Action Research in Education: A Comprehensive Guide

Posted on Aug 31, 2024 in Psychology and Sociology

ITEM 5: INVESTIGATION – ACTION

1. BIRTH AND EVALUATION OF RESEARCH – ACTION

Kurt Lewin is the creator of this line of research. His work focuses on a scientific study of human relations with special attention to the problems of changing attitudes and prejudices and improving the quality of those relationships. The principles that characterize this research are: the participatory, democratic impulse and the simultaneous contribution to social change and social science. In 1946 he described the process of “Action Research” indicating some of its features: analysis, data collection and conceptualization about problems, programs for action planning, implementation and evaluation.

Milestones marking Action Research:

  • Collier, in 1945 used the term “Action Research” noting that the findings of the research can be obtained by the manager and then criticized.
  • Corey, defines this research as the process by which practitioners attempt to study their problems scientifically in order to guide, correct and evaluate their decisions and actions.
  • Taba and Noel indicate 4 elements of the definition:
    • Such research relates to issues of concern to teachers and the curriculum.
    • To be understood as a cooperative venture (between practical and technical investigations).
    • Investigation tasks need to be practical and not so complicated.
    • To help give the evidence needed to solve practical problems and to acquire a more adequate perspective.

In the decade of the ’70s, the design “R and D (Research & Development)” was emerging strongly in the U.S.

1.1. Characteristics of action research (according to various authors)

  • Lewin notes that:
    • It is an activity carried out by groups in order to change their circumstances.
    • It is a reflexive social practice which makes no distinction between practice and process.
  • According to Elliot:
    • It focuses on social situations perceived by teachers as problematic.
    • Its purpose is to deepen the understanding and diagnosis of the problem.
    • Action involves the question has grown to create a space for reflection, theory.
    • It invites the discursive reworking of the contingencies of the situation, seeking an interpretation of what is happening from the perspective of those involved.
    • It articulates what happens in a speech, as close as possible to the same language.
    • Validation is possible only in a context of dialogue with the subjects involved.
    • It requires the establishment of an information flow between researchers and those involved.
  • According Jacoh:
    • It is a concrete experience that fits the real world, not only in thought.
    • The choice of problem and goal setting is done according to a global situation.
    • Researchers working with real groups within their usual context.
    • Pursuing an effective change at group level, institutions or the media concerned.
    • The objectives can be defined by the project initiators and participants.
    • It has a stake in itself to support a comprehensive process of change.
    • Researchers are involved in the process, they participate and act.
    • The process is small-scale.
    • The research leads to generalizations in order to guide further action.
    • The research explains each theory and practice.
    • It is difficult to carry out this research by: the large number of people involved, divergent interests, demands and self-criticism and is a dynamic process.
    • Hypotheses are induced by the observation of facts.
    • Investigation results should support strategies to be developed.
  • Requirements aimed Carr and Kemmis:
    • Rejection of positivist notions of rationality, objectivity and truth.
    • Employment of interpretative categories of teachers and other participants concerned.
    • Bid procedures for distinguishing ideas distorted by ideology.
    • Concern for identifying and presenting those aspects of prevailing social order.
    • Explicit recognition of its practical nature.

The research model – concrete action must:

  • From the bottom up.
  • Integrated teaching-practice-investigation.
  • Relate the documentary training and research training.
  • Apply the results to educational practice.
  • According Klafki features 8 Notes:
    1. Search from the beginning of cooperation between researchers and practitioners in school.
    2. Try to avoid reductions in the complex reality of everyday school and teaching.
    3. Therefore be limited to a small number of schools, classes, teachers, pupils and parents.
    4. Often resign to ensure a representative composition.
    5. Looking for research that is innovative, aims to make modifications, improvements in school.
    6. Must have changed during the process of investigation and people.
    7. One must consider that such research is action oriented innovation (learning process).
    8. The school research has to give up large-scale generalizations of their results.

