ENGLISH5 QUARTER4 MODULE1 WEEK1-3 How Visual and Multimedia Elements.pptx
8apr Action research Session 1.pptx
1. What is action research?
Session 1
Gisela Cebrián Bernat
Workshop on Action Research, Science
and Technology for Sustainability
2. Content
• Paradigms of social research
– Positivist, interpretive and critical theory
• Action research
– Definitions
– Methodological principles
– Essential features
• Small group activity
• An example
5. Postivist paradigm
Natural science
basis
Generalisation Objectivity
Testable
explanations
/prediction
Law based – cause
and effect
Causality
Control,
manipulation
Quantification,
large scale
Knowledge
obtained through
observation and
measurement
It is based on the assumption that it is
possible to observe social life and establish
reliable, valid knowledge about how it
works
It is argued that it encourages misleading
emphasis on superficial facts without any
attention to underlying mechanisms that
cannot be observed
6. Identify a topic
Review previous
literature
Formulate
hypothesis
Research design
Collect data
Analyse data
Report findings / or
look for alternative
explanations
Postivist
design
9. Interpretive paradigm
Naturalistic Understanding Interpretation
Subjectivity,
intentionality
Agency
(capacity of
agents)
Context-based
Fluidity,
change
Specific / non-
generalisable
Multiple
perspectives
Reality is constructed by subjective perceptions
and predictions cannot be made
Knowledge and meanings are socially constructed
People have free will, purposes, goals and
intentions, so people should be studied as active
agents
Social life consists of interaction processes rather
than structures and is constantly changing
10. Identify topic
Literature review
Research design
Data collection
Data analysis
Elaboration of
concepts and theories
Report of findings
Interpretive
Ethnographic
design
14. Ideology critique
- critical theory
Describe existing situation
Understand the reasons for existing
situation
Interrogate/challenge legitimacy of
reasons for / causes of existing situation
(political, cultural, social, economic, etc.)
Set an agenda to improve the existing
situation
15. Research
paradigms
Research
approach
Research methods Examples?
Positivism Quantitative
Surveys: longitudinal,
cross-sectional,
correlational;
experimental, and
quasi-experimental
and ex-post facto
research
Interpretive Qualitative
Biographical;
Phenomenological;
Ethnographical; case
study
Critical
theory
Critical and
action-
oriented
Ideology critique;
ACTION RESEARCH
16. Key steps
• Research focus – research question
• Decide on – position yourself
– Research paradigm
– How do you understand knowledge?
– How knowledge is created?
– What methodological approach can help you
answer you research questions?
18. Kemmis, 1986
“Action research is the systematic process of
learning-by-doing – carefully observing the
character and consequences of what one
does with the tripartite aim of improving
one’s own practice, improving one’s
understanding of these practices and
improving the situation in which those
practices are carried out.”
20. Edwards & Talbot, 1994
“Practitioner research can only be designated
action research if it is actively carried out by
professionals who are engaged in
researching, through structured self-
reflection, aspects of their own practice as
they engage in that practice.”
21. Carr and Kemmis, 2009
“Emancipatory action research is a form of
research that seeks to create the kind of
communicative space within which
practitioners can participate in making
decisions, taking action and collaboratively
inquiring into their own practices, their
understandings of these practices, and the
conditions under which they practice.”
22. Methodological principles
(Somekh, 2006)
