Presenter-1-ACTION-RESEARCH-MADONNA-L.-SUA.ppt

SMN CAPACITY-BUILDING ON RESEARCH CUM
YEAREND EVALUATION AND PROGRAM
IMPLEMENTATION REVIEW
December 21-22, 2020
1
MADONNA L. SUA
T-III/Resource Speaker

DEPARTMENT OF EDUCATION
SMN CAPACITY-BUILDING ON RESEARCH
2
DEPARTMENT OF EDUCATION – SCHOOLS DIVISION OF SOUTH COTABATO
ACTION RESEARCH

19 5 12 6 - 18 5 6 12 5 3 20 9 22 5
SELF - REFLECTIVE
19 30 19 20 5 13 1 20 9 3
SYSTEMATIC

9 14 17 21 9 18 30
INQUIRY
9 13 16 1 3 20 19
IMPACTS

5 13 16 15 23 5 18 19
EMPOWERS
1 19 19 9 19 20
ASSIST

ACTION RESEARCH
- Is a form of a Self-reflective, Systematic
Inquiry that impacts directly on teacher’s
practice and empowers them to promote
instructional improvement.
- To assist the ‘actor’ (the teacher) in improving
or refining his actions is the primary reason of
Action Research.

Action Research Definition
7
• Action research is a process in which
participants examine their own
educational practice, systematically
and carefully, using the techniques of
research.

Topic/Slide Title
8
• Action research can be described as a family of
research methodologies which pursue ACTION
(or Change) and RESEARCH (or
Understanding) at the same time.

Topic/Slide Title
9
• Action research is inquiry or research in the context of focused efforts to improve
the quality of a PRACTICE.
• It is typically designed and conducted by practitioners who analyze the data to
improve their own practice.
• Action research can be done by individuals or by teams of colleagues. The team
approach is called collaborative inquiry.
• Action research has the potential to generate genuine and sustained
improvements in schools.

Why AR?
10
• AR gives educators new opportunities to reflect on and assess their
teaching;
• To explore and test new ideas, methods, and materials;
• To assess how effective the new approaches were;
• To share feedback with fellow team members;
• To make decisions about which new approaches to include in the
practice.

Why AR?
11
• It is participatory ;
• It is “from within” and not from an external
“Expert’s eye”
• Very real “presences” can emerge in the
dynamically unfolding relations which can teach
us new ways of conducting our practice.

DEPARTMENT OF EDUCATION 12
• PAR is research involves all relevant parties in actively examining together current
action (which they experience as problematic) in order to change it and improve it.
• They do this by critically reflecting on the historical, political, cultural, economic,
geographic and other relevant contexts.
• It aims to be active “Team-Research”, by and for those to be helped.
• It cannot be used by one group of people to get another group of people to do what
they think is best for them ;
• AR is genuinely democratic or non-coercive (By practitioners for practitioners)
• Reference Wadsworth, Y. (1998)
Participatory Action Research (PAR)

How Action Research is Done?
13
• Using a Cyclic or Spiral process which alternates between
Action and critical Reflection, and
• Continuously refining methods, data and interpretation in
the light of the understanding developed in the earlier
cycles.

When do you use action research?
14
1. To solve an educational problem;
2. To help educators reflect on their
own practices
3. To address school-wide problems
4. When teachers want to improve
their practices

Action research designs
Action Research
Practice Participatory
•Studying local practices
Involving individual or team-
based inquiry
•Focusing on teacher
development and student
learning
•Implementing a plan of action
•Leading to the teacher-as-
researcher
•Studying social issues
that constrain individual
lives
•Emphasizing equal
collaboration
•Focusing on “life-
enhancing changes”
•Resulting in the
emancipated researcher

Practical action research: The Research Spiral
(Mills, 2000)
Analyze and
Interpret Data
Develop an
Action Plan
Collect Data
Identify an
Area of Focus

Participatory action research
• Participatory: people conduct studies on
themselves
• Practical and collaborative
• Emancipatory (Challenges procedures)
• Helps individuals free themselves from
constraints found in media, language, work
procedures, and power relationships
• Reflexive focused on bringing about change in
practices

Action Research Interacting Spiral

• A practical focus
• The educator-researcher’s own practices
• Collaboration
• Dynamic process
• A plan of action
• Sharing research
Key characteristics of Action Research

Practical focus
• A problem that will have
immediate benefits for
–Single teacher
–Schools
–Communities

Collaboration
21
Administrators
Staff
Teachers
Students
Parents
Community
Stakeholders
Collaborative
Team

A dynamic process
22
• Dynamic process of spiraling back and forth
among reflection, data collection, and action
• Does not follow a linear pattern
• Does not follow a causal sequence from
problem to action

A plan of action
23
• The action researcher develops a plan of
action
• Formal or informal; involve a few
individuals or an entire community
• May be presenting data to stakeholders,
establishing a pilot program, or exploring
new practices

Sharing research
24
• Groups of stakeholders
• Local schools, educational personnel
• Local or state individuals
• Not specifically interested in
publication but in sharing with
individuals or groups who can
promote change

The problem is only one phase in which to enter
Identifying
“Problem”
Collecting
Data
Evaluating
Existing
Data
Taking
Action
Point of
Entry
Point of
Entry
Point of
Entry
Point of
Entry

What are the steps in conducting action research?
26
• Determine if action research is the best
design to use.
• Identify the problem to study
• Locate resources to help address the
problem
• Identify the information you will need

Taxonomy of action research data collection techniques
Action Research
Data Collection Techniques
(The Three E’s)
Experiencing
(By observing)
Enquiring
(By asking)
Examining
(by using records)
Participant Observation
(Active participant)
Passive Observer
Informal Interview
Structured formal
Interview
Questionnaires
Attitude Scales
Standardized Tests
Archival documents
Journals
Maps Audio and
Videotapes
Artifacts
Fieldnotes

What are the steps in conducting action research?
28
• Implement the data collection
• Analyze the data
• Develop a plan for action
• Implement the plan and reflect

How do you evaluate action research?
• Does the project clearly address a problem or
issue in practice that needs to be solved?
• Did the action researcher collect sufficient data
to address the problem?
• Did the action researcher collaborate with
others during the study? Was there respect
for all collaborators?

How do you evaluate action
research?
• Did the plan of action advanced by the
researcher build logically from the data?
• Is there evidence that the plan of action
contributed to the researcher’s reflection as a
professional?
• Has the research enhanced the lives of the
participants by empowering them, changing
them, or providing them with new
understanding?

How do you evaluate action research?
• Did the action research actually lead to change
or did a solution to a problem make the
difference?
• Was the action research reported to audiences
who might use the information?

10 Coping Strategies
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 144-145
1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a PositiveAttitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Knowledge.

10 Guidelines for Teachers
Fullan and Hargreaves (1991), quoted in Change Forces, Fullan, 1993,
144
1) Locate, listen to and articulate your inner
voice
2) Practice reflection in action, on action,
and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working
with others.
6) Commit to working with colleagues.
7) Redefine your role to extend beyond the
classroom.
8) Push and support principals and other
administrators to develop interactive
professionalism.
9) Commit to continuous improvement and

Action Research
34
Improving School
Effectiveness Using the
PDSA Cycle and The
Action Plan
Carlos Viera
Miami-Dade Count Public Schools

Collaboration
35

Plan-Do-Study-Act
• An approach to process analysis and
improvement.
• Involves constantly defining and redefining
the customers’ needs and wants.
• PDSA is a versatile tool that can be used for
planning, problem solving, and decision
making- to solve problems in the classroom.

Collaboration
37

1. Teachers have flexibility in how to teach by
focusing on what to teach.
2. It emphasizes key skills for every student and
allows them to retain skills in order to build
higher skills.
3. It encourages collaboration among teachers,
students, and instructional support staff.
4. It promotes active learning and student
involvement
in the learning process.
Benefits of PDSA Instructional Cycle

1. It places the ultimate responsibility of learning
on the learner
2. It aligns planning, instruction, assessment,
and support towards students performance.
3. It is data driven so it removes subjectivity.
4. It contributes to climate of achievement and
success.
5. It is a proven approach that achieves results.

Action Research engages teachers in a four-step process
1. Identify an area of focus
2. Collect Data
3. Analyze and interpret data
4. Develop an action plan

ACTION RESEARCH process

The Action Research Plan
1. Write an area-of-focus statement
2. Define the variables
3. Develop research questions
4. Describe the intervention or innovations
5. Describe the membership of the action research
group
6. Describe negotiations that need to be undertaken
7. Develop a timeline
8. Develop a statement of resources
9. Develop data collection ideas

Outline of AR report
• 1. Area of Focus
• 2. Related Literature
• 3. Defining Variables
• 4. Research questions
• 5. Description of the intervention
• 6. Data collection
• 7.DataAnalysis
• 8. Action Plan

Action Research
52
Thank you with a HEART!

Presenter-1-ACTION-RESEARCH-MADONNA-L.-SUA.ppt

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