chapter one (outline)

·        What is action research?

·        What do you already know about doing action research?

·        What steps are involved in doing action research?

AR is part of a broad movement that has been going on in education generally for

some time. It is related to the ideas of ‘reflective practice’ and ‘the teacher as

researcher’.

The central idea of the action part of AR is to intervene in a deliberate way in the

problematic situation

Classroom voices

Isabella Bruschi is a teacher of English language and literature in an upper secondary school in Turin, Italy .Isabella feels uncomfortable when she tries to assess students’ oral English. Isabella askes her self some questions ..

·        What makes me feel so uncomfortable when I have to assess students’ oral English?

·        Do I know what happens during an oral test?

·        Am I aware of the nature of the questions I ask and of their different weight?

·        How do I react when students give me the wrong answers?

·        When I intend to help students do I in fact help them?

·        What do my students think of my way of conducting an oral test?

·        What are their preferences?

To answer these questions she collected this information:

•      She kept a diary to explore her feelings.

•       She gave students a questionnaire.

•      She recorded a number of oral tests.

•      She asked students for written feedback after the test.

•      She asked a facilitator to interview students after the oral test.

She explored that she made some wrongs in the way she was questioning students for example:

1. Frequent interruptions while students were looking for the answer or for the right word.

2. Questions posed in a sequence, which often changed the original focus and resulted in students feeling embarrassed as they don’t know which     question to answer first.

3. Questions which suggested how students should answer.

4. Use of questions formulated as open questions, but treated by the teacher as if they were closed questions.

5. Subsequent use of negative reinforcement in spite of the intention to be helpful.

6. Use of feedback of the type, “no, I actually wanted you to tell me . . .”

7.there aren’t enough time to think and answer the questions

 she decided to repeat the oral test , with some modifications , like….

1. Giving students the questions for the oral test five minutes before answering so that they could have time to think and organise their ideas.

2. Restricting her interventions to a minimum.

3. When interviewing, paraphrasing what students say to help them keep the thread of their thoughts, search their memory or trigger off new ideas.

When she did that modifications , she find a big differences

The aims and contributions of AR are multiple and varied. As( Edge) explains, using examples to illustrate the possibilities, AR may

be:

means oriented

ends oriented:

theory oriented:

institution oriented:

society oriented:

teacher oriented:

Why should I do action research? I’m a teacher not a

researcher!

Because this type of research is so immediate to our teaching situation, as

we saw in Isabella’s story

Classroom voices

Heather Denny is one of my teacher researcher colleagues based in New Zealand. She worked with other colleagues in her teaching centre on a collaborative AR project that focused on new ways of teaching spoken discourse to adult learners.

What are the steps in action research?

According to Kemmis and McTaggart (1988),

Planning: In this phase you identify a problem or issue and develop a plan of action in

order to bring about improvements in a specific area of the research context.

Action: The plan is a carefully considered one which involves some deliberate interventions

into your teaching situation that you put into action over an agreed

period of time.

Observation: This phase involves you in observing systematically the effects of the action and

documenting the context, actions and opinions of those involved.

Reflection: At this point, you reflect on, evaluate and describe the effects of the action in order to make sense of what has happened and to understand the issue you

have explored more clearly.

It has been criticized by some authors

(McNiff)for being too fixed and rigid.

(Ebbutt) sees Kemmis and McTaggart’s model as a ‘one-way street’

 (Burns, 1999, p.35) – AR processes involve many interwoven aspects – exploring, identifying, planning, collecting information, analyzing and reflecting, hypothesizing and

speculating, intervening, observing, reporting, writing, presenting

the essential features of AR(main characteristic):

First, it involves teachers in evaluating and reflecting on their teaching.

Second, it is small-scale, contextualized, as the participants identify teaching-learning issues within a specific social situation.

Third, it is participatory and inclusive, as it gives communities of participants the opportunity to investigate issues.

Fourth, it is different from the ‘intuitive’ thinking that occurs as a normal part of teaching.

Finally, we can say that AR is based on democratic principles.

How is AR different from other kinds of research?

A set of questions posted by (Dale Griffey) in 2003

·        How does the action research different from the other kinds of research like..applied research , theoretical research, and evaluation research

·        What are the characteristics that set AR aside and mark it as different from other types of research?

(Nunan) 1992, p. 3 He suggests that any piece of research will have three core components:

(1) a question, problem or hypothesis,

(2) data.

(3) analysis and interpretation of data”.

the procedures he suggests for exploratory teaching:

(Step 1)Identify a puzzle area

(Step 2) Refine your thinking about that puzzle area

(Step 3)Select a particular topic to focus upon

 (Step 4) Find appropriate classroom procedures to explore it For example:

1. Groupwork discussions

2. Pair work discussions

3. Surveys

4. Interviews

5. Simulations

6. Role-plays

7. Role-exchanging

8. Diaries

9. Dialogue journal writing

10. Projects

11. Poster sessions

12. Learner-to-learner correspondence.

(Step 5 )Adapt them to the particular puzzle you want to explore

(Step 6)Use them in class

(Step 7)Interpret the outcomes

(Step 8)Decide on their implications and plan accordingly

Reflecting to your teaching (reflective approach to teaching)(reflective teacher)

There are two essential concepts about how teachers reflect on teaching

The first he calls reflection-in-action “reflection on one’s spontaneous ways of thinking and acting, This kind of reflection is what we do ‘on our feet’ in the classroom as we evaluate our own and our students’ reactions to the moment-by-moment activities and interactions that are taking place.

second, reflection-on-action. it’s a kind of ‘meta-thinking’ about what happened – reflecting on the decisions we made, on our students’ and our own responses, and on our thoughts and feelings about the lesson, and working out our reactions to it all.

The report

Demographic information:

Title: increasing students listening skills by using tablet instead of governmental book at school

Grade: 5th grade

Class size: 24 students

Text book: welcome 4

 Student's level: some of them take private courses

The problem

During the activities time I found that Some students didn't understand what the native speakers say during conversations

Research questions:

 I asked myself some questions :

·     What makes me feel so uncomfortable in these activities?

·     Do I know where are their weakness point?

·     Am I aware of the nature of theActivities that they need?

·     How do I react when students frustrate me?

·     When I intend to help students do I in fact help them?

·     What did My students think of my way in teaching?

·     What are their preferences?

Rational (importance)

The causes of being that is:

·The tradition ways in my teaching.

·Lack of using the listening conversations inside the classroom.

·Students didn't have motivation for the listening activities.

·They didn't have tablets for listening.

Reviewing of literature

Those books help me in my research

Action research is either research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research:participatory and practical. Denscombe (2010, p. 6) writes that an action research strategy's purpose is to solve a particular problem and to produce guidelines for best practice.

Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice. As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.

Kurt Lewin, then a professor at MIT, first coined the term "action research" in 1944. In his 1946 paper "Action Research and Minority Problems" he described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action" that uses "a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action".

A succinct definition of action research appears in the workshop materials we use at the Institute for the Study of Inquiry in Education. That definition states that action research

is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.

Practitioners who engage in action research inevitably find it to be an empowering experience. Action research has this positive effect for many reasons. Obviously, the most important is that action research is always relevant to the participants. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the findings.

Perhaps even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students.

 Seeing students grow is probably the greatest joy educators can experience. When teachers have convincing evidence that their work has made a real difference in their students' lives, the countless hours and endless efforts of teaching seem worthwhile

Professional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid (meaning the information represents what the researchers say it does) and reliable(meaning the researchers are confident about the accuracy of their data). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or school.

To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Basically, triangulation means using multiple independent sources of data to answer one's questions. Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box. Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of lenses.

When planning instruction, teachers want the techniques they choose to be appropriate for the unique qualities of their students. All teachers have had the experience of implementing a “research-proven” strategy only to have it fail with their students. The desire of teachers to use approaches that “fit” their particular students is not dissimilar to a doctor's concern that the specific medicine being prescribed be the correct one for the individual patient. The ability of the action research process to satisfy an educator's need for “fit” may be its most powerful attribute. Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is assured.

For the harried and overworked teacher, “data collection” can appear to be the most intimidating aspect of the entire seven-step action research process. The question I am repeatedly asked, “Where will I find the time and expertise to develop valid and reliable instruments for data collection?”, gives voice to a realistic fear regarding time management. Fortunately, classrooms and schools are, by their nature, data-rich environments.

 Each day a child is in class, he or she is producing or not producing work, is interacting productively with classmates or experiencing difficulties in social situations, and is completing assignments proficiently or poorly. Teachers not only see these events transpiring before their eyes, they generally record these events in their grade books. The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or questionnaires.

Part of the confusion we find when we hear the term “action research” is that there are different types of action research depending upon the participants involved. A plan of research can involve a single teacher investigating an issue in his or her classroom, a group of teachers working on a common problem, or a team of teachers and others focusing on a school- or district-wide issue. Individual teacher research usually focuses on a single issue in the classroom. The teacher may be seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning. Teachers may have support of their supervisor or principal, an instructor for a course they are taking, or parents. The problem is one that the teacher believes is evident in his or her classroom and one that can be addressed on an individual basis. The research may then be such that the teacher collects data or may involve looking at student participation. One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter. It is possible THEMES IN EDUCATION 4 for several teachers to be working concurrently on the same problem with no knowledge of the work of others. Collaborative action research may include as few as two teachers or a group of several teachers and others interested in addressing a classroom or department issue. This issue may involve one classroom or a common problem shared by many classrooms. These teachers may be supported by individuals outside of the school, such as a university or community partner. The LAB at Brown has just such a relationship with several teams. School-wide research focuses on issues common to all. For example, a school may have a concern about the lack of parental involvement in activities, and is looking for a way to reach more parents to involve them in meaningful ways. Or, the school may be looking to address its organizational and decision-making structures. Teams of staff from the school work together to narrow the question, gather and analyze the data, and decide on a plan of action.

 An example of action research for a school could be to examine their state test scores to identify areas that need improvement, and then determine a plan of action to improve student performance. Team work and individual contributions to the whole are very important, and it may be that problem points arise as the team strives to develop a process and make commitments to each other. When these obstacles are overcome, there will be a sense of ownership and accomplishment in the results that come from this school-wide effort.

 Action Research 5 District-wide research is far more complex and utilizes more resources, but the rewards can be great. Issues can be organizational, community-based, performance-based, or processes for decision-making. A district may choose to address a problem common to several schools or one of organizational management. Downsides are the documentation requirements (communication) to keep everyone in the loop, and the ability to keep the process in motion. Collecting data from all participants needs a commitment from staff to do their fair share and to meet agreed-upon deadlines for assignments. On the positive side, real school reform and change can take hold based on a common understanding through inquiry. The involvement of multiple constituent groups can lend energy to the process and create an environment of genuine stakeholders.

In schools, action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses—whether organizational, academic, or instructional—and help educators develop practical solutions to address them quickly and efficiently. Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasingly better results for schools, teachers, or programs.

Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time. A simple illustrative example:

·  Identify a problem to be studied

·  Collect data on the problem

·   

·  Organize, analyze, and interpret the data

·  Develop a plan to address the problem

·  Implement the plan

·  Evaluate the results of the actions taken

·  Identify a new problem

·  Repeat the process

Unlike more formal research studies, such as those conducted by universities and published in peer-reviewed scholarly journals, action research is typically conducted by the educators working in the district or school being studied—the participants—rather than by independent, impartial observers from outside organizations. Less formal, prescriptive, or theory-driven research methods are typically used when conducting action research, since the goal is to address practical problems in a specific school or classroom, rather than produce independently validated and reproducible findings that others, outside of the context being studied, can use to guide their future actions or inform the design of their academic programs. That said, while action research is typically focused on solving a specific problem (high rates of student absenteeism, for example) or answer a specific question (Why are so many of our ninth graders failing math?), action research can also make meaningful contributions to the larger body of knowledge and understanding in the field of education, particularly within a relatively closed system such as school, district, or network of connected organizations.

Data collection

I gave students a questionnaire to investigate their preferences conversations

I asked students for written feedback after listening

I asked a facilitator to interview students after the lesson

Tools

Interviews

Questionnaire

Classroom documents

Data analysis

After appling the course and get their levels I have analyze the information that I have got

Quantitative data: these scale helps me to get the mean, meduine, and mode

Qualitative data: these kind of analysis that helps me to make a categories and analyzing talk.

