This document provides an overview of collaborative action research. It defines collaborative action research as a process where teachers work together to systematically examine their own educational practices using research techniques to improve student learning. The key aspects covered include: - Collaborative action research involves teams of practitioners investigating issues relevant to their interests. - It uses a cyclical process of identifying issues, developing plans of action, collecting and analyzing data, and planning future actions. - Working collaboratively allows teachers to get different perspectives and provides opportunities for discussion to better understand complex issues in teaching and learning.

1. LIB604 Libraries in the School CurriculumSpring 2011 Collaborative Action Research

2. What is it? What is Collaborative Action Research? a process in which participants systematically examine their own educational practice using the techniques of research, for the purpose of increasing learning of students, their teachers, and other interested parties. Caro-Bruce. (2000). Action Researcher: Facilitator’s Handbook. National Council of Staff Development. 2

3. How does it work? Teamwork According to Sagor (1992), collaborative action research involves “people who want to do something to improve their own situation” (p. 7) taking action. The focus of the research process is “teams of practitioners who have common interests” (p. 10) working together to investigate issues relevant to their interests. Collaborative action research and school counselors.From: Professional School Counseling | Date: 10/1/2005 | Author: Rowell, Lonnie L. 3

4. But what is action research? What is Action Research? Action Research is a process in which participants examine their own educational practice systematically and carefully using the techniques of research. Heidi Watts, Antioch Graduate School, same definition as cited in Action Research, by Eileen Ferrance 4

5. Assumptions behind action research teachers and principals work best on problems they have identified for themselves; teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently; teachers and principals help each other by working collaboratively; working with colleagues helps teachers and principals in their professional development. What is Action Research? Heidi Watts, Antioch Graduate School 5

6. Another definition Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice. John Elliott 6

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8. Why action? The Meaning of “Action” Traditionally, scientific research has been conducted by professional full-time researchers. They generally choose their topics based on their personal predilections or the preference of journal editors, and they publish reports of their work with the hope that someone will someday make use of it. But even if no one does, their work is usually complete upon publication of their report. Action research, on the other hand, is conducted by people who want to do something to improve their own situation. When other people read about their work, notice it, or make use of it, that is simply icing on the cake. Action researchers undertake a study because they want to know whether they can do something in a better way. Sagor, How to Conduct Collaborative Action Research, Chapter 2. Defining Collaborative Action Research 8

9. A Related Concept collaborative inquiry Inquiry is the investigation of users and their context in order to understand their problem space, their goals, and associated design constraints, usually by observational methods, surveys, and interviews. Collaborative inquiry involves the users (or potential users) of an application in the investigation, relying on them as collaborators for their domain knowledge and appreciation of user needs. Glossary » collaborative inquiry 9

10. Why collaborative? There are least two reasons for advocating CAR: Firstly, . . . many teachers lack the necessary expertise to engage in action research. Our second reason for advocating CAR is that collaboration provides an avenue for discussion. Abdullah, K. I . and Hashim, A . Collaborative action researchAustralian Association for Research in Education 1996 – Singapore Joint ERA/AARE Conference 10

11. Why Collaborative Inquiry? Why do we suggest a collaborative approach? The main reason is based on the old adage, “Two heads better than one.” Multiple perspectives from different people help make sense of the complex nature of teaching and learning. Additionally, research informs us it is a good characteristic of successful professional development. 11

12. Five Phases of Action Research Phase I - Problem Identification Phase II - Plan of Action Phase III - Data Collection Phase IV - Analysis of Data Phase V - Plan for Future Action Adapted from the St. Louis Action Research Evaluation Committee 12

13. Guidelines typically used in teacher action research Identify a puzzlement/inquiry Decide in a systematic way how to go about answering that question Develop a timeline to carry out the project – one week, a month, a grading period or even a full academic year. Decide how data will be collected and analyzed Implement study – data collection and analysis Report and share findings Classroom Action Research Abstract of Classroom Action Research in Language Teaching, YudiJuniardi and John Pahamzah 13

14. Compare Ferrance’sFive Step Process 14

15. Step one 15

16. Importance of the problem statement “Is a puzzlement” (Rodgers and Hammerstein: The King and I) The problem statement defines the puzzlement which guides the inquiry of the project. Problem statements often take the form of a central question that yields subquestions. Seider, S. (2002, Fall). Syllabus, EDEL 591 Designing Action Research in Elementary/Early Childhood Education (no longer See alsoGuidelines for Developing a Question 16

17. Problem formulation A key characteristic of action research Action research involves puzzling, the identification of a ‘problem’ where there is some doubt about how to proceed. It requires the ability to constantly ask questions (problem definition), in addition to the determination of patterns through the formal tools of systematic audit. Research to Support Schools of Ambition: Annual Report 2007. School enquiry– ‘conformative’ or creative?, p. 32. 17

18. How do I choose a research question to study? The question should be: Focused on your practice Focused on client/student impact Within your control to influence Something you feel passionate about Something you’d like to change Aligned with your professional growth Action Research Question Formation: 3. Question Characteristics 18

19. Step Two 19

20. Step Three See also A Process for Analyzing Your Data and Guidelines for Analyzing Your Data 20

21. Step Four 21

22. The Structure of an Action Research Report Introduction A description of the research process An analysis of the data An action plan [AKA Action Planning, i.e. the plan you create in Step Five for what comes next as a result of what you’ve discovered] Sagor, How to Conduct Collaborative Action Research,ch. 6 22

23. Action Planning What is Action Planning? Action planning is a process which will help you to focus your ideas and to decide what steps you need to take to achieve particular goals that you may have. It is a statement on paper of what you want to achieve over a given period of time. Preparing an action plan is a good way to help you to reach your objectives in life. An effective action plan should give you a concrete timetable and set of clearly defined steps to help you to reach your objective, rather than aimlessly wondering what to do next. It helps you to focus your ideas and provides you with an answer to the question ‘‘What do I do to achieve my objective?’’ University of Kent > Careers > Employability Skills > Action Planning 23

24. 24 The Many Faces of Parent Involvement, p. 86

25. Final Steps Reflection 25