Teachers at all levels may begin their research journey by doing Action Research in their own classrooms.

1. The Educator as a Researcher:
A Practical Guide to Writing an
Action Research
Rachel Luna Peralta
Lecturer, Macao Institute for Tourism Studies (IFTM)
PhD Student, University of Saint Joseph (USJ)
June 20, 2020

3. Overview
•WHAT is Action Research?
•WHY should educators conduct an Action
Research?
•HOW should educators carry out, write, and
publish an Action Research?

4. Teachers play myriad of roles in and out of the classroom.
Do they still have time to do research?

5. Poll 1
Do teachers have time to conduct research?
a. Yes
b. No

6. Teachers create new knowledge through research.

8. What is Action Research?

9. Action research is a form of enquiry that enables
practitioners everywhere to investigate and
evaluate their work. They ask,
‘What am I doing? What do I need to improve?
How do I improve it?’ (McNiff & Whitehead, 2006, 2010)

10. “To do action research is to plan, act,
observe, reflect more carefully, more
systematically, and more rigorously than one
usually does in everyday life.” (Kemmis & McTaggart, 1992)

11. Action Research is more of a
holistic approach to problem-
solving, rather than a single method
for collecting and analyzing data.

12. Characteristics of AR
Practice-based, situation-based, context-specific
Improving practice, creating knowledge
Collaborative and participative
Reflective
Demands higher order questioning
Contributes to social and cultural transformation

13. Models of Action Research
McNiff et al. (2003)
McNiff (1988)
Kemmis & McTaggart (2000)
Action Research Spiral

14. Types of Action Research
Individual Collaborative School-wide

15. Poll 2
Which type of AR can you possibly do or are planning
to do within this school year?
a. Individual
b. Collaborative
c. School-wide

16. Why should educators conduct
an Action Research?

17. It helps you to:
•deepen your understanding about teaching and
learning
•develop your teaching skills and knowledge
•try out different approaches and ideas
•develop reflective practice
•improve student learning

18. HOW should educators carry out
an Action Research?
HOW should they write
and publish it?

19. Procedures for Action Research
Identify a
Problem
(or RQ)
Plan
Action
Act
Evaluate

20. Identify a
Problem (or
RQ)
Plan
Action
Act
Evaluate

21. Review your current
practice and identify
issues/concerns/topics
Identify a
Problem
(or RQ)

22. Diagnosis
“A teacher researcher, among other things, is a questioner.
Her questions propel her forward.” (Hansen, 1997, p.1)
•What actually is the REAL problem?
•What are the causes?
Identify a
Problem
(or RQ)

23. Diagnosis
•Conversations with colleagues
•Professional literature
•Problematic learning situations in your classroom
•An ambiguous or puzzling classroom management
concern
Identify a
Problem
(or RQ)

24. I would like to improve ____________________________________
I am perplexed by _________________________________________
I am really curious about ___________________________________
Something I think would really make a difference is ___________
Something I would like to change is _________________________
What happens to student learning in my classroom when I ______?
How can I implement ______________________________________?
How can I improve ________________________________________?
Identify a
Problem
(or RQ)

25. Action
Research
Identify a
Problem
(or RQ)

26. CAUSES: Variables
that Affect Learning (RQ)
Student
Classroom
Teacher
School
Identify a
Problem
(or RQ)

27. Student Variables that Can Affect
Student Learning
• Gender, race, and/or
ethnicity
• Prior education
• Prior knowledge and
experiences
• Health
• Physical disabilities
• Age
• Socioeconomic status
• First language
• Learning styles
• Peer relationships
• Special talents
• Emotional health
• Size and stature
• Athletic ability
• Personality
• Interpersonal skills
• Nutrition
• Sleep
• Special needs
• Intellectual
impairments
• Intellectual
strengths–multiple
intelligences
• Self-concept
• Hobbies and interests
• Behavioral issues
• Motivation to learn
• Level of participation
in class
Identify a
Problem
(or RQ)

28. Student Variables that Can Affect
Student Learning
• Reading
comprehension and
skills
• Language skills
• Physical
appearance
• Attitudes and
dispositions
• Family mobility
• Single-parent
versus two-parent
family
• Social skills
• Values
• Home life
• Student culture
• Afterschool
activities
Identify a
Problem
(or RQ)

