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Action research as construct/Process

Action research is is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions. (ASCD Source)

There are several steps depending upon the model. Our model has 8 steps and is enacted through a study team called a professional learning community within a school.

1. Selecting a focus

2. Clarifying theories

3. Identifying an issue and research questions

4. Collecting data

5. Analyzing data

6. Reporting results

7. Taking informed action

8. Evaluating results



Action research as a family

There are several variants of the process.  Our focus here is on teams of individuals working together to improve their school.

Richard Sagor described a variant called collaborative action research, conducted by teams of practitioners.  This is a process that enables teachers: (1) to improve student learning, (2) to improve their own practice, (3) to contribute to the development of their own profession, and (4) to overcome the isolation commonly experienced by classroom teachers. By promoting collegial relationships among practitioners, collaborative action research fosters professionalism in teaching.

Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development

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.

Kemmis, S. (2006). Participatory action research and the public sphere. Educational Action Research, 14(4), 459-476.





The following many be considered as core characteristics of the method

1. reflexive critique-people at a site reflect on issues

2. dialectical critique-phenomenon are conceptualized in dialogue

3. Collaborative resource-participants are co-researchers

4. Risk and innovation-change is fundamental; change createas fear

5. Plural structure-a multiplicity of views are acconodated

6. Theory, practice, transformation-theory informs practice and practice leads to transformation

SOURCE

Action research is a valuable source of contextualized evidence for schools.

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HISTORY of ACTION RESEARCH

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.

Read the history

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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