Integration of
research and action
Conducted through
collaborative
partnership
High level of
reflexivity
Stimulates
transformative
learning
Embraces broader
political and historical
contexts
Starts from aspiration
and a vision of social
transformation and
social justice
23. So, what are the essential features?
(McNiff & Whitehead, 2002; Noffke, 2009)
all the
participants
have
something
to
contribute
and to
learn
participants as
co-researchers
and co-
learners,
including the
researcher
knowledge and
theory are
inseparable
from practice
the main
purpose is the
improvement of
a real situation
or problem
reflection
and action
are two
core
elements
the whole
learning-by-
doing process
is what counts
24. Purpose of action research
• To change the world by understanding it
better;
• To simultaneously assist in problem-solving
and adding to the knowledge base;
• To find and understand a way to achieve an
end rather than to find the best way;
• To enhance the competence of those involved
25. Nature of action research
• Begins with a problem in a real life context
• The problem is identified by a practitioner (or
community) rather than a researcher
• A sequential, cumulative process e.g. the cycle
of plan, act, observe, reflect
• Actions are researched systematically
• Reflections are made public
26. The three dimensions (Noffke, 2009)
Personal
Practitioner as
researcher and the
process of self-
reflection, planning
and introducing
changes to improve
self-practice
Professional
Professional
development
purposes, to
enhance
profession
Political
Generate
democratic
processes to
empower groups
- leads to social
change
These are overlapping and may be present in any action research study
27. The action research cycle
Identify a
problem
Plan
action
Act
Observe
Reflect
• Develop a PLAN of action to
improve what is happening
• ACT to implement the plan
• OBSERVE the effects of the
action
• REFLECT on these effects as
a basis for subsequent
cycles
(Kemmis, 1981)
29. Steps in action research (McNiff, 2002, p.71)
1. Review your current practice
2. Identify an aspect that you wish to improve
3. Imagine a way forward in this
4. Try it out
5. Monitor and reflect on what happens
6. Modify the plan in the light of what has been found,
what has happened, and continue
7. Evaluate the modified action
8. Continue until you are satisfied with that aspect of
your work (e.g. repeat the cycle)
30. Small group activity
• Work in small groups of three
• Roles: interviewer, interviewee, note-taker(each
person plays each of the roles)
• Discuss the following areas/questions:
– What can be the benefits of action research?
– What can be the challenges and difficulties of action
research?
– What can be areas of application in sustainable
clothing? real problems to be solved through action
research?
– What could be the difficulties in this area?
31. Understanding through an example
What was the problem?
Embedding education for sustainability
within the undergraduate curriculum at
the University of Southampton
32. PhD research aims
• Two main aims concerning education for
sustainability within the University of Southampton
– Identify the factors influencing academic staff engagement in education
for sustainability
• Fully studied but each institution is socially and culturally different (Corcoran & Wals, 2004; Dawe,
Jucker & Martin, 2005; HEFCE, 2008; Moore, 2005)
– Establish whether a model to embed Education for Sustainability (EfS)
within the undergraduates’ curriculum could be developed
• Current models focus in one subject (HEFCE, 2008)
• Few experiences taking an interdisciplinary and holistic approach (Tilbury et al., 2004, Ryan, 2011)
• No existence of a model for research universities
33. Context of the research
• UoS commitment
– Funding a PhD
– Green Academy programme – Curricula for Tomorrow project
(HEA ESD Project + EAUC + NUS)
– Curriculum Innovation Programme (CI) – Sustainability Module
– University staff who is already embedding sustainability? How do
they refer to it?
– Teaching fellows and lecturers that use innovative and
‘unorthodox’ approaches
– Potential community of practice
34. 34
Stage I
• Exploratory – reconnaissance phase
– Gain a deeper understanding of UoS
organisation – baseline data
– Learn from and connect the every
day experiences of academic staff
members at the UoS
• Research aims
– Explore the factors influencing
academic staff members engagement
in EfS
– Views and vision of academic staff
members in relation to EfS
35. 35
Stage I - rationale
• International student
• University as a unique social
system
– University of Southampton –
Russell Group University –
Research-led
• Walk the talk – learn from
academics and put in practice EfS
principles - research with people,
foster collaboration and empower
• Inform subsequent stages –
identify key individuals
36. Next session
• Different types of action research
• Activity: design your own action research
project
– HOMEWORK: Think about real problems in
sustainable clothing to be tacked through action-
research. Think about possible action strategies,
agents involved, research methods, etc.