29. Classroom Variables That Can Affect
Student Learning
• Size and configuration of
classroom space
• Light
• Temperature
• Seating arrangements
• Availability of curriculum
resources and learning materials
• Availability of computers and
other instructional technology
• Class size: number of students
• Classroom décor: displays of
student work, displays of
commercial materials, few
or no displays
• Carpeting
Identify a
Problem
(or RQ)

30. Classroom Variables That Can Affect
Student Learning
• Number of children with special
needs
• Location of classroom in the
building
• Age-appropriate environment
• Class schedule of learning activities
• Attractiveness and stimulation of
physical environment
• Classroom pacing
• Classroom disruptions
• Classroom rules (where do they
originate and how are they
communicated)
• Classroom culture
• Class climate: student centered or
teacher centered?
• Pathways in classroom; traffic flow
• Classroom routines
Identify a
Problem
(or RQ)

31. Classroom Variables That Can Affect
Student Learning
• Teacher’s desk arrangements and
location
• Configuration and location of student
desks or work stations
• Noise levels, acoustics
• Supportive or non-supportive learning
environment
• Student responsibility and leadership
in class
• Patterns of classroom interactions
• Availability of music and art materials,
displays of student art
• Classroom safety
• Modular age-appropriate furniture
• Ventilation
• Blackboards and other similar
equipment
• Emotional and affective climate
• Availability of print materials
• Greeting of students each day
• Snack time
Identify a
Problem
(or RQ)

32. Teacher Variables That Can
Affect Student Learning
• Professional preparation
• Content knowledge
• Knowledge and understanding of
children
• Philosophy of education
• Motivation to teach and
commitment to teaching
• Knowledge of pedagogy
• Personality
• Prior experience
• Classroom management
effectiveness
• Collegial and administrative
support
• Teaching style and specific
instructional approaches
Identify a
Problem
(or RQ)

33. Teacher Variables That Can Affect
Student Learning
• Enthusiasm
• Gender, race, and/or ethnicity
• Ability and commitment to individualize
instruction
• Emotional disposition
• Interpersonal and social skills
• Health and energy level
• Expectations and assumptions
about student learning
• Patience
• Hobbies and interests
• Level of education
• Age
• Size and stature
• Physical appearance
• Motivation skills
• Knowledge of curriculum
• Approaches to assessment
• Self-concept
• Attitudes about teaching, learning, and
children
• Professional and personal confidence
• Authenticity
• Knowledge of and skill in cooperative
learning
• Ability and motivation to team teach
• Practice of reflection and self assessment
• Participation in professional development
• Sense of identity and integrity
• Physical disabilities
• Commitment to diversity and social
justice
• Knowledge of multicultural pedagogy
and curriculum
• Involvement and experience in writing
individualized educational programs or
plans
(IEPs)
• Skills and attitudes about
collaboration
• Teacher culture
• Organizational and leadership skills
Identify a
Problem
(or RQ)

34. School Variables That Can Affect
Student Learning
• School culture
• Principal's leadership
• Parental involvement and parent
teacher association (PTA)
• School mission and academic
programs
• Formal curriculum
• Hidden curriculum
• School philosophy of education
• Organization and structure
• Size and configuration
• Budget and resources
• Student culture
• Extracurricular activities
• Athletic program
• School schedule and traffic
patterns
• Staffing arrangements
• Demographic composition of
student body
• Physical appearance of the
school
• Resources (learning, curriculum,
and technology resources)
• Special facilities (library,
computer labs, gym, cafeteria)
• Philosophy of discipline
• Teacher and staff demography
• Partnerships with other
institutions
• Transitions between classes
Identify a
Problem
(or RQ)

35. School Variables That Can Affect
Student Learning
• Student leadership and
engagement
• Student activities, clubs, and
organizations
• Before- and afterschool
programs
• Teacher/student ratio
• Class sizes
• Heterogeneous or homogeneous
grouping
• Elementary, middle school, or
high school
• Formal and informal
communication systems
• Public/private/parochial
• Teacher culture
• District regulations
• Dress code
• Support programs available
(counseling, reading, special
education)
• Commitment to diversity,
inclusion, and social justice
• Learning priorities
• Opportunities for professional
development
• Community support
• Teacher leadership
• Safe environment
Identify a
Problem
(or RQ)

