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Action Research in Education



Dr. Edwin D. Bell, Department of Education, WSSU

Dr. Edwin D. Bell, Department of Education, WSSU
February 12, 2008



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  • Thank you for posting this! It is a wonderful addition to my presentations in my action research graduate class, Teacher as Researcher.
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Action Research in Education Action Research in Education Presentation Transcript

  • Action Research in Education Brown Bag Luncheon 2/12/08
    • Edwin D. Bell
    • Department of Education
    • Winston-Salem State University
  • What is it?
    • Action Research
    • A group of research methodologies that
    • pursue change and understanding. It is a cyclical process that alternates between action and critical reflection.
  • What is It? (continued)
    • Action research is a particular type of descriptive research that can be carried out by educators. (Slavin, 2006)
  • Why Do We Use It?
    • What is the relationship of Action Research to the Education?
    • It is grounded in constructivism
    • It supports the Scholarship of Teaching from Boyer’s Scholarship reconsidered (Boyer, 1990)
  • How Does the Process Work?
    • Look at the situation:
      • Gather relevant data
      • Define and describe
      • Build a picture to describe the situation, e.g., force field analysis
      • (Stringer, 1999)
      • (This concept emerged from the work of Kurt Lewin )
  • Process (continued)
    • Think about the situation:
    • - Explore and analyze
    • - What is happening here
    • - Interpret and explain
    • - How and why are things the way they are (Stringer, 1999)
  • Process (continued)
    • Act:
    • - Plan, i.e., develop a logic
    • Model
    • - Implement
    • - Evaluate (Stringer, 1999)
  • What Tools Do We Use?
    • True and Quasi-Experimental Research designs (Gribbons & Herman, 1997)
    • Triangulation
    • Quantitative Methodology
    • Qualitative Methodology
  • What tools Do we Use? (continued)
    • Grounded Theory: A thumbnail sketch
    • Always try to use field notes as part of your triangulation.
  • What Do We Do Next
    • Look at the situation through a conceptual framework that you develop.
    • I encourage people to use Karl Weick’s loosely-coupled systems perspective (Weick, 1976)
    • I encourage them to collect and use analytical, empirical, and intuitive data in the decisions that they make about teaching and learning.
    • I encourage them to submit their written analysis to peer review, i.e., publish.
  • Questions
  • References
    • Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Retrieved on 2/8/08 from http://www.sfsu.edu/~acaffrs/faculty_manual/d ocs/other/Scholarship_Reconsidered.doc
    • Dick, B. (2005). Grounded theory: A thumbnail sketch. Resource Papers in Action Research, Retrieved from http://www.scu.edu.au/schools/gcm/ar/arp/grou nded.html
    • Gribbons, Barry & Herman, Joan (1997). True and quasi-experimental designs. Practical Assessment, Research & Evaluation , 5(14). Retrieved May 31, 2006 from http://pareonline.net/getvn.asp?v=5&n=14
  • References (continued)
    • Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8 th Edition, Boson, MA: Allyn and Bacon
    • Stringer, E. T. (1999). Action Research, 2 nd Edition, Thousand Oaks, CA: Sage Publications.
    • Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21. Retrieved on 2/8/08 from http://faculty.babson.edu/krollag/org_si te/org_theory/Scott_articles/weick_lcs.html