Tsl 3113 action research 1
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Tsl 3113 action research 1

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John Elliott model of action research in education

John Elliott model of action research in education

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    Tsl 3113 action research 1 Tsl 3113 action research 1 Presentation Transcript

    • TSL 3113 Action Research 1 Prof. John Elliott Raihanah Binti Mustafar Rosmalia Binti Kasan Siti Norfatin Izzati Binti Sh. Shahidin
    • Who is this man?
    • Biography  Emeritus Professor of Education at the University of East      Anglia, UK. A founding member and former director of the internationally acclaimed Centre for Applied Research in Education (CARE) at UEA. Dean of Education from 1992-95. Well-known internationally for developing the theory and practice of action research in the contexts of curriculum and teacher development. He is a former President of the British Educational Research Association (1989–90). Recently, President of the World Association of Lesson Studies (WALS).
    •  Developing the theory and practice of action research within the broad field of education and training, as a means of bringing about sustainable innovation and change through engaging teachers and trainers as active participants in creating knowledge about how to effect change  In the mid-70s John Elliott founded a collaborative action research international network (CARN) which still flourishes to this day and extends across the professions and other educational providers.  He is also a founding editor of the ‘Educational Action Research Journal’, which has strong links with CARN.
    • Special Honors  Fellow for the Royal Society for the Arts (FRSA).  Academician of the Academy of Social Sciences (AcSS).  Appointed Advisory Professor of Education at the Hong Kong Institute of Education for a 3-year period (2000-03). Term was extended to 2006.  Honorary Doctorate for Education, Hong Kong Institute of Education (2002).  Honorary Doctorate, University of Barcelona, Spain (2003).
    • Publications  Elliott, J, (1991) Action Research for Educational Change, Open University Press: Milton Keynes.  Elliott, J, (1993) (ed) Reconstructing Teacher Education, Falmer Press: London.  Elliott, J, (1998)The Curriculum Experiment. Meeting the Challenge of Social Change, Open University Press: Milton Keynes.  Altrichter, H and Elliott, J, (2000) (eds) Images of Educational Change, Open University Press: Milton Keynes.
    • Key features in John Elliot’s Model  who promoted the concept of the 'teacher as researcher' (Stenhouse 1975; Elliott 1991; see also Bartholomew 1971).  Once again, the aim was to use research in improving educational practice, and it would be carried out by practitioners themselves not by external agents.  Elliot and Stenhouse argued that effective curricular improvements could only come about through being developed and tested in the classroom by teachers; indeed, that this was the core of a proper understanding of teacher professionalism.  The work of Stenhouse, Elliott and others led to the establishment of the Classroom Action Research Network, and later to a variety of courses designed to facilitate teacher research (see Elliott and Sarland 1995)
    • A Revised Model Although Lewin’s model is an excellent basis for starting, Elliott argued that:
    •  The general idea should be allowed to shift.  - it is a statement which links to an idea to action.  It also refers to a state of situation one wishes to improve.  Eg:  Students are dissatisfied with the methods by which they are assessed. How can we
    •  Reconnaissance should involve analysis as well fact finding. It should constantly recur in the spiral of activities, rather than occur at the beginning.  Eg: Students seem to waste a lot of time in class. How can I increase the time students spend „on task‟?  (a) Describing the facts of situation: (help clarify the problem)  Which pupils are wasting time?  What are they doing when they are wasting time?
    •  (b) Explaining the facts of the situation: (critical analysis of the context in which they arise).  How do they arise? – simple activities provided  Create hypothesis based on the analysis.  Eg: “Simple activities provided lead students to waste their time”.
    •  Implementation is not straightforward process like Lewin said, but it has to be monitored in order to know the effects of an action. How both the process of implementation and its effects are going to be monitored? - use monitoring techniques to provide evidence of how well the course of action is being implemented (diaries, profiles, document analysis).
    • References  http://www.uea.ac.uk/education/people/profile/joh n-elliott#overviewTab  http://www.leeds.ac.uk/educol/documents/000021 30.htm  Elliott,J (1991). Action Research For Educational Change. Buckingham: Open University Press.