TSL 3133 Action Research I

TOPIC 6

ACTION RESEARCH: Planning & Proposal

SYNOPSIS
By this point in the course, participants should begin to understand the methodological
underpinnings of action research and see recurrent themes appearing in the information presented
during the module. The review of information aims to scaffold learning and ensure that the major
concepts of action research are understood and can be implemented effectively by course
participants.

Topic 6 has been designed to explore the action research planning and proposal design in order to
identify and articulate the research problem, create a schedule of work to include an action
research plan and timeline to implement a project in classroom reality.

LEARNING OUTCOMES
By the end of this topic, you will be able to:

Define your action research question and pinpoint the study focus

Understand the importance of connecting theory with teaching practice by locating your action
research theme/question in the relevant academic literature

Create an action plan and schedule or work for my action research project

Develop an action research proposal

Evaluate the strengths and weaknesses of data collection methods that may be used in action
research

Learn to link action research cycle 1 with action research cycle 2

Understand the importance of reflection in data analysis

FRAMEWORK OF TOPICS
Preview (10 min)
Action research is a process in which participants examine their own educational practice systematically
and carefully, using the techniques of research. Read the following action research quotes and
discuss whether you Agree or Disagree with the statement.
Statement
A
D
Why we think so
REALITY
What happens in real life?
Teachers and principals work best on problems they have identified for themselves
Teachers and principals become more effective when encouraged to examine and assess their own work
and then consider ways of working differently
Teachers and principals help each other by working collaboratively
Working with colleagues helps teachers and principals in their professional development

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TOPIC 6: ACTION RESEARCH PLANNING AND PROPOSAL [1]
Although there are many types of research that may be undertaken, action research specifically refers to a
disciplined inquiry done by a teacher with the intent that the research will inform and change his or her
practices in the future. This research is carried out within the context of the teachers environmentthat is,
with the students and at the school in which the teacher works on questions that deal with educational
matters at hand.

Implicit in the term action research is the idea that teachers will begin a cycle of posing questions,
gathering data, reflection, and deciding on a course of action. When these decisions begin to change the
school environment, a different set of circumstances appears with different problems posed, which require
a new look. Indeed, many action research projects are started with a particular problem to solve, whose
solution leads into other areas of study. While a teacher may work alone on these studies, it is also
common for a number of teachers to collaborate on a problem, as well as enlist support and guidance from
administrators, university scholars, and others. At times, whole schools may decide to tackle a school-wide
study to address a common issue, or join with others to look at district-wide issues.

What is Not Action Research?

Action research is not what usually comes to mind when we hear the word research. Action research
is not a library project where we learn more about a topic that interests us. It is not problem-solving in the
sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. Action
research is not about doing research on or about people, or finding all available information on a topic
looking for the correct answers. It involves people working to improve their skills, techniques, and
strategies. Action research is not about learning why we do certain things, but rather how we can do
things better.

ASPECT OF PRACTICE TO IMPROVE: IDENTIFY A PROBLEM AREA

Teachers often have several questions they wish to investigate; however, it is important to limit the
question to one that is meaningful and doable in the confines of their daily work. Careful planning at this
first stage will limit false starts and frustrations. There are several criteria to consider before investing the
time and effort in researching a problem. An important guideline in choosing a question is to ask if it is
something over which the teacher has influence. Is it something of interest and worth the time and effort
that will be spent? Sometimes there is a discrete problem that is readily identifiable. Or, the problem to be
studied may come from a feeling of discomfort or tension in the classroom. For example, a teacher may be
using the latest fashionable teaching strategy, yet not really knowing or understanding what or how kids
are learning.

Research questions
Your research topic should reflect an issue of importance to you as a teacher. The study you choose to do
can impact student learning, seek to develop new teacher habits, or address an important issue such as
parent involvement.

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Developing the research question [2]
Where do research questions come from? Simply put, action research questions originate in a teachers
reflections. Everyday there are situations that cause you to reflect later. You might ask yourself...

Strategies you can use to develop a research question. Keep a journal for at least one week, preferably
two:
1.