Directions at the conclusion of the characterization from the perspective of method investigation:

  • If one considers the actual projects investigation school, are legitimate and mixed numerous intermediate forms between the two poles ideally constructed.
  • In the research educational needs of both the research and basic as the research in action.

2. TRAITS DEFINING THE RESEARCH-ACTION

ACTION RESEARCH

CHANGING ATTITUDES

2.1. Traits associated with the action

Union of theory and praxis

This investigation Escudero poses for critical reflection to develop theories from practice, addressed to transform reality. Thus the theory is presented as an element that illuminates, guides and encourages the practice in the dynamics of action-reflection.

Tremblay said the main research has 3 moments: Description of the real, the real explanation, and control of reality. In the AI scientific activity can attempt to control explicitly the connection between theory and practice.

In the field of education is necessary to define the roles within the research team and emphasize the contractual nature established between teaching and research.

Aimed at improving the action

The AI tried to influence the means to improve it. Lewin’s goal was to influence the social environment. In this vein, Elliot define AI as the study of a social situation in order to improve the quality of action within it.

In action Goyette identifies 2 goals: social change and individual change.

On the educational level of AI is designed to improve the action and contribute to solving problems with a dynamic vision of reality.

From practical problems

Goyette recognizes the IA and implementing the qualitative approach to describe and understand a social problem, according to the terms and nature of an internship.

The purpose of the IA, therefore, is the social practice of education, of individual subjects or groups, which praxis is informed by their perspectives, intentions and knowledge, and committed to improving the reality under study.

Role of practical

AI seeks to involve teachers, become the protagonists of their own investigations. Stenhouse Delorme and talk of giving the practical control of her research.

2.2. Traits related to the investigation

A new type of investigator

The IA has helped create a new type of investigator who lives closer to everyday problems, this is characterized by curiosity and self-critical and systematic inquiry of a concrete reality, the process is participatory in the research, which will require sometimes an awareness of its ideological stance. In the AI to figure out the act must be undertaken with an obligation to benefit others than the community.

Research comprehensive and flexible

Flexibility is required on methodological processes, the possibility of returning as many times as necessary in the data, reinterpret and contrast with new sources. The process can not be linear, we also collect and analyze our judgments, reactions and impressions on all that happens. Qualitative methodologies is preferred.

Ecological perspective

Presupposes, in studying the problems in their context within the local units of the institution, through other embodiments cogniticia related to anthropology, holistic ethnography and the ethnography of communication. Doyle studies focus on the classroom and ecological study. This type of research Escudero ecological as a description much more representative, more valid, the tasks that occur in classrooms, the structures that order, the powers of teachers and students of the definitions that both sides make the situation resources developed by both, and so on.

Interest in the clarification of values and characteristics of the teacher

One goal of AI is training like awareness and making change skills, attitudes, values and norms of the person involved in it. Stenhouse said that it is bringing to light reflection of the beliefs and values of engine operating on the teacher.

Methodological soundness

The AI pretends but has a larger vision of the concept of control is no longer willing to sacrifice their relevance and meaning to the rigor of the method.

2.3. Traits associated with changing attitudes

Dimension Partnership

The AI involves collaboration or transformation of social reality. Community character is a constant that all the experts point to define this research. It is participatory. Goyette said that the AI is a team effort. Elliot states that strengthens and sustains a sense of community. Delorme insists on the creative aspect of the group.

Democratization of the research process

Its origin is in the institutional and non-managerial junction of AI, which stresses the importance of community and interactive process, the property given to the customer. Goyette spoke of a process aimed at clarifying the obligations of power.

In the educational field this principle involves questioning the hierarchical status of the role of the researcher. Delorme speaks of equality / primacy of teaching versus research and partnerships. This is democratizing the process investigation by involving the teacher with the researcher.

Critical role

The AI is geared towards building self-critical communities of people who engage in the transformation process throughout the period of investigation. These communities study the research problem and seek emancipation from the institutional constraints. Goyette says that this criticism affects the methods of scientific criteria, the same role of science, the choice of research questions and the link between theory and practice. The AI is primarily a global movement of reflection on the human sciences, their products and processes (methodology of the research).

