This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research

1. Sameer Babu M, Ph D
Assistant Professor of
Education
University of Kerala
ACTION
RESEARCH
1

2. What it is
 classrooms that become laboratories are
better classrooms- McBee (2004)
 Research driven teaching
 Action research is a tool- to improve
teaching practices (Sagor, 2004)
 It is a viable and realistic endeavor for all
educators
2

3. …
 Action research requires teachers to
design a study in an area of interest- to
carry out in their studios
 Considered a professional development
opportunity
3

4. Commonly
 Test
 a new instructional strategy,
 assess a new curriculum program, or
 evaluate an existing pedagogical method
4

5. Difference Between Basic Research and Action Research
Criteria Basic Research Action Research
Objectives Develop and test
educational theory
and derive
generalizations.
To find solutions to
problems in a specific
context.
Training Intensive training is
needed in Research
Methodology.
Limited training is
needed.
Selection of a
problem
A wide range of
methods are used
to select a problem.
Participating teacher
identify problems
during the teaching-
learning processes.
5

6. Difference Between Basic Research and Action Research
Hypothesis Highly specific
hypotheses are
developed.
Specific statement
of the problem
serves as
hypotheses.
Review of
Literature
An exhaustive and
thorough review
of literature is
required.
No such thorough
review of literature
is needed.
Sample Considerably
large sample size
is required.
Students studying
in the class of a
teacher forms
sample.
6

7. Difference Between Basic Research and Action Research
Experimental
Design
Well thought experimental design
is developed to maintain
comparable conditions and
reducing error and bias.
Procedures are planned
only in general terms.
Analysis of
Data
Complex analysis is often called
for.
Simple analysis
procedures are usually
sufficient.
Conclusions Conclusions may be in the form
of generalizations and developing
theories.
Findings are local
specific.
Application
of results
The generalizations have broad
applicability
Findings are used
immediately in the
classroom situations by
participating teachers to
improve their own
practices
7

8. Frameworks
8

9. How?
 Observing individuals or groups
 Using audio and video tape recording
 Using structured or semi-structured interviews
 Taking field notes
 Using analytic memoing
 Using or taking photography
 Distributing surveys or questionnaires
9

10. 10

11. 11

12. 12

13. 13

14. DBIR
 An approach to organizing research and development
 To address the challenges
 An emerging approach to relating research and practice
 Collaborative, iterative, and grounded in systematic
inquiry
 DBIR builds the capacity of systems- continuous
improvement towards the transformation of teaching and
learning we seek.
14

15. Background
 Design-Based Implementation Research
(DBIR) was developed by education
researchers in response to evidence that
research-based innovations are often difficult
to sustain or use at scale in real-world
classrooms and schools, even when they
proved effective in small-scale studies.
15

16. Principles
 A focus on persistent problems of practice, as
experienced from multiple stakeholders’ perspectives;
 A commitment to iterative, collaborative design in realistic
contexts;
 A concern with developing theory and knowledge related
to both classroom learning and implementation through
systematic inquiry; and
 A concern with developing capacity for sustaining change
in educational systems.
16

17.  Comments and Questions!!!
 Thank You
17