What is action research? Why does it matter in education? This practical and accessible book provides answers to these questions, guiding readers through a meaningful and manageable approach to research in practice. Readers will benefit from guidance on easing the stress of research projects in teacher education courses, professional development initiatives and in school self-evaluation.
Supported by case studies from teachers’ and student teachers’ practice, chapters guide readers through key aspects of carrying out a research project, including
planning a research project
collecting and using data
presenting evidence
generating theory
writing up and disseminating your research
a theoretical rationale to show why the research is conducted in this way
Written in an accessible manner by experienced classroom teachers and academic researchers, this is an essential read for those conducting research on their own practice as part of their professional learning. Action Research for the Classroom shows how teacher research is drawn from the reality of busy life in the classroom and that it can be undertaken in the most complex learning environments, creating positive change for teaching and learning.
Author(s): Máirín Glenn, Bernie Sullivan, Mary Roche, Caitriona McDonagh
Publisher: Routledge
Year: 2023
Language: English
Pages: 156
City: London
Cover
Endorsements
Half Title
Title Page
Copyright Page
Contents
Foreword
Notes
References
Acknowledgements
Introduction
An invitation to the reader
The book, the authors and why researching your practice is important for you
The book
The authors
Why this book is important for you
What you will find in this book
1. Preparation for a research project: What is educational action research?
Section 1: Preparation for a classroom research project
Initial tasks
Stop, pause and reflect on your work as a teacher
Developing awareness
Professional reading
Invite some people to become critical friends
Reflection tasks
Writing tasks
Section 2: How some teachers engage with educational action research
Section 3: What is educational action research and why is it important?
What makes research educational?
A focus on "I"
"I" to "we"
Values
A sustainable educational research approach
Some key elements of educational action research
A personalised process of research
What kind of action research?
Research paradigms
The importance of educational action research
Theory, practice and praxis
Teacher voice - teacher as professional developing a researcherly disposition
Empowerment
Conclusion
Additional reading suggestions
Suggested resources
Open access journals
2. Getting started: Asking "Why am I concerned or interested?"
Section 1: Tasks to undertake as you get started on the more formal aspects of your research project
Ongoing tasks
Reflective journal
Values
Reading
Talking and sharing ideas
Reflecting tasks
Ask yourself "What am I concerned about?" or "What am I interested in?" or "What would I like to find out more about?"
Ask yourself "Why am I concerned?" or "Why is this aspect of my work important to me?" "What connection can you make between your answers and your values?"
Think about any assumptions you might have made about teaching and education
Can you connect your ideas with working for a more equitable democratic society?
Imagining
Writing tasks
Section 2: How teachers and student teachers articulate their values
Living contradictions
Playing with ideas
How some teacher-researchers engaged with critical reflection
Section 3: What are my concerns and interests? Why am I concerned or interested? How are these questions linked to the educational action research process?
What are my concerns/areas of interest and why am I concerned or interested?
Critical reflection - how is this linked to the values that I hold?
The importance of reflexivity and dialogue
Dialogue
Classroom educational action research for transformation
Conclusion
Additional reading suggestions
Suggested resources
3. Planning a research project
Section 1: Practical tasks to help plan an educational action research project
Ongoing tasks
Awareness of values
Reading
Reflecting critically and writing in your reflective journal
Talking and sharing ideas
Planning tasks
Engaging with critical friends
Deciding on a research question
Thinking about data
Ethical permission
Generate some criteria or standards of judgement
Draw up a timeline
Writing tasks
Section 2: A teacher's account of how her professional reading and her values influenced her research plan
Section 3: Looking at values from a theoretical perspective
Why are values important in planning your research?
Types of values
Ontological values
Epistemological values
Professional values
Personal values
Educational values
The process of articulating your values
Living contradiction
Imagining
Conclusion
Additional reading suggestions
Suggested resources
4. Collecting and using data
Section 1: Practical preparation: Looking at and describing the situation as it is right now and during your research
Initial data collection
Data collection tools
Collecting your data
Triangulation of your data
Ethical issues
Attitude towards participants
Making effective use of your data
Section 2: A teacher's experience of collecting data
Section 3: A look at why data is collected in these ways
Ethical issues in data collection
Dialogue and conversations as a data collection tool
Data collection and student teachers
Identifying the specific purpose for each data collection tool
Conclusion
Additional reading suggestions
Suggested resources
5. Presenting evidence: Values as research standards
Section 1: Presenting evidence and showing your values as research standards
Standards of judgement drawn from your values
Meeting research standards of judgement
Establishing a validation group
Knowledge creation and your living educational theory
Section 2: An example of how one teacher generated theory in an educational action research project
Starting a validation group
Developing valid claims to new knowledge
What Greg learned from his research
Section 3: The importance of validating your research claim and generating a living theory
Establishing a robust validation process
An explanation of the validation of personal learning and personal knowledge
Why validity is important
Generating living theory from your research
Conclusion
Additional reading suggestions
Additional resources
6. Generating theory and its significance
Section 1: Tasks to help you in generating theory from your research and in showing the possible significance of your research
Ongoing tasks
Tasks to help generate new theory
Tasks to help state the significance of your work
Writing tasks
Validity
Section 2: Some examples of how teachers have generated theory from practice and its educational significance
Section 3: Contributing to educational knowledge and transformation
The importance of the new practices and perspectives developed from your research
Your research potentially has an educational influence
The transformative power of your research for sustainable professional development
The relevance of developing a professional and academic voice
Conclusion
Additional reading suggestions
Suggested resources
7. Writing up and disseminating: Sharing the story of your learning
Section 1: How do I write an account of my research and share it?
Structuring your research report
Front Matter
Abstract
Introduction: What is my concern?
Chapter One: Background: Why am I concerned?
Chapter Two: Literature review: Looking through the lens of educational theory
Chapter Three: Methodology: What did I plan to do, and how?
Chapter Four: Data analysis: What did I find out?
Chapter Five: Findings and discussion: My new learning
Chapter Six: The significance of your research: The "So what" factor
Conclusion: Where next?
References/Bibliography
Appendices
The importance of using an appropriate writing style
Having a sense of your readership
The drafting processes
Sharing your research with others
Section 2: Writing and sharing: Stories from practitioner researchers
The authors' story of writing collaboratively
Mary's experiences of sharing her work
Section 3: Why should I write up and disseminate my educational action research?
The role of writing in the research process
Appropriateness of your research report
Why share your research account?
Conclusion
Additional reading suggestions
Suggested sites that may help with academic writing
Suggested journals for disseminating research
Conclusion
Where to from here?
Our learning about key issues for student and teacher education
Teacher voice
A note to teacher educators
A note to all teachers
Final words
Bibliography
Index
