Let’s get it started: methodological preparation

It can prove quite useful to have a good grasp of the methodology prior to undertaking an Action Research project. This will help the teacher researcher to create a procedural framework upon which to base decisions and actions. If he/she plans to involve other fellow teachers [E1] [I1] , it might be a good idea to write down a paper summarizing the key-points of action research and keep it at hand when trying to form a research group.

Since the field of Action Research is continually evolving, serious practitioners should strive to keep up with the latest insights provided by the experience of other researchers. Subscribing to the relevant journals [E1] [I1] [I2] [F1] [S1] , or to the Internet mail lists [E1] will provide information and forums for inquiry for ongoing learning.

For further readings:

Bennett, C.K. (1994, Winter). Promoting teacher reflection through action research: What do teachers think? Journal of Staff Development 15(1), 34-38.

Burgess, Robert (1981) Keeping a Research Diary, Cambridge Journal of Education, 11(1): 75-83.

Carr, W. and Kemmis, S. (1986), Becoming Critical: Education, Knowledge and Action Research, The Falmer Press

Carson, T. R. and Sumara, D. J. editors (1997) Action Research as a Living Practice,  Peter Lang

Cochran-Smith, M, and Lytle, S. (1993), Research on Teaching and Teacher Research: The Issues that Divide, Educational Researcher, 19(2): 2-11.

Elliott, J. and Adelman, C. (1994), Classroom Action Research, Cambridge Institute of Education

Glanz, J. (2004), Action Research: An Educational Leader’s Guide to School Improvement, Christopher-Gordon

Hubbard, R. and Miller Power B. (2003), The Art of Classroom Inquiry: A Handbook for Teacher-Researchers, Heinemann

Johnson, A. (2002), A Short Guide to Action Research, Allyn and Bacon

Kelsay, K.L. (1991, Spring). When experience is the best teacher: The teacher as researcher, Action in Teacher Education, 13(1), 14-21.

McNiff, J. (1993) Teaching as Learning: An Action Research Approach, Routledge

McNiff, J., Whitehead, J., Lomax, P. (2003) You and Your Action Research Project,  Routledge

McTaggart, R. (1993) Action Research: Issues in Theory and Practice, in: Annual Review of Health Social Sciences: Methodological Issues in Health Research, Volume 3:19-45.

Mills, G.E., (2003) Action Research: a Guide for the Teacher Researcher, Merril / Prentice Hall

Newman, J. M. (1991), Interwoven Conversations: Learning and Teaching Through Critical Reflection, OISE Press.

Sagor, R. (1993), How to Conduct Collaborative Action Research, Assn for Sup.

Winter, R. (1989), Learning From Experience. Principles and practice in action research, Falmer Press

The four main steps of an action research project [E1] [I1] [S1] :

1. Planning

identify the problem area

narrow it down so that it becomes manageable

investigate the problem (When does it happen? Where does it happen? Who does it affect?)

think about all the possible reasons why the problem occurs. If you have the chance to, talk to fellow teachers or read about other people’s experiences [E1] [I1] [F1] [S1].

Try to figure out a possible solution and a possible way to implement it

Decide what kind of evidence you want to collect in order to understand if the action you have decided to take proves successful or not (think of how to collect and analyse evidence). You may choose among:

Personal notes. Write short notes as you observe your students.

Questionnaires

Video recordings

Audio recordings

Interviews of learners, their parents, teachers, administrators etc.

Students' exercises, essays, assignments, tests etc.

Observation schedules [E1] [I1]. Draw up a list of behaviors and language to look for while students are working in groups, reading aloud, doing a report back, performing a role play etc.

Peer observations [E1]. Ask a colleague to observe you while you are teaching. Ask him/her to look for particular behaviors, body language, etc.

Keeping a diary [E1] (teacher). Note down impressions and events at the end of each lesson/day

Keeping a diary (students). Ask your students to write their impressions at the end of each lesson

2. Acting / teaching

Try and put the solution you have figured out into practice

3. Observing

Collect the data you will be analysing to decide whether your solution was effective or not

4. Reflecting

Now analyze the data you gathered. Ask yourself this questions: has the problem been solved?
If not: what step will you take next?
If so: what new problem will you try to solve next?

If this is the first time you tackle an action research project, think small. Make sure that the problem you are trying to solve is feasible, and consider possible mistakes as useful learning steps.