2.4. Communication function

We understand this principle in 2 directions:

  1. As an expression of the interactive processes that are generated in the groups. According to this line Lewin overestimates the communication processes that are generated in the groups.
  2. Science requirement for the theory framework that transcends the genre. The dissemination of the experiences of AI is a legacy of socio-cultural and is considered one of the main functions of this type of research. A personal and social requirement.

In the IA communication is made in 2 dimensions researcher-actor, and vice versa. Here the people affected by it are the recipients of communication so the language is clear, simple and affordable.

2.5. Action and Social Change

2 types are recognized objectives of action:

  • Adapter. In Goyette features agree with the political power and act on their behalf. Here lies the research action-oriented government in order to adapt the individual to his environment
  • Transforming. It tells us that is linked to a political critic, claims or marginal. Clarifies the control mechanism of learning. His innovation is to revise the ideological presuppositions of the research social rather than the technical aspect of the method.

We note that the change should not necessarily be social, but may simply improve a specific situation, to solve an individual problem od a small group, but without explicit social goal.

2.6. Purpose of training

Numerous researchers point out the educational or training of AI reaches Training for researchers and the practitioner and client. It is a means for adults to continue their personal development and professional training.

3. ACTION-RESEARCH PROCESS

3.1. Various models in the process of Action Research

Lewin: his model involves a spiral of cycles. The basic cycle is the identification of an overview, exploration, general planning, development of the first step of the action, launching this first step, evaluation and review of the plan.

Elliot Amps:

  1. Clarify and diagnose a problem situation for practice. This clarification leads to the explication of the theory in the teacher’s action and demonstrate how this is not docked to the situation in which it applies.
  2. Develop action strategies to resolve the problem. Try to create a new theory and practice scenarios specified in action to change the situation and create a more consistent with the values of the teacher.
  3. Implement and evaluate strategies. Allows you to test the hypotheses.
  4. The result may lead to further clarification and diagnosis of the problem situation and focuses on the next cycle of reflection and action.

Hill and Kerber feel that the AI as a method by which educators can define, manage, edit and evaluate their problems, make decisions to improve them. Design features:

  • Identifying a problem area which is affected by an individual or group.
  • Selection of a specific problem.
  • Selection of a working hypothesis involving a goal and a process.
  • Careful record of the action development and accumulation of evidence.
  • Establishing generalizations about the relationship between actions and desired goals.
  • Continuous assessment and repeated verification in action situations.

Elliot: check the model and indicates that Lewin should be allowed to change the general idea. The exploration should involve not only analysis but also a search for the facts and should be constantly on the spiral of activities, more than just the beginning. It proposes: (pag.243)

It highlights the following phases:

  • Identifying outlines (describing and interpreting the research problem).
  • The exploration and hypothesis-action approach and partnerships to make.
  • Construction of the overall planning. It covers the review of the initial problem, vision of the factors to change, initial situation, specific actions required, vision of the means to begin the next action and planning tools to access the information.

Susman and Evered: indicates that the AI is a circular process which comprises 5 phases.

Diagnosis – planning – action – evaluation – learning specific.

Goyette and Lessard: its model is in the same line Project cyclical than before. His cycle is presented as a problem solving process, a process that is the subject of learning experienced by teachers involved in its completion. The process involves experimental requirements from the practical, do analysis and diagnosis of the situation must change, to develop the objectives, study and search for solutions, planning, implementation and evaluation of project results.

Castillejo: proposes 3 designs, each with specific phases:

  • Analyze, specify and define the problem.
    • Exploratory observation.
    • Forecasting assumptions.
    • The observation and recording.
    • The synthesis, testing of hypotheses and diagnosis.
    • The development of educational action.
  • The achievement of objectives.
    • The analysis and objective setting.
    • The development of educational action programs.
    • The implementation and monitoring.
    • The assessment and analysis of results.
  • Enhancing experiences.
    • Review and formulation of the problem.
    • The development and program design.
    • The realization or experience.
    • Monitoring and control experience.
    • Analysis and preparing a report.

Hare: Indicates that a crucial element of the whole process is the creative twist, a man who looks gracious at all levels. The AI procedure is based on a preparation:

  • Associated sociocultural researchers with investigators.
  • Is limited to questions and a comprehensive theoretical framework, without providing evidence.
  • Focuses on the implementation of material and structural conditions of the IA

Weaving: provides 4 stages in the process of socio-cultural methodological called basic structure of the case, these are:

  • The study of reality, their problems, needs, resources and conflict.
  • Programming activities.
  • The intervention itself.
  • Evaluation of the activity.

The different models have many points in common, perhaps what defines and characterizes them in a more significant is the interest in intervening in practice in order to improve it.

3.2. Steps to follow in Action Research (important)

3.2.1. Group Organization

To work in groups is necessary to know the characteristics of its component members, analyze the motivations of these and make it these. Use appropriate terminology.

To succeed in group work indicates that Jacob must respect these rules:

  • Group members have to show a common interest in the topic of work.
  • Each member must be determined to contribute regularly to group work.
  • Each member must be available for team meetings or justify its absence.
  • The team must determine a precise work plan and structured.
  • Must provide for equitable distribution of tasks.
  • Must elect a coordinator / nurse a secretary to keep up to date reports of meetings.
  • Must specify a working agenda.
  • Must have an agenda or agenda for their meetings.
  • The team should provide time for self-critical, performance and content.

Kemmis and McTaggart reminds us that the AI only exists when it is collaborative, when done in groups.

3.2.2. Discovery of the problem

Problems can arise from:

  1. A reflection on the needs of the group lived.
  2. Systematic observation and collection carried out in daily anecdotal records.
  3. Participant observation conducted by an expert or facilitator in a particular environment.
  4. For a report or document which provides information on social or educational situations that create questions.

The problems must arise from a felt need or a gap we want to solve.

Dynamics to clarify the problem

To carry out an IA group and its members must undertake as Kemmis:

  • The development of an informed action plan to improve what is happening.
  • Action to put the plan into practice.
  • An observation of the effects of informed action in the context in which it occurs.
  • Reflection around these effects as a basis for further planning.

AI means therefore: plan, act, observe and reflect more carefully than usual in everyday life.

The methodology spiral Kemmis and Carr to conduct an AI is:

Reconstructive Constructive

SPEECH 4. Thought 1. Planning

(between participants) Retrospective Prospective observation on the action

PRACTICE 3. Note 2. Acting

(in the social context) Prospective Retrospective reflection guided by a plan

Planning: its purpose is to look ahead. Must be flexible. The action prescribed by the plan must be critically informed in two ways:

  • Must be aware of the risks involved in social change
  • The action to take will be chosen to enable practitioners act as effectively.

Behavior: deliberate and controlled, is a careful and thoughtful variation of practice. Must be flexible and open to change. It should be fluid and dynamic. The action aims at the improvement.

Note: your role is to document the effects of critically informed action. It is necessary to look ahead and consider the various contributions of reality.

Reflection: its purpose is to find the meaning of the processes, problems and constraints that have been expressed in the strategic action. Taking into account the wide variety of perspectives that may occur in the social situation.

The process to clarify the problem, according to Elliot, seeks to clarify the terms of the language within the group. The AI is aimed at broadening the understanding that the teacher has the problem (diagnosis). In the dynamics to clarify the problem it is advisable to review the literature which are more specific purposes:

  • Help to investigate, define the problem to catch up with other work done.
  • The investigation can guard against problems that investigation years have proved fruitless.
  • Avoid duplication of data.
  • Put to investigation contact with the methodology of the research and provide suggestions on it.
  • Investigations enable us to deduce recommendations later.

Identifying the problem

According to Dewey the first stage of the scientific method is the admission of a problem. The definition phase of the problem is complex, demanding identification, discussion and formulation.

The choice of the problem is of a personal nature, should arouse interest and curiosity in the research. Once identified it is desirable to reduce it to a specific question should specify what must be done to get a response. The problems under investigation are derived mainly from experience. Observation is a very important source to detect problems of a human group with which we have contact. It is necessary to carry out a first collection of information. Exploratory facilitates comprehension of the problem, so actions and observations will help you narrow down the problem area.

Formulation of the problem

  • Should be eliminated what might be termed problems too general.
  • Requires a process to detect bias or beliefs about the problem.
  • The problem must be well located.
  • Explicitly requires precisely what we want.

Problems that must be selected:

  • Can be solved in a reasonable time.
  • Of interest to the group that proposed it.
  • Make a difference for the particular population under study.
  • May help at this time to a profound change in an innovative line.

3.3. Study Objectives

Should be developed realistically. Are the achievements we want to achieve with the implementation of a planned action. Diagnose arise that needs to be solved. In research constitute the reference plant, give coherence to the action plan. Therefore, according to Espinosa Vergara is very important that objectives are:

  • Clear: they must be formulated in an understandable and accurate language.
  • Realistic: should be achievable with available resources, with the methodology adopted.
  • Relevant: they must have a logical relation to the nature of the problems.

They fall into two broad types:

  • General objectives, are those great purposes or goals that form the framework of a project. For its formulation can support multiple interpretations and do not refer to observable behavior.
  • Specific objectives, are more concrete specifications of the overall objectives. Identify more clearly and precisely what is intended to achieve with the project.

Features:

  • Restrict the meaning of the general objectives.
  • Accept only one interpretation.
  • Involve taking options off the possible interpretations of the overall objectives.
  • Are formulated in terms of measurable observable manifestations, are equivalent to questions.
  • Facilitate a more structured social project.
  • Can be broken down for analysis.
  • Generally well formulated objectives can be better coherence of the whole research.

3.4. Approach to the scenario-action

One hypothesis involves a statement of the alleged cause of the problems in choosing a topic. Provide an interim response to the problem. They indicate the researcher is to discover exactly what you need, we clarify the variables with which to be found and relations between them. They are the starting point of the investigation process. This in itself goes to affirm or deny hypotheses, to find out whether they are true or false. Its formulation involves tentative ideas about the factors that we consider crucial. In the AI is necessary for the group to a process of reflection on goals and issues before coming to clarify the hypothesis. A hypothesis-action indicates an action to perform particularly to respond to self-reflection and self-understanding of the situation. Constitute the substance of the study.

3.5. Dynamics to test the hypothesis-action (design)

How to develop a good design for data collection?

A good design has to provide:

  • How to collect data (instruments).
  • How to organize the collection of data which show the influence of some factors over others, it is necessary to compare the data obtained by observation, interview or test document.
  • How to select sample.
  • What methodology to use, whether it is quantitative or qualitative.

The research team should be aware that the quantitative data (experimental field) are characterized by:

  • Control of intervening variables.
  • Manipulation of the independent variables.
  • The random drawing of samples.

The differences of the research on qualitative to quantitative methods involves the steps:

  • Reduction and operationalization of variables to the holistic consideration of the peculiar life.
  • Control-variables to the open and flexible observation of natural life.
  • Aseptic distancing-investigation active participation of events.
  • Objective techniques to the interactive observation and interview.
  • Pre-design to design flexible and emergent.
  • Anomic report the story alive.

The investigation must know both methodologies and using it considers appropriate.

Deepen in some phases of the research process:

3.5.1. Choice of instruments

To the knowledge of reality we must approach with various methods and instruments, since the reality can be known from within and from outside, trying to describe, analyze, evaluate or interpret what happens. The variety of methods according Selitiz keeps greater credibility in the results. The instruments are the technical means used to facilitate the handling of data specific to each research and the objective record of the resulting behavior. Are used to sort, process and interpret data obtained in her study. They must seek objectivity, representativeness and accuracy.

