Collaborative action research is a process where teachers work together to systematically examine their own educational practices using research techniques to improve student learning. It involves teams of practitioners investigating issues relevant to their interests. There are typically 5 phases: 1) identifying a problem, 2) creating a plan of action, 3) collecting data, 4) analyzing the data, and 5) creating a new plan based on results. The process is collaborative, with teachers helping each other through discussion and multiple perspectives to make sense of complex teaching and learning issues.

1. LIB604 Libraries in the School CurriculumSpring 2011Collaborative 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?TeamworkAccording 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 Ferrance4

5. Assumptions behind action researchteachers 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 School5

6. Another definitionAction researchis 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 Elliott6

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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 Research8

9. A Related Conceptcollaborative inquiryInquiry 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 inquiry9

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 ResearchPhase I - Problem IdentificationPhase II - Plan of ActionPhase III - Data CollectionPhase IV - Analysis of DataPhase V - Plan for Future ActionAdapted from the St. Louis Action Research Evaluation Committee 12

13. Guidelines typically used in teacher action researchIdentify a puzzlement/inquiryDecide in a systematic way how to go about answering that questionDevelop 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 analyzedImplement study – data collection and analysisReport and share findingsClassroom Action Research Abstract of Classroom Action Research in Language Teaching, YudiJuniardi and John Pahamzah13

14. Compare Ferrance’sFive Step Process14

15. Step one15

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 longerSee alsoGuidelines for Developing a Question16

17. Problem formulationA key characteristic of action researchAction 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 practiceFocused on client/student impactWithin your control to influenceSomething you feel passionate aboutSomething you’d like to changeAligned with your professional growth Action Research Question Formation: 3. Question Characteristics18

19. Step Two19

20. Step ThreeSee also A Process for Analyzing Your Data and Guidelines for Analyzing Your Data20

21. Step Four21

22. The Structure of an Action Research ReportIntroductionA description of the research processAn analysis of the dataAn 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. 622

23. Action PlanningWhat 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 Planning23

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

25. Final StepsReflection25