This document provides an overview of action research including:
- Defining action research as a participatory process that combines action and reflection to address practical problems.
- Discussing the origins of action research in Kurt Lewin's work in the 1940s.
- Describing different types of action research paradigms and the strengths and weaknesses of action research.
- Outlining common action research processes which typically involve planning, acting, observing, and reflecting in iterative cycles.
- Providing two brief examples of action research studies and questions for discussion about engaging participants and ensuring rigor.
2. Agenda
• Defining action research
• Why action research
• Origins
• Paradigms
• Types of action research
• Strengths and weaknesses
• Action research process/cycle
• Examples
• Questions for discussion
3. Defining action research
“A participatory, democratic process concerned with developing practical knowing
in the pursuit of worthwhile human purposes, grounded in a participatory worldview.
It seeks to reconnect action and reflection, theory and practice, in participation
with others, in the pursuit of practical solutions to issues of pressing
concern to people. More generally it grows out of a concern for the flourishing
of individual persons and their communities” (Reason and Bradbury, 2001, p. 1).
• grounded in lived experience;
• developed in partnership ;
• works with, rather than simply studies,
people;
• develops new ways of seeing/theorizing the
world;
• leaves infrastructure in its wake.
(Bradbury & Reason, 2003)
4. Why action research?
Action research can be a corrective to the deficiencies of
positivist science:
A.R. is future oriented.
A.R. is collaborative.
A.R. implies system development.
A.R. generates theory grounded in action.
A.R. is agnostic.
A.R. is situational.
(Susman & Evered, 1978)
5. Origins
Kurt Lewin -1946
“ If you want truly to
understand something,
try to change it."
Reference:
http://psychology.about.com/od/psychologyquot
es/a/lewinquotes.htm
Image courtesy of Google
6. Paradigms
Postmodernist tradition – knowledge claims
must be set within the conditions of the
current world and in multiples perspectives of
class, race, gender and other group affiliations.
Critical theory
Pragmatism
Hermeneutics
Existentialism
Phenomenology
Participatory
(Cohen et al., 2011)
7. Types of action research
• Technical/scientific/collab
orative1
• Practical/mutual
collaborative/deliberative2
• Emancipating/enhancing/
critical science3
(Berg, 2001)
8. Strengths Weaknesses
Theory + practice = can
benefit from combining
action and research
Facilitates the
development of
techniques -
"practics"
Promotes the
development of action
competencies
Ability to use earlier
infrastructure efforts as
models
True emancipatory
approaches are a “tough
sell” in schools.
How can the researcher
both “observe” reality as
well as
being part of it and thus
be implicated in its
continual creation and
recreation?
Localism and the difficulty
of
intervening in large-scale
social change efforts.
Improvement of practice is
not equal to practice with
emancipation.
9. Action research process
1. Develop a plan
of action to
improve what is
already
happening.
2. Act to
implement the
plan.
3. Observe the
effects of action
in the context in
which it occurs.
4. Reflect on these
effects as a basis
for further
planning,
subsequent action
and so forth.
Key stages of action research methodology
(Kemmis, 1982)
12. Example # 2
Draper (2011) carried out an action research mixed methods
study to describe the instructional needs of teachers (N=
1,313), as well as the related support efforts provided in
Canyons District public schools. Draper (2011) utilized a
quantitative needs assessment survey and focus group
discussions for data collection and analysis. The results of
Draper’s (2011) study show that adjustments within support
models for instructional technology to teachers are needed.
Findings helped fashion a plan for providing educational
technology support to Canyons District teachers in the years
to come.
13. Action research demands a lot of time,
availability, cooperation, collaboration
and commitment from stakeholders.
What are strategies or techniques that
could be used to engage and obtain
cooperation from participants?
What are the underlying ethical
dilemmas?
How can rigor be ensured in an action
research study?
How much time should be spent in the
field to ensure change or transformation
has been achieved?
