“Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out”. (Carr and Kemmis 1986: 162).
The type of research needed for educational practice can best be characterised as research for social management and/or engineering. But if this is the context, the practise can be changed into the concept of educational management with social and or educational engineering.
Educational researchers are drawn to Carr and Kemiss’ understanding of action research because the primary focus of the theory is that of the teacher/practitioner. The idea and ‘modis operandi’ of any teacher/practitioners practise’ is to use self-reflection in day to day planning, and as a way of working, it is very close to the notion of reflective practice coined by Donald Schön (1983).
I will be using Action Research as a method, because I want to change an existing practice that is already present in my current educational establishment.
The systems and structures that I have taken over are not as effective as they could be. I need to implement a range of new initiatives, but I am unsure of how effective the new practice will be or how it may develop.
I would like to achieve a system of research that will ratify any concerns that I either have or may come up against, and will lead to a range of practical solutions that I can utilise. I understand that any practice that I undertake, either educational, or research will be influenced by the context that it is in. Any act of finding a solution will make me understand my own practice better – not ...
... middle of paper ...
...pothesis. Evaluating, defining and describing the problem(s) to be investigated and the context in which it is to be set. It also describes what all the stakeholders (educators, group members, managers etc.) will/have been/be doing/done.
2. Doing –Interpreting and explaining. Evaluating, analysing and interpreting the action research situation. Reflecting on what participants have been doing. Looking at any areas of success, and any, issues or problems that have arisen..
3. Review – Resolving issues and problems. In the evaluation, judging the effectiveness or appropriateness and outcomes of any activities that have been undertaken. Then to formulate a range of solutions to any problems. (8)
(Stringer 1999)
At the simplest level, therefore, action research involves a spiral or cycle of planning that can be seen as: planning,action, monitoring and reflection:
The type of research conducted often depends on the epistemology of the researcher. Epistemology is considered the justification of knowledge; it is about the relationship between the researcher, knowledge, and how knowledge is created (Carter...
...ences and to raise any questions or issues that they may have. The research must be useful, ensuring that the reasons for the research are in the best interests of the oppressed and is necessary to bring about social change.
...arations needed during implementation of the project while the final phase is meant for overall evaluation.
requires self-assessment and analysis of actions and calls for a change in order to improve
Williamson, A. "Reflection in Adult Learning with Particular Reference to Learning-in-Action." Australian Journal of Adult and Community Education 37, no. 2 (July 1997): 93-99.
Explain the importance of defining the objectives, scope and success criteria of the decisions to be taken
McGill, I. & Beatty, L. (1996, 2nd edn.) Action Learning: a practitioner’s guide London: Kogan Page.)
According to Gajendra and Kanka (2005, p.2) “Educational research refers to both the collection and analysis of information on the world of education”.
...oherent research practice functions to collect and communicate information about the world, a scenario enabled by key concepts of ontology and epistemology.
Perri 6 & Christine B., 2012. Principles of Methodology: Research Design in Social Science. London: Sage.
Methodology, theoretical foundation, ethical considerations, and contribution to society are components the researcher needs to address. Topics for research are based on subjects near and dear to the researcher; they can be issues directly affecting their work, community or organization.
...em or concern, collect data, evaluate data, and create action strategies, share results with other participants and reflect-ing. Action research may use both quantitative and qualitative research to assist the researcher in analyzing their research, as well as providing a variety of ways to work differently in the school setting.
Action research proceeds through a process of planning, action and reflection upon action. This can be thought of as an action-reflection ‘cycle’.
Schools whose faculties cannot agree on a single research focus can still use action research as a tool to help transform themselves into a learning organization. They accomplish this in the same manner as do the physicians at the medical center. It is common practice in a quality medical center for physicians to engage in independent, even idiosyncratic, research agendas. However, it is also common for medical researchers to share the findings obtained from their research with colleagues (even those engaged in other specialties).
After establishing the research problem and what results are wanted, it will define how it will find the answers. Research is a form of collection and interpretation of information that will form the basis of finding answers to questions. The research uses theories and methods that h...