Future issues:

 after applying this program I found that, students listening skills have been developed to be able to understand the simple native speaker conversations, but some of students couldn't get a tablet, so, in the next time I will make sure that all of them have a tablet

References

·       Bateson, M. 1984. With a Daughter's Eye: A Memoir of Margaret Mead and Gregory Bateson. New York: Plume/Penguin.

·       Copyright © 2000 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

·       Best, J.W., & Kahn, J.V. (1998). Research in education (8th ed.). Needham Heights, MA: Allyn and Bacon.

·       Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

·       Brennan, M., & Williamson, P. (1981). Investigating learning in schools. Victoria, Australia: Deakin University Press.

·       Calhoun, E.F. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development

Reflection point

·       How did I select my practical actions to improve my classroom situation?

First of all, I was trying to assess my students to stand on their levels, their weak and strong  point, I find that they are at a low level in their listening skills, so I decide to make an action research to solve this problem, I began to read more about action research so I can make a decision how to deal with this problem. For example:

·       agave students a questionnaire to investigate their preferences conversations

·       asked students for written feedback after listening

·       asked a facilitator to interview students after the lesson

·               Why did I select these particular actions?

I have selected these particular actions to improve my classroom because they are more suitable and practical and they helped me to get their real level of  Listening skills

§    How did the actions I selected work to improve the situation? For me as the teacher? For my students? For other people involved?

These actions improve the situation by giving me real and documented information that I can use to solve their problem, for students, any research they complete necessarily get acknowledged by their colleagues, it takes time and it might mean making changes that take us out of our comfort zone. But it is helpful for the teachers, students and those who involve in it.

§    Were the actions effective? Did I need to change them?

Of course actions were effectives; they helped me to improve students' level in listening skills.

§    How did I go about ‘testing out’ my practical actions?

The recordings gave me back an image very far from the ideal i had of myself as a teacher. There was a mismatch between my intention to facilitate students’ responses during the test and what was actually happening.

·                    How have I collected data to inform my practical actions?

§     I kept a diary to explore my feelings of uneasiness.

§     I gave students a questionnaire to investigate their preferences and difficulties in listening.

§     I recorded a number of speakers.

§     I asked students for written feedback after the test.

§     I asked a facilitator to interview students after the activity.

·               How did I use the data to illuminate what was working in my classroom?

By asking some questions to students I found that:

Students feeling embarrassed as they don’t listen to a listening activity before

Students don't know how they should answer.

Some of students need to learn but they need help.

·               How has my experience helped me to extend my knowledge of how to do research?

The experiences that I get from the books that I browsed helped me to select the particular tools for investigations.

·               What are two of my strongest personal beliefs about teaching? What are two of my strongest personal beliefs about learning?

My strongest belief about teaching is that the teacher has to be a facilitator and open minded, my strongest belief about learning is that learning the language should begin from the listening at first (more you listen more you learn) and learning didn't lead to acquisition.

·               How did these beliefs affect the decisions I made as I did my research?

These belief helped me to apply a suitable activities that more direct and effective to improve students level.

·               How has my research deepened my understanding of my personal beliefs and values about language teaching?

My personal belief formed about 50% of my research because the research has to be objective not relate to my belief only.

·               In what ways have my practical theories about teaching developed?

I used my practical theories to interpret my data and make analysis of information and investigation.

·               How has developing my practical theories helped to build my knowledge about teaching?

We can apply some practical theories inside the class to improve students' level for example the gestalt theory which depends on completing the missing parts.

·               What were your personal reactions to the changes that resulted from your practical actions? Were they positive or negative?

The results were satisfied and positive but not 100% because there were some interrupting problems.

·               How did you deal with negative reactions? What impact did the positive reactions have?

I will correct the negative reactions in feedback and it doesn't happen again in the next research. And will support the positive behavior by positive feedback.

·               Did the negative reactions trigger ideas that you had not thought about before? If so, how, and what did you do?  

Of course the negative reactions are results for something wrong, and I have to make benefits from this negative point to make sure it won't happen again.

·               How did your personal feelings contribute to the way you did your AR?

Action researches in an objective research so its evaluations less depend on the teachers feelings, and it is different from the routine look inside the classroom.

·                    What personal feelings and experiences arose from finishing your AR? Were they positive, negative or both?

My personal feelings and experiences arose from finishing my action researches were positive because there were improvements inside the class even if it was little but it gives a positive attitude.