14. References
Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston: Allyn and Bacon.
Bradbury, H. and Reason, P. (2001) ‘Conclusion: Broadening the Bandwidth of Validity: Issues and Choice-points for Improving the Quality of
Action Research’, in P. Reason and H. Bradbury (Eds.) The Handbook of Action Research, pp. 447–56. London/Thousand Oaks, CA: Sage.
Bradbury, H., & Reason, P. (2003). Action Research An Opportunity for Revitalizing Research Purpose and Practices. Qualitative Social Work,
2(2), 155-175. Retrieved from http://0-qsw.sagepub.com.aupac.lib.athabascau.ca/content/2/2/155.full.pdf+html
Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research?. Action research, 1(1), 9-28. Retrieved from
http://www.civitas.edu.pl/pub/nasza_uczelnia/projekty_badawcze/Taylor/Brydon-Miller.pdf
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
Draper, D. E. (2011). Improving the quality of teacher support in anticipation of the instructional use of technology: An action research study.
(Order No. 3457880, Utah State University). ProQuest Dissertations and Theses, pp., 232. Retrieved from http://0-
search.proquest.com.aupac.lib.athabascau.ca/docview/873954972?accountid=8408. (873954972)
Kemmis, S. (Ed.). (1982). The action research reader. Geelong, Victoria, Australia: Deakin University Press.
Newton, P., & Burgess, D. (2008). Exploring types of educational action research: Implications for research validity. International Journal of
Qualitative Methods, 7(4), 19-30. Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/article/viewFile/1804/3819
Ochsner, K. (2010). Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning
skills and science content in the middle school classroom. (Order No. 3407089, Arizona State University). ProQuest Dissertations and Theses,
pp., 96-n/a. file://localhost/Retrieved from http/::0- search.proquest.com.aupac.lib.athabascau.ca:docview:304667975%3Faccountid=8408.
(304667975)
Susman, G. I., & Evered, R. D. (1978). An assessment of the scientific merits of action research. Administrative science quarterly, 582-603.
Retrieved from http://0-www.jstor.org.aupac.lib.athabascau.ca/stable/2392581
There are many definitions for action research. For the sake of time, I selected one which resonates with me.
Good action research will:
• be both aimed at and grounded in the world of practice;
• be explicitly and actively participative: research with, for and by people rather than
on people;
• draw on a wide range of ways of knowing – including intuitive, experiential, presentational
as well as conceptual – and link these appropriately to form theory;
• address questions that are of significance to the flourishing of human community
and the more-than-human world;
• aim to leave some lasting capacity amongst those involved, encompassing first, second
and third person perspectives” (Bradbury, & Reason, 2003,. p. 171).
A.R. is future oriented. In dealing with the practical concerns
of people, A.R. is oriented toward creating a more
desirable future for them” (p. 589).
A.R. is collaborative. Interdependence between researcher and the client system is an essential feature of action re-search, and the direction of the research process will be partly a function of the needs and competencies of the two” (p. 589).
A.R. implies system development. The action research process encourages the development of the capacity of a system to facilitate, maintain, and regulate the cyclical process of diagnosing, action planning, action taking, evaluating, and specifying learning. The aim in action research is to build appropriate structures, to build the necessary system and competencies, and to modify the relationship of the system to its relevant environment” (p. 589).
A.R. generates theory grounded in action. In action re-search, theory provides a guide for what should be considered in the diagnosis of an organization as well as for generating possible courses of action to deal with the problems of members of the organization” (p. 590).
A.R. is agnostic. The action researcher recognizes that his or her theories and prescriptions for action are themselves the product of previously taken action and, therefore, are subject to reexamination and reformulation upon entering every new research situation” (p. 590).
A.R. is situational. The action researcher knows that many
of the relationships between people, events, and things are
a function of the situation as relevant actors currently define
it. Such relationships are not often invariant (Blumer, 1956)
or free of their context, but can change as the definition of
the situation changes” (p. 590).
