In terms of solving problems in the world of education, however, there is one form of research that is pre-eminently suited to solving those problems where there "is some discrepancy between an educational practice and the expectations in terms of which the practice was undertaken" (Carr & Kemmis 1986 p 110).
This form of research is action-research.
Action-research is a form of problem solving based on increasing knowledge through observation and reflection, then following this with a deliberate intervention intended to improve practice.
There are many definitions of action-research to be found in the literature, perhaps one of the most useful is provided by Oberg & McCutcheon (1987) who define action-research as "any systematic inquiry, large or small, conducted by professionals and focusing on some aspects of their practice in order to find out more about it, and eventually to act in ways they see as better or more effective". (Oberg & McCutcheon 1987 p 117.)
Developing Oberg & McCutcheon's definition of action-research, educational action-research can be said to be "any inquiry teachers undertake to understand and improve their own practice" (McCutcheon & Jung 1990 p 144).
Attractive as this simple definition might be, it does not specify what methods are acceptable or appropriate for such inquiry. Such specification is needed in order to avoid the pitfall of educational action-research being regarded as nothing more than writing down what a good teacher does anyway.
A definition of educational action-research that makes it explicit that a systematic discipline of strategic inquiry must be followed, while at the same time recognising the diversity of approaches that fall under its methodological banner, was formulated by The Australian National Invitational Conference on Action-Research held at Deakin University in 1981. Collectively the Conference formed the following definition of educational action-research:
"Educational action-research is a term used to describe a family of activities in curriculum development, professional development, school improvement programmes, and systems planning and policy development. These activities have in common the identification of strategies of planned action which are implemented, and then systematically submitted to observation, reflection and change. Participants in the action being considered are intricately involved with all of these activities." (ERDC 1981)
This definition gives proper weight to the need for planned action with systematic evaluation leading to change. Even more importantly, it makes explicit the importance of "the identification of strategies", thus incorporating the concept of 'strategic action'.
Essentially, action-research consists of a number of phases viz.:
Observing
Reflecting on this observation
Planning either a change of practice or a gathering of further data
Acting (by making the change or gathering the data)
Observing the effects of the change (or looking at the data)
Reflecting on this observation (or analysing the data)
Planning a further change or data gathering process
Acting to make the change or gather the data
Observing the results
Etc.
This process is known as the 'action-research spiral' and is often depicted in diagrammatic form.
Diagram 1: The action-research spiral
However, real life research projects "often do not fit neatly into cycle of planning, action, observation and reflection. It is perfectly legitimate to follow a somewhat disjointed process if circumstances dictate". (Kember, D & Kelly, M: 1993 p 7)
Action-research projects, then, are likely to be more 'messy,' in practice, than a straightforward description of the action-research spiral would suggest. However, describing each phase separately makes it easier to understand.
References:
Carr, W & Kemmis, S 1986 Becoming Critical The Falmer Press, London.
ERDC (Educational Research and Development Council) 1981 Joint Statement of the Australian National Invitational Conference on Action Research held at Deakin University cited in Trip, D H Socially Critical Action Research Theory Into Practice Volume XXIX No.3 Summer 1990 Ohio State University, Columbus 158 - 166.
Kember,D & Kelly, M 1993 Improving Teaching Through Action Research HERDSA Campbelltown NSW
McMahon T 1999 Is Reflective Practice Synonymous with Action Research Educational Action Research 7.1 163 - 168.
Oberg, A & McCutcheon, G 1987 Teachers' Experience Doing Action Research Peabody Journal of Education 64 (2) 20-22.
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