3.5.2. Data Analysis

This according to LaTorre and Gonzalez is the stage of systematic search and reflective of the information obtained from the instruments. It is one of the most important process of investigation and involves working the data, collect, organize them into manageable units, synthesizing, seeking regularities, it is important to discover and which will contribute to the research.

By analyzing the data we intend to reduce our research to express them numerically and graphically.

Techniques and procedures for data analysis

Qualitative analysis has the advantage of flexibility but requires great rigor in order to justify going every step of the research. Clarify the purpose of analysis and explore the data we have in order to:

  • Collect all data.
  • Complete incomplete data.

Here we can relieve the most relevant aspects of the research, we are able to make a first summary of data will help us formulated a series of questions about:

  • What happens or how it happens. Indicate the first categorization and interpretation.
  • Why it happens: the first explicit associations found.
  • In case you need more data we can use the search.

Review Procedures

Critical moment in the IA process analysis can be performed by different approaches: deductive and inductive in nature, trying to build categories and concepts or trying to enumerate the frequencies of the observed phenomena to verify the theory.

As analysis procedure, as Bartholomew, we can say:

  • Standardized observation protocols, comes from a theory already developed, as the scale of observation of Flanders, simply frequency counts in each category. It represents behavior patterns and data is obtained by ordering within each time interval, the order in which they occurred.
  • Content analysis is often used for systematic analysis of written documents, field notes, recorded interviews, diaries, etc.. Try to study in detail the contents of written communication, oral and visual. Technical analysis and quantification of the materials.

3.6. Interpretation and integration of results

Once collected and analyzed the data the researcher can answer the problems raised. In the research educational aims to understand the reality, but not stay at the mere understanding, to overcome this we must:

  • Integrate the work we have done in a broader framework that illuminates our hypothesis-action, this will help the researcher from his own theorizing can develop a practical theory (Kemmis).
  • Make 2 levels of analysis: level one case and another that allows comparison of them and integrate them within a theoretical framework.

The interpretation of data requires a systematic and critical reflection of the whole process of investigation in order to contrast it with the theory and practical results.

Within an educational reality is contrasting scenarios, giving credibility or not and included in a theoretical framework to support practice.

3.7. Report on Action Research

Process should be followed to collect throughout the work in order to make it known to all concerned. Is to record what has been done, as has been done and results achieved. Clearly present the objectives and the research problem. If you have reached or not the proposed objectives. The hypothesis-action (which we intend to do to improve the situation, or we must change and that way). As we collected and analyzed data. Refer to group which has brought information. Making reference to the findings. Must collect the suggestions and tips to change the reality changes.

Lewin proposed a report identifying all stages to complete a cycle of IA

Hopkyns believes that the report should gather data so that:

  • The research be repeated on another occasion.
  • The evidence used to generate hypotheses and action are clearly documented.
  • The action taken as a result of the research this control.

To facilitate the process of preparing the report we highlight the following phases:

  • How it evolved over time the very general idea.
  • How an understanding of the problem situation evolved over time.
  • What measures were taken in the light of these developments.
  • The extent to which launched the proposed actions.
  • Intentional or not the effects of one’s actions and explanations of why they occurred.
  • Techniques were selected to obtain the information about:
    • Problem situation and its causes.
    • Actions taken and their effects.
  • The problems encountered when using certain techniques and how they were resolved.
  • Posed any ethical problem in negotiating access to the information and how they would solve.
  • Any problem that arises when dealing with other steps, time, resources and cooperation that was desired for the development of “Action Research”.

3.8. Change in practice

The AI does not end with the formulation of conclusions more or less successful, and drafting the reports, it seeks ultimately to influence practice. We must ask:

What impact has the AI in the team involved? How has? Why? How and what can we do to improve this situation?

It requires a constant feedback process. Therefore never ends.