“The term "action research" was introduced by Kurt Lewin in
1946 to denote a pioneering approach toward social research
which combined generation of theory with changing
the social system through the researcher acting on or in the
social system. The act itself is presented as the means of
both changing the system and generating critical knowledge
about it” ( Susman &Evered,, 1978, p. 586).
“Action research has a complex history because it is not a single academic discipline
but an approach to research that has emerged over time from a broad range
of fields. There are strong elements of action research in the work of John Dewey,
both in his philosophical work and in his studies and experiments in education.
Action research perspectives can be found in the early labor-organizing traditions
both in the US and Europe, in the Catholic Action movement and in liberation
theology. Kurt Lewin brought an action research perspective to the US in the
1940s and succeeded for a time in making the notion of collaborative research
with stakeholders with a liberating intent a central interest of a broad range
of social scientists. The anthropologist, Sol Tax, founded what he called
‘action anthropology’ to promote both collaboration with local stakeholders and
democratization processes. The Tavistock Institute for Human Relations supported
action research efforts combining the work of British, Norwegians, and
Australians on work in both the UK and Scandinavia. This work has spread to
Sweden, Denmark and Germany. Myles Horton and his collaborators founded
Highlander in Tennessee to promote social justice, civil rights, and democracy.
Paulo Freire, Budd Hall, Marja-Liisa Swantz, Orlando Fals-Borda and others
developed and promoted an action research approach to oppression and institutional
change. Chris Argyris, Donald Schön, Reg Revans, William Torbert, Peter Reason and
John Heron promoted this kind of work in a wide variety of organizations,
ranging from private sector companies to public authorities” (Brydon-Miller, Greenwood, & Maguire, 2003, p. 11).
“Action research challenges the claims of a positivistic view
of knowledge which holds that in order to be credible, research must remain
objective and value-free(Brydon-Miller, Greenwood, & Maguire, 2003, p.11).
The philosophical worldviews that legitimate action research are: critical theory, pragmatism, hermeneutics, existentialism, phenomenology and PR, an instance of critical theory. PR is premised on the view that research can be conducted be everyday people rather than elite group of researchers; that ordinary people are capable of reflective and critical analysis of a situation.
There are three types or three modes of action research. Each mode has a distinct goal. The technical/scientific/collaborative mode has as
its goal “to test a particular intervention based on a pre-specified theoretical framework” (p. 186).
The practical/mutual collaborative/deliberative mode “seeks to improve practice-and-service
delivery” (p. 186). The emancipating/enhancing/critical science mode can “assist practitioners in
lifting their veil of clouded understandings, and help them to better understand fundamental
problems by raising their collective consciousness” (p. 187).
Berg, B. L. (2001). Qualitative research methods for the social sciences (4th ed.). Boston: Allyn
and Bacon.
Strengths
Practics would provide the action researcher
with know-how such as how to create settings for organizational
learning, how to act in unprescribed nonprogrammed
situations, how to generate organizational self-help, how to
establish action guides where none exist, how to review,
revise, redefine the system of which we are part, how to
formulate fruitful metaphors, constructs, and images for articulating
a more desirable future. Such know-how is difficult
to develop or even consider within the positivist
framework” (p. 599).
Typically, the kinds of skills which action research develops are interpersonal and problem-defining. Competence is developed in interpretation and judgment, in establishing problem-solving procedures, acting in contingent and uncertain situations, learning from one's errors, generating workable new constructs from one's experiences” (p. 599).
“The action researcher learns how to
use earlier infrastructure efforts as models so that persons
in other organizations can learn from and improve upon their
example. The researcher's own behaviors are even more
influential and become a model of how to act in unprescribed
nonprogrammed situations.
Weaknesses
The typical action research process or cycle begins with the following stages:
There are innumerable cyclic models to chose from! Here are examples of just a few: