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Getting started with action research with Dr Chris Smith and Chrissi Nerantzi

Getting started with action research with Dr Chris Smith and Chrissi Nerantzi






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    Getting started with action research with Dr Chris Smith and Chrissi Nerantzi Getting started with action research with Dr Chris Smith and Chrissi Nerantzi Presentation Transcript

    • Getting started with Action Research Chris & Chrissi Dr Chris Smith Chrissi Nerantzi http://introtoactionresearch.blogspot.co.uk
    • Chrissi Workshop plan • Sharing understanding • Introduction to Action Research methodology and methods • Linking to your own practice and context • Getting started on an Action Research project with your new critical friend • Questions
    • Chrissi Task 1 Start by reflecting on your recent teaching practice Is there something that troubles you or you want to improve? Formulate the issue into a brief question to capture its key aspects Write your question on a post-it note Swap with your neighbour What could you do about it? Discuss possible options with others
    • Chrissi
    • Chris Methodology Kurt Lewin father of Action Research Action research is a form of selfreflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, their understanding of these practices, and the situations (and institutions) in which these practices are carried out Carr & Kemmis, 1986
    • Chrissi Characteristics of Action Research • • • • • • • social practice aimed towards improvement cyclical systematic enquiry reflective participative determined by the practitioners
    • Lewin’s Action Research spiral Identifying a general or initial idea Reconnaissance or fact-finding Planning Take first action step Evaluate Amend plan Take second action step Evaluate Chris
    • reflect observe reflect observe Chrissi plan act plan act
    • Reflective practice Reflective enquiry Donald Schön reflection-on-action • to consider practices undertaken retrospectively, in order to uncover the knowledge used in a particular situation reflection-in-action • to think and theorise about practice while actually doing it Leads to knowing rooted in experience Creating new practical knowledge eg in communities of enquiry Action Research is research in practice Action Researcher is part of the research Chris
    • Potential benefits of Action Research • Carry out enquiry into own practice to enhance the learning experience • Opportunity to analyse and better understand own practice • Get feedback from students and colleagues of a change • Solve practical problems • Evaluate ongoing changes • Strengthening interest in teaching and learning • Actively engage in continuing professional development • Establish professional relationships with colleagues, participate in a community of enquiry Chrissi
    • Data collection instruments qualitative vs quantitative • • • • • • • • • survey interview observation reflection focus group Drawings LEGO® Serious Play® models ... Chris & Chrissi
    • Chris Ethical implications • informed consent • privacy and confidentiality • protection from harm British Educational Research Association (BERA) http://www.bera.ac.uk/ BERA Ethical guidelines for Educational Research 2011
    • Chris Action Research template Title Focus Research questions Your intervention Participants Timeline Literature Resources Method(s) Ethical approval Critical friend
    • RUFDATA • • • • • • • Reasons Uses Foci Data Audience Timing Agency
    • Planning to engage in Action Research • reflect on your practice and identify an idea for action research • share your idea with others around the table • identify and pair up with a critical friend • get to know each other, share contact details • identify how you will communicate and support each other Chrissi
    • Areas of contest around AR • Confusion around methodology when there are also political issues • Context-dependent insights are probably not generalisable • Context itself is not straightforward and can be complex and valueladen • Drawing upon what might be perceived as a fuzzy theoretic base eg phenomenology • Skills and know-how for research and evaluation • Participation as subjective? • Can be an uncomfortable experience • Implies change which can be challenged/resisted Chris
    • Chrissi Disseminating Action Research Why? • sharing good practice • influencing change • establishing research track record • gaining recognition How? • case studies collection • events, conferences • mentoring and coaching • teacher initial and continuous development • publications (articles, papers in journals) • seek funding
    • open up your practice
    • Questions
    • References • Carr, W. & Kemmis, S. (1986) Becoming Critical. Education, knowledge and action research, Lewes: Falmer. • Lewin, K. (1946) Action research and minority problems, in G.W. Lewin (Ed.) Resolving SocialConflicts. NewYork: Harper &Row • Norton, L. S. (2009) Action Research in Teaching & Learning. A practical guide to conducting pedagogical research in univesities, Oxon: Routledge.
    • contact us • Chris Smith christinesmith544@hotmail.co.uk • Chrissi Nerantzi chrissinerantzi@googlemail.com http://introtoactionresearch.blogspot.co.uk