Applying+Educational+Research

=== Gall, J. P., Gall, M. D., & Borg, W. R. (2005). Chapter 15 Action Research. In J. P. Gall, M. D. Gall, & W. R. Borg (2005) //Applying educatonal research. A practical guide.// (5th ed.), 487-521. Boston, MA: Pearson. ISBN020538076. ===

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One of the key things I got out of this chapter was that we cannot look at 'formal' research and action research as mutually exclusive research paradigms, but that they have a relationship with each other that depends on the context of the research. Yes, they may (depending on the kind of formal research we are talking about) differ in their perspectives on the role of the researcher as participant, but they each have something to offer the other. As the chapter suggests, involvement in action research by practitioners increases the practitioners awareness of research issues and the existing literature about a particular issue. At the same time, action research can help to keep educational research grounded in the reality of the classroom. The authors cite McTaggart (2002) as saying that professional researchers can help the action research process in a number of ways, including adding some clarity to the findings and possibly providing some impetus for change on a political level. I think what most impressed me about action research is its potential as a tool for professional development. We are at present in my school going through our appraisals, with the observations that entails etc. We also have regular staff meetings that are PD oriented in nature. However, it is concerning that the role of the teachers in both the workshops and observations is that of ‘consumer’. The consumable products are of course, ‘good advice’, ‘constructive feedback’ and ‘useful ideas for teaching’ (all quality products!)

As beneficial as they are, they reinforce the notion that the way to develop as a teacher is by being told how to improve by those with more training and experience. We can end up becoming like little chicks in a nest waiting for the next regurgitation of PD from above! I think action research calls on us to reconsider and reframe our professional development paradigm, such that the teachers themselves become the centre and source of their own (and each other’s) development.

It might look something like this: Working to a six month cycle, each teacher, together with a colleague, would choose an area of practice which they wish to explore in greater depth. This could be an area that they don’t feel altogether confident with, or alternatively, an area they simply wish to explore further. With the assistance of senior staff members the teachers can read around this area, investigating a variety of approaches and the issues involved and make an action research plan based on something like Gall et al. to be carried out over the course of six months or so. Teachers can then observe their colleagues either as part of their own research, to assist with another pair’s research, or to gain a greater understanding of how another area of practice can benefit their teaching practice.

I think this kind of peer observation is much more useful than a teacher being observed by senior staff members and ties in wonderfully with action research. After all, the benefit in peer observation is mostly for the observer, not the observed. Wouldn't we all love the opportunity to be released to go into other people's classrooms and observe, letting our colleagues' practice inform our own? I wish I had taken more advantage of the opportunity to do that when I was provisionally registered and had regular release time to do it.

Of course, for this to become a reality it requires time and money, as Gall et al. indicate as one of their facilitating conditions of action research, and also why, as they say, most of it is done by those undertaking university courses (like us!).

One question I have is this: action research has much more in common with qualitative methodology than quantitative, being interpretivist. Is it possible to do action research from a quantitative perspective? Is quantitative methodology always bound together with the scientific/post-positivist outlook, or can quantitative data be used within an action research setting?

Another question: there appears to be quite a political aspect to action research in this article (and others), with a goal being social justice or ending oppression. While these are worthy goals, are they indispensable to action research? Can action research not just be about me as a teacher asking better questions in class, or giving better feedback, or experimenting with different behaviour management strategies?

**Responses and Dialogue**

**Sonya**  //Thanks Craig, I too had a play around with putting this reading into a summary section, to enable me to get a clearer picture of what Action, Practitioner and Formal research have in common, as well as how they are different. This is a work in progress, so have attached my initial summary from the reading, but will add to it as I learn more.// //As I read through Gall et al (2005) and their guide to the different research types, it is funny how different images appear concerning the who carries out the research, but in reality one person could fit all three different roles at different stages when looking at the one problem that has been identified. Action research, carried out by the practitioner, can inform future formal research.// //I was interested in your statement ‘that the way to develop as a teacher is by being told how to improve by those with more training and experience. We can end up becoming like little chicks in a nest waiting for the next regurgitation of PD from above! I think action research calls on us to reconsider and reframe our professional development paradigm, such that the teachers themselves become the centre and source of their own (and each other's) development.'I still think there is a place for PD as a starting point, as it is very difficult to be informed about possible changes and ideas without it. What I do think though, is that the initial PD should be a tool, to spark the ideas. I remember going through the literacy PD program, learning about the tools, then taking them back to the department, and then working together to improve student learning and engagement in our classrooms. We would then have ‘show and tells' to inform each other of best practice and celebrate our successes.// //If I go back to the reading, as well as Niki's presentation, there are the seven steps required of an action research project. As practitioners who implement new initiatives and ideas, many of us will complete steps 1 - 3, but do we formally collect and analyse data? Does gut feeling count? The fact that we might see students more engaged in their learning? Gall et al state that ‘the collecting and analysing of data to be the most important parts of action research'(p.492). So does this mean research without data collection, better fits the ‘practitioner research' model? Not sure, will need to read more....// //I was also thinking about your questions re: qualitative and quantitative research. Can action research become mixed methods at the very least, if we pre and post test students? Perhaps compare end of year results with those obtained in previous years. Of course again it is anecdotal, as you are not formally controlling the many and various variables.//

**Tania** //I have been thinking about your comment on peer observation as opposed to senior management observation. I agree that there are many benefits to this, and as you have already mentioned, in my experience it mainly benefits the teacher observing than the teacher being observed.// //I would say this because a lot of teachers are too nice to actually give feedback that would move a teachers practice forward. Therefore in an Action Research that is intending to introduce a significant change in practice the observer really needs to be trained in giving feedback that is appropriate and recording there observation faithfully.Along with the observed giving there own feedback. I find most teachers I speak to know the area of weakness in there practice.// //Which brings in another point you discussed, can action research be quantitative? I personally think there has to be a balance and quantitative data is necessary.// //I also feel that, depending on the school size, a senior management team member may also be a peer of the teacher.// //I do think that action research can be about the teacher exploring the issues you raised as they actually do create a more social just classroom.// ||
 * //Hi Craig,//