Action Research Designs
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Chapter 18 Action Research Designs
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
By the end of this chapter, you should be able to: Define the purposes and uses of action research Describe types of action research designs Identify key characteristics of action research Describe the steps in conducting an action research study List criteria for evaluating an action research study
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.2
What Is Action Research? Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.3
When Do You Use Action Research? When you have an educational problem to solve When educators want to reflect on their own practices When you want to address schoolwide problems When teachers want to improve their practices When educators want to participate in a research project
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.4
How Action Research Developed Teacher and school inquiries (teacher-initiated research studies)
2000s 1990s 1980s
School-based site councils (school committees)
1970s
Professional inquiry by teachers (self-study)
In-service days (teacher staff-development activities)
Movement Toward Action Research John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.5
Why Action Research Is Important Encourages change in the schools Fosters a democratic (involvement of many individuals) approach to education Empowers individuals through collaboration on projects Positions teachers and other educators as learners who seek to narrow the gap between practice and their vision of education Encourages educators to reflect on their practices Promotes a process of testing new ideas (Mills, 2000) John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.6
Types of Action Research Designs Action Research Practical •Studying local practices Involving individual or teambased inquiry •Focusing on teacher development and student learning •Implementing a plan of action •Leading to the teacher-as-researcher John W. Creswell Educational Research:
Participatory •Studying social issues that constrain individual lives •Emphasizing “equal” collaboration •Focusing on “life-enhancing changes” •Resulting in the emancipated researcher Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.7
Practical Action Research: Mills (2000) Dialectic Research Spiral Identify an Area of Focus Develop an Action Plan
Collect Data
Analyze and Interpret Data John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.8
Features of Participatory Action Research Deliberate exploration of a relationship between the individual and others Participatory: People conduct studies on themselves Practical and collaborative Emancipatory (challenges procedures) Helps individuals free themselves from constraints found in media, language, work procedures, and power relationships Reflexive or dialectical: Focused on bringing about change in practices John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.9
Stringer’s (1999) Action Research Interacting Spiral Think Look Act
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 10
Key Characteristics of Action Research A practical focus: Researchers study practical issues that will have immediate benefits to teachers, schools, and communities. The educator-researcher’s own practices: Self-reflective research by the educatorresearchers turns the lens on their own educational classroom, school, or practices. Collaboration between stakeholders
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 11
Collaboration Students Community Stakeholders
Teachers Collaborative Team
Parents
Staff Administrators John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 12
Key Characteristics of Action Research Dynamic process – The process spirals back and forth among reflection, data collection, and action – Does not follow a linear pattern – Does not follow a causal sequence from problem to action
A plan of action – The action researcher develops a plan of action – Formal or informal—involve a few individuals or an entire community – May be presenting data to stakeholders, establishing a pilot program, or exploring new practices John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 13
Key Characteristics of Action Research (cont’d)
Sharing research – – – –
Groups of stakeholders Local schools, educational personnel Local or state individuals Not specifically interested in publication, but in sharing with individuals or groups who can promote change
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 14
Steps in Conducting Action Research 1. Determine if action research is the best design to use 2. Identify the problem to study 3. Locate resources to help address the problem 4. Identify the information you will need
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 15
The Problem Is Only One Phase in Which to Enter
Identifying “Problem”
Collecting Data
Evaluating Existing Data
Point of Entry
Point of Entry
Point of Entry
John W. Creswell Educational Research:
Taking Action
Point of Entry Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 16
Taxonomy of Action Research Data Collection Techniques Action Research Data Collection Techniques (The Three Es) Experiencing Through observation and fieldnotes Participant observation (Active participant) Privileged, active observer Passive observer John W. Creswell Educational Research:
Enquiring When the researcher asks Informal interview Structured formal interview Questionnaires Attitude scales Standardized tests
Examining Using and making records Archival documents Journals Maps Audio and videotapes Artifacts Fieldnotes Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 17
Steps in Conducting Action Research (cont’d)
5. Implement the data collection 6. Analyze the data 7. Develop a plan for action 8. Implement the plan and reflect
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 18
Evaluating Action Research Does the project clearly address a problem or issue in practice that needs to be solved? Did the action researcher collect sufficient data to address the problem? Did the action researcher collaborate with others during the study? Was there respect for all collaborators? Did the plan of action advanced by the researcher build logically from the data? Is there evidence that the plan of action contributed to the researcher’s reflection as a professional? John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 19
Evaluating Action Research (cont’d) Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding? Did the action research actually lead to change, or did a solution to a problem make the difference? Was the action research reported to audiences who might use the information?
