection action and
 Researchers record observations
specific elements for a
series of lessons to allow
researchers to look for
trends
AFTER THIS GUIDED REFLECTION:

O educational researcher’s re-

plan and re-vise the original
plan according to the data
O then continue the spiral of
acting, observing and
reflecting
TIME- PROCESS MODEL:
proposed here is that action
research be considered as a
practical, technical and
critically reflective process
FIRST ACTION OF CYCLE
 an indeterminate or unacceptable situation or problem is
identified as requiring improvement
 triggered off by attempts to define the situation or
problem more clearly
 a careful statement of the problem next leads to a needs
assessment
 the internal and external constraints that impede
progress are established and ranked in order of priority
 the review of the situation should suggest hypotheses,
which will function as strategic ideas deemed worthy of
testing in practice
 NEXT STEP:
 developing an overall plan of action will
serve as an operational blueprint for the project
 the plan will detail who reports to whom and
when; specification of roles and goals; schedule
of meetings, etc.
Implementation of the plan follows
 the stage of installing the plan in the setting and
taking action
 evaluation of the action step taken follows
 this stage the critical research group seeks to
understand what the effects have been and
what has been learned as a result of action
 the practitioner becomes a self- monitoring
teacher- researcher
 the data and conclusions are then shared
within the group which will make decisions
about the acceptability of the steps
SECOND CYCLE OF ACTION
 the experience and steps of the first action cycle
are employed to produce a revised definition of the
situation
 the important thing is that the original research
problem is allowed to redefine itself as the result of
the action taken in first cycle
 the problem is recast and a review of the situation
is conducted
 collaborative group may have various ideas or
hypotheses for improving the situation
 these are then written into the revised
action plan which is tested and
observed empirically in the setting
 on the basis of evaluation and group
critique the action initiatives are further
subjected to scrutiny and decisions are
reached
ESSENTIAL FEATURES:
 it’s scientific-rational method of problem-
solving and it’s democratic, or collegial
ownership by the self- critical community of
researchers
 the focus is on improving curriculum through
moral problem solving using practitioners as
research and development workers