A Practice Slide

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A Practice Slide

  1. 1. The Purpose, Methodology and Value of Action Research<br /> Judith Pollock, Rebecca Poole, Leanne Procopis, Anna Putland, James Radny<br />
  2. 2. What is Action Research?<br />A research methodology pursuing CHANGE and UNDERSTANDING at the same time<br />Action Research:<br />Is participative<br />Responds to changing needs<br />Is emergent<br />Allows systematic reflection <br />(Dick, 1999)<br />
  3. 3. How does it work?<br />1<br />(Field, n.d.)<br />2<br />5<br />Reflection<br />4<br />3<br />
  4. 4. What is the methodology of action research?<br />The focus of the research<br /><ul><li>Increasing understanding
  5. 5. Improvement of actions and practices
  6. 6. Problems of immediate concern
  7. 7. A single case or unit</li></ul>(Brown, 1999)<br />
  8. 8. What is the methodology of action research?<br />The research methods<br /><ul><li>Collaborative
  9. 9. Conducted in-situ
  10. 10. Those affected participate
  11. 11. Environment is not manipulated</li></ul>(Brown, 1999)<br />
  12. 12. What is the methodology of action research?<br />The interactivity of the research<br /><ul><li>Problems, aims and methodology may change
  13. 13. Process is reflective and evaluative
  14. 14. Methodologically eclectic
  15. 15. Dialogue based in nature</li></ul>(Brown, 1999)<br />
  16. 16. What is the methodology of action research?<br />The standards of research<br /><ul><li>Scientific
  17. 17. Findings are shared with participants
  18. 18. Each step critiqued
  19. 19. Emancipatory</li></ul>(Brown, 1999)<br />
  20. 20. What is the value of action research?<br />It can be used to investigate complex issue<br />It is versatile and easy to use<br />Everybody involved takes part<br />Collaboration builds trust and respect<br />It promotes shared understanding and approaches<br />(Queensland Government Dept. of Education and Training, 2002)<br />
  21. 21. What is the value of action research?<br />Actions are developed from within and for a specific environment<br />Actions are refined and improved through the cycle<br />It can start small and grow bigger over time<br />Change is owned and managed by the participants<br />(Queensland Government Dept. of Education and Training, 2002)<br />
  22. 22. What are the advantages of action research in a school setting?<br />Research and resulting action are tailored specifically to the school environment<br />The whole community can be involved<br />Teachers<br />Staff<br />Students<br />Families<br />(Queensland Government Dept. of Education and Training, 2002)<br />
  23. 23. What do teachers say about action research?<br />It is the only type of research suitable for a school setting<br />The research constantly teaches them new things<br />The evolving nature of action research is appropriate for schools<br />Action research is helping point schools in the right direction for problem solving<br />(Queensland Government Dept. of Education and Training, 2002)<br />
  24. 24. Let’s see how the process works<br />Using the example of schools preventing childhood obesity, we’ll go through the process of action research<br />
  25. 25. Step 1:Identify the problem and define the research question<br />The Problem: childhood obesity<br />The Question: Should primary schools be responsible for the physical health of children in this area?<br />
  26. 26. Step 2: Learn more about the issue<br />Ask questions relevant to the topic<br /><ul><li>What are the contributing factors?
  27. 27. Is this an issue of concern to the parents?
  28. 28. Can schools do anything to help prevent obesity?
  29. 29. Is taking action feasible?
  30. 30. Is there an expectation amongst teachers and/or parents that schools take action?</li></li></ul><li>Return to Step 1 and redefine the question<br />With what you’ve discovered you can now redefine the question and make it more manageable <br />The redefined question: What steps can your school take to help prevent obesity?<br />Return to step 2 and learn more about this issue.<br />What does your research tell you?<br />
  31. 31. Step 3: Develop a strategy for the study <br />What do need to know to make this study effective?<br />How are you going to find out what you need to know?<br />Should you gather information as a group or each look at different ideas?<br />
  32. 32. Step 4: Gather and analyse data <br />Once you have a strategy it’s time to gather information<br />Looked at all the information together and see how each piece impacts on the rest<br />What does it show you?<br />
  33. 33. Step 5: Taking action and sharing your findings<br />Now you’ve analysed the information, it’s time to impart your findings to the participants<br />teachers <br />parents <br />students <br /> Then put your plan into action<br />Once that’s done, the process begins again. Each time it is refined and more is achieved.<br />
  34. 34. Remember to reflect<br />Throughout the entire process it is important to reflect <br />Think about what you’ve discovered<br />Think about what you hope to achieve<br />Does the question need to be redefined?<br />Are things going the way you expected?<br />Have you learnt anything about your own practices?<br />
  35. 35. References <br />Brown, M. (1999). Major concepts and principles of action research. Retrieved 3 November 2009, from http://www.southernct.edu/~brownm/act2.html<br />Dick, B. (1999). What is action research? Retrieved 3 November 2009, from http://www.scu.edu.au/schools/gcm/ar/whatisar.html<br />Field, T. (n.d.).Action research: the action research process. Retrieved 3 November 2009, from http://www.sitesupport.org/actionresearch/ses3_act1_pag1.shtml<br />Queensland Government Department of Education and Training. (2002). Boys gender and schooling. Retrieved 3 November 2009, from http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action.html<br />

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