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 20
John W. Creswell Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, third edition
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
By the end of this chapter, you should be able to: Define the purposes and uses of action research Describe types of action research designs Identify key characteristics of action research Describe the steps in conducting an action research study List criteria for evaluating an action research study
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.2
What Is Action Research? Action research is systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn (Mills, 2000).
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.3
When Do You Use Action Research? When you have an educational problem to solve When educators want to reflect on their own practices When you want to address schoolwide problems When teachers want to improve their practices When educators want to participate in a research project
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.4
How Action Research Developed Teacher and school inquiries (teacher-initiated research studies)
2000s 1990s 1980s
School-based site councils (school committees)
1970s
Professional inquiry by teachers (self-study)
In-service days (teacher staff-development activities)
Movement Toward Action Research John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.5
Why Action Research Is Important Encourages change in the schools Fosters a democratic (involvement of many individuals) approach to education Empowers individuals through collaboration on projects Positions teachers and other educators as learners who seek to narrow the gap between practice and their vision of education Encourages educators to reflect on their practices Promotes a process of testing new ideas (Mills, 2000) John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.6
Types of Action Research Designs Action Research Practical •Studying local practices Involving individual or teambased inquiry •Focusing on teacher development and student learning •Implementing a plan of action •Leading to the teacher-as-researcher John W. Creswell Educational Research:
Participatory •Studying social issues that constrain individual lives •Emphasizing “equal” collaboration •Focusing on “life-enhancing changes” •Resulting in the emancipated researcher Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.7
Practical Action Research: Mills (2000) Dialectic Research Spiral Identify an Area of Focus Develop an Action Plan
Collect Data
Analyze and Interpret Data John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.8
Features of Participatory Action Research Deliberate exploration of a relationship between the individual and others Participatory: People conduct studies on themselves Practical and collaborative Emancipatory (challenges procedures) Helps individuals free themselves from constraints found in media, language, work procedures, and power relationships Reflexive or dialectical: Focused on bringing about change in practices John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18.9
Stringer’s (1999) Action Research Interacting Spiral Think Look Act
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 10
Key Characteristics of Action Research A practical focus: Researchers study practical issues that will have immediate benefits to teachers, schools, and communities. The educator-researcher’s own practices: Self-reflective research by the educatorresearchers turns the lens on their own educational classroom, school, or practices. Collaboration between stakeholders
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 11
Collaboration Students Community Stakeholders
Teachers Collaborative Team
Parents
Staff Administrators John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 12
Key Characteristics of Action Research Dynamic process – The process spirals back and forth among reflection, data collection, and action – Does not follow a linear pattern – Does not follow a causal sequence from problem to action
A plan of action – The action researcher develops a plan of action – Formal or informal—involve a few individuals or an entire community – May be presenting data to stakeholders, establishing a pilot program, or exploring new practices John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 13
Key Characteristics of Action Research (cont’d)
Sharing research – – – –
Groups of stakeholders Local schools, educational personnel Local or state individuals Not specifically interested in publication, but in sharing with individuals or groups who can promote change
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 14
Steps in Conducting Action Research 1. Determine if action research is the best design to use 2. Identify the problem to study 3. Locate resources to help address the problem 4. Identify the information you will need
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 15
The Problem Is Only One Phase in Which to Enter
Identifying “Problem”
Collecting Data
Evaluating Existing Data
Point of Entry
Point of Entry
Point of Entry
John W. Creswell Educational Research:
Taking Action
Point of Entry Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 16
Taxonomy of Action Research Data Collection Techniques Action Research Data Collection Techniques (The Three Es) Experiencing Through observation and fieldnotes Participant observation (Active participant) Privileged, active observer Passive observer John W. Creswell Educational Research:
Enquiring When the researcher asks Informal interview Structured formal interview Questionnaires Attitude scales Standardized tests
Examining Using and making records Archival documents Journals Maps Audio and videotapes Artifacts Fieldnotes Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 17
Steps in Conducting Action Research (cont’d)
5. Implement the data collection 6. Analyze the data 7. Develop a plan for action 8. Implement the plan and reflect
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 18
Evaluating Action Research Does the project clearly address a problem or issue in practice that needs to be solved? Did the action researcher collect sufficient data to address the problem? Did the action researcher collaborate with others during the study? Was there respect for all collaborators? Did the plan of action advanced by the researcher build logically from the data? Is there evidence that the plan of action contributed to the researcher’s reflection as a professional? John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 19
Evaluating Action Research (cont’d) Has the research enhanced the lives of the participants by empowering them, changing them, or providing them with new understanding? Did the action research actually lead to change, or did a solution to a problem make the difference? Was the action research reported to audiences who might use the information?
John W. Creswell Educational Research:
Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.
18. 20
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