background preloader

Action research

Action research
Contents: introduction · origins · the decline and rediscovery of action research · conclusion · further reading · how to cite this article. see, also: research for practice. In the literature, discussion of action research tends to fall into two distinctive camps. The British tradition – especially that linked to education – tends to view action research as research oriented toward the enhancement of direct practice. Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986: 162). Many people are drawn to this understanding of action research because it is firmly located in the realm of the practitioner – it is tied to self-reflection. Origins Kurt Lewin is generally credited as the person who coined the term ‘action research': (Stringer 1999: 9-10)

Kurt Lewin: groups, experiential learning and action research contents: introduction · life · field theory · group dynamics · democracy and groups · t-groups, facilitation and experience · action research · conclusion · further reading and references · links. see, also : the groupwork pioneers series Kurt Lewin’s (1890-1947) work had a profound impact on social psychology and, more particularly for our purposes here, on our appreciation of experiential learning, group dynamics and action research. On this page we provide a very brief outline of his life and an assessment of his continuing relevance to educators. Kurt Lewin was born on September 9, 1890 in the village of Mogilno in Prussia (now part of Poland). He was one of four children in a middle class Jewish family (his father owned a small general store and a farm). They moved to Berlin when he was aged 15 and he was enrolled in the Gymnasium. The University of Iowa remained Kurt Lewin’s base until 1944. Field theory Group dynamics Interdependence of fate. Task interdependence. Gordon W.

About Action Learning About Action Learning Action Learning is an accelerated learning tool which can be applied to any number of different workplace (and personal) issues and challenges. In Action Learning groups or 'sets' we meet regularly with others in order to explore solutions to real problems and decide on the action we wish to take. When doing this in the set, the stages include: 1. Describing the problem as we see it 2. Receiving contributions from others in the form of questions 3. Action learning was described and promoted by Reg Revans, who was a physicist and the later the first professor of industrial management. Sets are often used in workplaces, to discuss work-related issues. Sets are often used as part of management and leadership development programmes. Some Sets are external and made up of people from different organisations. The Set agrees how time will be used; normally each member has a turn every meeting. Depending on Set size, meetings may be from half a day to one day duration.

Supported Experiments - Geoff PettyGeoff Petty Supported Experiments or Action Research are excellent ways to improve your teaching, and that of your team. Indeed experimenting with something new to you is arguably the only way to improve student achievement. You can’t improve without changing! Each Proposal has a bit of theory, and then some very practical ways of implementing the approach. Don’t just copy the ideas in these Proposals. Are you are a manager trying to improve learning and teaching? Many colleges are using Supported Experiments, here is a link to Woodhouse college in London who have done some brilliant experiments, perhaps some in your subject. Hundreds of colleges in the UK make use of Supported Experiments. Zoya Galzie an ICT teacher at West Thames College wrote this account of an experiment on the ‘One Minute Paper’. Here are some proposals for Supported Experiments.

Action learning and action research (For a Polish translation by Kate Osipova, see here.) Contents Action learning and action research are closely related processes. This brief document sets out one way of using the terms, and also relates them to experiential learning and change. The terms have been defined in a variety of ways. Action learning Action learning can be defined as a process in which a group of people come together more or less regularly to help each other to learn from their experience. As Reg Revans used and described it, it was mostly used _across_ different organisations. The current practice more often now is to set up an action learning program within one organisation. There may or may not be a facilitator for the learning groups which are formed. Action research Action research is a process by which change and understanding can be pursued at the one time. It is commonly done by a group of people, though sometimes individuals use it to improve their practice. A comparison Experiential learning

An Introduction to Action Research I feel that we need to make a greater effort to involve teachers in Action Research. Teachers already know much about teaching--more than many of us do. But many are waiting to be invited to participate in research studies in which they examine students' preconceptions, or effective teaching strategies. Dorothy Gabel Presidential Address National Association for Research in Science Teaching (NARST) San Francisco, April 24, 1995 Action Research (AR) represents a growing field of educational research whose chief identifying characteristic is the recognition of the pragmatic requirements of educational practitioners for organized reflective inquiry into classroom instruction. Action research has been described as an informal, qualitative, formative, subjective, interpretive, reflective and experiential model of inquiry in which all individuals involved in the study are knowing and contributing participants (Hopkins, 1993). Action Research Design The Role of Communication References:

Center for Collaborative Action Research Understanding Action Research Margaret Riel Action research is not a single approach but rather represents a tension between a number of forces that lead to personal, professional and social change. I think of action research is a process of deep inquiry into one's practices in service of moving towards an envisioned future, aligned with values. Action research, can be seen as a systematic, reflective study of one's actions, and the effects of these actions, in a workplace or organizational context. There are a range of modifiers that people use for action research and many different dimensions which can be highlighted in different ways to create what some have called a family of approaches to action research(Noffke and Somekh, 2009; McNiff, 2013; Rowell, Polush, Riel and Bruewer, 2015; Rowell, Riel & Polush, 2016). Action researchers examine their interactions and relationships in social setting seeking opportunities for improvement. Figure 1: The iterative process of action research A.

Beginners' guide to action research A beginner's guide to action research 1 This is a resource file which supports the regular public program "areol" (action research and evaluation on line) offered twice a year beginning in mid-February and mid-July. For details email Bob Dick bdick@scu.edu.au or bd@uq.net.au ... in which action research is briefly described, and the simultaneous achievement of action (that is, change) and research (that is, understanding) is discussed Contents Action research consists of a family of research methodologies which pursue action and research outcomes at the same time. It therefore has some components which resemble consultancy or change agency, and some which resemble field research. plan --> act --> observe --> reflect (and then --> plan etc.) The reflection leads on to the next stage of planning. In summary, I assume that action research is true to label: it pursues action and research outcomes. Copyright (c) Bob Dick, Ron Passfield, Paul Wildman 1995-2000.

What is Action Learning? – Action Learning Associates “The end of learning is action, not knowledge” Peter Honey Definition of action learning Action learning is a process which involves working on real challenges, using the knowledge and skills of a small group of people combined with skilled questioning, to re-interpret old and familiar concepts and produce fresh ideas. Action learning gives you; a simple yet powerful tool for personal and professional development the opportunity to work on real problems and implement solutions – management development which is learning by doing a powerful way for leaders to learn from other leaders What the action learning process can offer you; An action learning set can be in-house with peers from your organisation or a cross sector set for leaders which bring together top level staff from different sectors and professional backgrounds. Free Taster Workshop

Overview of Action Research Methodology “If you want it done right, you may as well do it yourself.” This aphorism may seem appropriate if you are a picky housekeeper, but more and more people are beginning to realize it can also apply to large corporations, community development projects, and even national governments. Such entities exist increasingly in an interdependent world, and are relying on Action Research as a means of coming to grips with their constantly changing and turbulent environments. This paper will answer the question “What is Action Research?” Definition Action research is known by many other names, including participatory research, collaborative inquiry, emancipatory research, action learning, and contextural action research, but all are variations on a theme. "Action research...aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously. Several attributes separate action research from other types of research.

Related: