Action Research
Supplementary Materials for LSI 580 Evaluation and Research
Department of Library Science and Instructional Technology
Southern Connecticut State University, New Haven CT

LSI 580-70
Fall 1999

CONTENTS:
1. Context for action research
2. Major concepts and principles of action research
3. Techniques of action research
4. The research notebook
5. Analyzing action research data
6. Ethical criteria for action researchers
7. The written action research report

2. MAJOR CONCEPTS AND PRINCIPLES OF ACTION RESEARCH

I have grouped the major concepts and principles of action research into four categories: research focus, research methods, research interactivity, and research standards. I have placed four concepts or principles under each category as follows:

research focus:

Increasing human understanding

Concern to improve quality of human action and practice

Focus is on problems of immediate concern to practitioners

Focus on the case or single unit

research methods:

Collaborative

Conducted in-situ

Participatory nature

No attempt to control setting variables

research interactivity:

The problem, aims and methodology may shift as inquiry proceeds

Evaluative-reflective

Methodologically eclectic-innovative

Dialogue/discourse-based nature

research standards:

Scientific

Shareability and utility

Critical

Emancipatory

Research focus

Increasing human understanding

Action research focuses on understanding one's own (and others') understanding of the social situation or problem. This make action research very personal. The way we go about understanding involves reflective thinking and reflexivity. That is, we think about the situation and then react to our understandings by making changes in the situation.

Concern to improve quality of human action and practice

Action research seeks to make human performance more intelligent and effective.

Focus is on problems of immediate concern to practitioners

The problems to be studies using action research are defined by those experiencing those problems. Action research holds that practitioners are best placed to identify, analyze and inquire into these problems.

Focus on the case or single unit

Action research examines a single case, not a sample population. That is, whole the population is studied, such as a whole classroom or a whole school. Action research's focus on the single case makes generalizations to larger populations problematic; that is, success in one situation does not necessarily predict success in a similar situation.

research methods

Collaborative

Action research holds that all those with a stake in the problem have a right to be included in the search for a solution. In collaborative action research, there is a shared "community of discourse" between insiders and outsiders of the social system. That is, data collection includes the perspectives of those within the system, for example teachers and students in an educational systems, and outside facilitator(s) or critical friend, for example a member of the academic research community. In this community of discourse, the practitioner (for example the classroom teacher) is treated as a co-investigator with the academic researcher.

Conducted in-situ

In action research, the research is undertaken in the setting where the problem is encountered.

Participatory nature

In action research, those affected by the problem participate in the research and search for understanding and solution(s). Those affected by the problem participate in implementation of preferred solutions.

No attempt to control setting variables

In action reseach key variables are not isolated or manipulated; rather they are observed and considered in the context in which they naturally occur. The researcher does not interfere with the naturalistic setting; that is, the researcher is an observer and not an manipulator of the environment.

research interactivity

The problem, aims and methodology may shift as inquiry proceeds

In action research, problems are not "fixed;" rather we attempt to understand the situations in which they exist and the practices associated with the problems or situations. As problems are seen in a new light, new definitions of the situation may be required. These new definitions may influence practice which in turn may influence the problem.

Evaluative-reflective

In action research it is crucial to stand back and reflect on what is being observed. These reflective periods are crucial at the end of each cycle of action. We need to carefully observe and consider the influence of actions we have taken.

Reflective periods include describing, interpreting and explaining "what is going on." [Research notebooks are helpful in recording and later recalling this information during periods of reflection.] In reflecting, researchers need to judge actions and results as a critical group; that is, reflection needs to include a community of discourse among those who participated in the research.

Methodologically eclectic-innovative

In action research researchers may have to design new instruments and techniques to gather data. Many example of research instruments are available as models. However, each research instrument needs to fit the situation in which it will be used and therefore needs to be developed accordingly.

In action research there is no single preferred method; rather, TtriangulationU of methods, perspective and theories is desirable. That is, an array or assortment of collection instruments for a variety of individuals is preferred.

Shareability and utility

The fundamental concern of action research is the application of results to the specific situation that was studies. The usefulness of the findings should be shared among the participants in action research. For example, if a classroom is being studies, the findngs should be shared with the students in that classroom.

research standards

Scientific

Action research is scientific research and as such exercises rigorous scientific principles of procedure. The action researcher proceeds by stating problems, formulating action hypotheses, planning data collection, analyzing results, and reformulating hypotheses.

Dialogue/discourse-based nature

Discourse is the central data of action research. Understanding can only be achieved through unconstrained dialogue with project participants. Again, this may include students in a classroom or workers in an office.

Discussion and reflection on discussion are the axioms of action research. That is, the theory or principles of action research are that actions are based on discussion of observations and reflection on those observations and on the process of the discussion itself.

Critical

In action research critique is the important step towards understanding, interpretation and emancipation. Therefore, researchers need to engage in assessment at each step in the research process, including assessment of the assessment process. In action research the researcher seeks reasoned critique grounded in social practice.

Emancipatory

Action research empowers the research group through their taking responsibility for decision-making. This empowerment is the central goal of action research.

Constraints on Action Research

The top ten constraints on action research divide roughly into two categories: limitations (top 5 constraints) and disapprovals (constraints 6-10)

Disapprovals can come from students, colleagues, principals, unions, and the teacher-researchs themselve. Students may feel uncomfortable with the aparent tentative nature of instruction which may be surmised from the action research process. Students may feel uncofortable with or lack interest in participating in evaluation. Colleagues and princpals, as well as the teacher-researchers may believe that pedagogy is a fixed science that does not need exploration, that teachers are not researcher nor the instruments for changes in pedagogy. Unions may link research to supplemental pay or release time or may limit the category of employee permitted to conduct research.

Limitations may be in the form of limited knowledge about research, lack of consent or support to research problems, personal lack of research skills or knowledge, lack of resources such as equipment or finances, or lack of time for conducting research. Teachers or others in social situations may not understand or may feel confined by the vocabulary of research. Parents or principals or school boards may faild to give consent to conduct planned research. Would-be researchers may lack funds for paper to duplicate research instruments, fund for needed outside experts in research, analysis, and dissemiantion of results. This course is intended to give non-researchers the background and skills needed to plan, conduct, and analyze a study, as well as suggestions for gaining the needed consents, time, and resources.