School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
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Watch Richard Sagor Lecturing on Action Research
A similar variant is participatory action research characterized by shared ownership of research projects, community-based analysis of social problems, and an orientation toward community action.
Action research is a valuable source of contextualized evidence for schools.
The history of action research is complex. This is because there are many kinds of action research and several models. Indeed, action research may be conducted by individuals or groups but always blends inquiry with the political and practical.
John Dewey's philosophy of pragmatism and understanding of learning and reflection is critical to action research.
Dewey's five phases of reflective thought, suggestion, intellectualization, hypothesizing, reasoning, and testing parrallel the reflective inquiry practiced in action research.
Kurt Lewin is sometimes referred to as the originator of action research. In the 1930s, he and his PhD students conducted quasi-experimental tests to confront the then dominant theory of scientific management.
By emphasizing democratic participation, Lewin and his students focused upon systematic enquiry for all participants in the quest for greater effectiveness through democratic participation.
Lewin's method of conducting systematic enquiry was exemplified by a discussion of problems and group decisions on the way forward. Discussion was folowed by regular reviews of progress and following a particular plan or strategy until it was fulfilled.
The focus on action was developed in several fields. In the late 1940s, Sol Tax initiated Action Anthropology. This was the forerunner to PAR.
PAR projects were conducted in Latin America and Africa (Tanzania) as early as the 1960s
In the US during the 1950s, Stephen Corey introduced actiion research to the educational community. He conceptualized this as a process through which educators study their own practice to solve their personal practical problems. Thus, the focus becomes expanding the practitioner's role as inquirer
In the UK, John Elliott and Lawrence Stenhouse are associated with second generation work in the 1970s
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School of Education
University of the West Indies, St. Augustine
St. Augustine
ph: 868-477-1500
delislej