36. Examples of Teacher Action
Research Questions
• What happens to the quality of student writing when we
implement peer editing throughout our ninth-grade English
classes?
• What happens to student understanding of specific geometrical
concepts when I incorporate exploratory exercises into the
teaching of geometry in my classroom?
• What happens to student behavior in my classroom when I
start my class with a short meditation, mind-relaxing activity?
Identify a
Problem
(or RQ)

37. SAMPLE DepEd ACTION RESEARCH TOPICS and TITLES.docx
Identify a
Problem
(or RQ)

38. Poll 3
At this point, have you thought of a topic for your AR?
a. It seems that I have some clear ideas now, but I
need to think more.
b. I am still trying to figure out what I want to do.
c. Yes, I have at least one clear idea of what to do
now.

39. Identify a
Problem
(or RQ)
Plan Action
Act
Evaluate

40. Brainstorm and Read
Plan
Action
Plan
Action

41. Plan Interventions
Plan
Action
• What actions are possible?
• What alternatives are there?
• Evaluate alternatives.
Divergent
Phase
• Which intervention will be adopted?
• Decide from among alternatives.
Convergent
Phase
• How will the intervention be implemented?Planning

42. Conducting a Literature Review
Read broadly and generally, at first, then read more
narrowly.
When you are researching a novel topic that seems to
have few resources, look for related topics and then
synthesize them.
Ask for help - a librarian, media specialist, and colleagues
Read enough to get started, but not so much that you
become too exhausted to conduct your study.
Read with a critical eye
Plan
Action

43. Identify a
Problem
(or RQ)
Plan
Action
Act
Evaluate

44. Put the plan into action
and collect data sources
Act

45. Putting the Plan into Action
•Initiation
•Development
•Follow-up
Act

46. Putting the Plan into Action
•What data am I looking for?
•Where will I look for data?
•How will I monitor my practice over time?
Act

47. Gathering Data
•Observe what is going on as you
implement the action
•Record, store, and sort the data
•Know how to retrieve them later
Act

48. Data Sources
•Quantitative
•Qualitative
•Mixed Methods
Act

49. Observation and
Data Gathering Techniques
• Field notes
• Record sheets and observation schedule
• Written accounts – prose or poetic
• Personal logs, diaries, journals – record for personal action
and reflection on the action
• Questionnaires – pilot before using
• Surveys and interviews – closed, semi-structured and open
surveys and interviews; open response are more difficult to
analyse but offer rich info and insights
Act

50. Data Sources for
Classroom/School Research
• Individual Educational Plans
• Formal teacher evaluations
• Curriculum materials
• Lesson plans
• Classroom tests and quizzes
• Formal assessments
• School mission and goals
statement
• School and district
organizational and informational
materials
• Local community newspaper
• School, school district, and
teacher association newsletters
• Student progress reports
• Student assessment of
teaching
• Pre- and post-tests
• Field notes
• Teacher planning
materials/teacher plan book
• Professional journals
• Observational checklists
• Views and opinions of before-
and afterschool providers
• Standardized tests
• Student work samples
• Professional development plan
• School-community
demographic data
Act

51. Data Sources for
Classroom/School Research
• Meeting agendas
• Handouts from curriculum and
professional development
workshops
• Exhibits
• State assessment testing data
• Student suspension, expulsion,
and dropout rates
• Student autobiographies
• Teacher and student journals
• Surveys of parents, teachers,
and students
• Interviews with parents,
teachers, and students
• Focus group interviews
with parents, students, and
colleagues
• Photographs
• Video- and audiotape
recordings
• Informal feedback and
informal assessments
• Observations of teaching by
teacher and/or colleagues
• Tally sheets/checklists to
record specific behaviors
• Student and teacher portfolios
• Student self-assessment
• Conferences with teachers and
parents
• Report cards
Act

52. Identify a
Problem
(or RQ)
Plan
Action
Act
Evaluate

53. How successfully has the intervention
addressed the issue?
•What are the success criteria?
•What are the outcomes of the
intervention?
•What ongoing monitoring will there be?
•What will you do if the intervention is not
working?
Evaluate

54. Analyzing the Data
• Triangulate the data (Pines, 2009, p.256)
• Sift through and put into order everything you have collected, making notes as
you go
• Design a systematic approach to analyze your data (categories)
• Review your information after it is coded to determine frequency of phenomena
• Examine and study your data several times
• Write continuously to document actions and ideas as they take place (data
collection/data analysis occur simultaneously)
• Create a visual representation of what you have collected
• Consult with and involve your students
• Take a break away from the study
• Confer with colleagues
Evaluate

55. Evaluate

56. McNiff’s Steps in Action Research
1
• Review your current practice.
2
• Identify any 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.
Identify a
Problem
(or RQ)
Plan
Action
Act
Evaluate

57. Finalize your AR,
Reflect, and Publish

58. Writing your Workplace Report
• What was my concern?
• Why was I concerned?
• What experiences could I describe to show the reasons for my concern?
• What did I think I could do about it?
• What did I do about it?
• What kind of evidence did I produce to show the situation as it
unfolded?
• How did I ensure that any conclusions I came to were reasonably fair
and accurate?
• How did I evaluate the validity of the account of my learning?
• How did I modify my practice in the light of my evaluation?

59. For higher degree accreditation
• Abstract
• Introduction
• Background to the research
• Contexts for the research – Personal and theoretical
• Methodology
• Gathering and interpreting data and generating evidence
• Main findings and significance
• Implications, Recommendations

60. For journal publication
Introduction
Methods
Results
Discussion

61. The University of Manchester
Academic Phrasebank
http://www.phrasebank.manchester.ac.uk/

62. Useful Websites
Praxis Teacher Research
https://praxis-teacher-research.org/
Classroom Action Research – British Council
https://www.teachingenglish.org.uk/article/classroom-action-research
UK’s Time Education Supplement (TES)
https://www.tes.com/news/action-research-classroom-quick-gui
Education Endowment Foundation
https://educationendowmentfoundation.org.uk/tools/diy-guide/getting-started/
Center for Collaborative Action Research
http://cadres.pepperdine.edu/ccar/define.html
Jean McNiff website
https://www.jeanmcniff.com/
Jake Whitehead website
https://www.actionresearch.net/
Bob Dick website
http://aral.com.au/de

64. A Collection of Action Research
Resources
https://drive.google.com/drive/folders/1YEwzbGdgyBC2f2bB1WL_3Ajk
MnzeGlZ0?usp=sharing

65. Publishing and disseminating your
research
a. Written Reports – journal articles, book chapter, books,
Educational Action Research https://www.tandfonline.com/toc/reac20/current
Action Research https://journals.sagepub.com/home/arj
Other Teacher Education-related journals, CPDI journals, your own school/university
journal
b. Oral Presentations – local, regional, national, and international
conferences and webinars

66. Action Research is…
• Critical collaborative inquiry by…
• Reflective practitioners being…
• Accountable and making results of their inquiry public…
• Self-evaluating their practices and engaged in…
• Participatory problem-solving and continuing
professional development.
Identify a
Problem
(or RQ)
Plan
Action
Act
Evaluate

67. “The art of teaching is
the art of assisting
discovery.” – Mark van
Doren
“Teachers are
expected to reach
unattainable goals with
inadequate tools. The
miracle is that at times
they accomplish this
impossible task.” –
Haim Ginott

69. References
Calhoun, E. F. (1993). Action research: Three approaches. Educational Leadership: New Roles, New Relationships. 51(2), 62-65.
Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3) 463-474. http://dx.doi.org/10.1080/09650790903093284
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer
McNIff, J. (1993). Teaching as learning. Routledge.
McNiff, J. (2013). Value and virtue in practice-based research. September Books.
McNiff, J., & Whitehead, J. (2006). All you need to know about action research: An introduction. Sage Publications, Ltd.
McNiff, J., & Whitehead, J. (2010). You and your action research project, 3rd Ed. Routledge.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage Publications, Ltd. http://dx.doi.org/10.4135/9781452275079
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press
University of Birmingham. (2020). Education Research that Matters: Ways of researching. https://www.futurelearn.com/courses/ways-of-researching

70. Thank you!
rachel@iftm.edu.mo / 201800439@usj.edu.mo

71. Survey
https://docs.google.com/forms/d/e/1FAIpQLSdpwDtT6Oif63Szfy5MuF
bTb22H4etMcvq8UaI9SZ6O8xw8yw/viewform?fbclid=IwAR2xutgGsaSs
ZUQLtkr8WqFSTwYfrEPlJCQK7VARTDW0RglYR6Ip3EOYLnE