Set aside 10 minutes to write at the end of each day.

2.

At the end of two weeks, read your journal, looking for significant ideas and themes.

3.

Brainstorm a list of things that you would like to investigate.

4.

Review the list and write a first draft of your question.

5.

Write a paragraph of supporting rationale for your question.

6.

Reflect on your question. (Patterson et al 1993, 2325)

Sentence Stems
Focus on your classroom or role in the school and complete the following sentence stems.

One thing I would like to change is...

Why did it happen?

What was different?

How can it be changed?

What should I do next?

My practice could be improved by...

The students I work with need...

I would like to know...

I wonder why...

The most important thing about teaching is...

The best learning environment for students is...

I need to learn how to...

My students would do better if...

Points to consider in developing a good question

1.

Studying this question will enhance my professional practice.

2.

This question will be of value to my classroom, school and/or colleagues.

3.

The climate of my classroom and school will be supportive of this question.

4.

The question focuses on an important issue.

5.

The question can be studied in the time available.

6.

I can access literature or other resources that will provide background information.

7.

The data needed to answer this question is accessible.

8.

The question is of personal interest to me.

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According to Jack Whitehead (2012) you could use such an action reflection cycle in your enquiry into
improving your practice with the questions:
What is my concern?
Why am I concerned?
What am I going to do About it?
What data will I gather to help me to judge My effectiveness?
How does the data help me to clarify the meanings of my embodied values as these emerge in practice?
What values--based explanatory principles do I use to explain my educational influence?
How do I use my values--based standards of judgment
In evaluating the validity of my claims
To be improving my practice?
How will I strengthen the validity of my values--based explanation of my Educational influences in
learning?

LITERATURE REVIEW [3] The guidelines for getting your review started that you are required to use 1015 relevant research articles to your topic of study in your written review. Generally, these research articles
need to have been published within the last 10 years. While some of your research articles can be from
ERIC, they do need to be from research peer reviewed journals (online journals can be fine, though).

The purpose of a Literature Review is to summarize what you have learned from an immersion in the
research literature related to your Problem Statement or issue in language teaching. The written
Literature Review is an organized narrative that conveys to the readers of your action research
project the relevance of published research to your Problem Statement or issue of teaching.

In addition, through the process of locating and reading the research articles related to your Problem
Statement and paying attention to other researchers research questions and methods of data collection
and analysis, you will get new ideas for your own research questions and kinds of data you will want to
collect and analyze for your own study. We want you to be reading the articles for your Literature Review
with an open mind for what the particulars of your own study might become. As you read others research,
keep notes on the side about ideas you are having for your own project regarding a research question and
data collection and analysis. You will make use of these ideas later.

Literature Review Structure

Begin your literature review with a one paragraph introduction. Mention again your topic for action
research, then briefly discuss the themes you found in the literature. Then, each theme should get its own
section (with a heading), and finally a conclusion after you report all your themes (see below for more on
your conclusion).
Recall that the first time you mention an article, give a two-sentence summary. For instance: Smith and
Hartman (1999) studied 35 middle school teachers participating in an ambitious professional development
program for two years by conducting classroom observations and multiple interviews of teachers and

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students. Smith and Hartman (1999) found that teachers included more group work and class discussions
the longer they were in the program. You are justifying to the reader why the people you are citing/quoting
are worth listening to.

Conclude this written review with a Concluding Statement. This is where you state in a final paragraph
what your own study is going to be, reflect on the importance of your study in light of the literature you have
reviewed, and describe the potential you see your work has to contribute to the existing body of published
research. In this section, you need to explicitly identify where your research fits in the body of
published literature.

Subjects of your study

The subjects of your study will be students in ONE classroom that you select according to the thematic
concern/problem/issue you have identified to do action research. Before you implement
- Do you have an informed consent mechanism (may NOT be required but it is necessary to check with the
school principal and your research supervisor)?
- Do you have all the necessary ethical permissions (if neededthis depends on the study (Please speak
with your principal or team leader for guidance)?
- Have you developed all of the instruments necessary to gather the data?
- Are you storing your data in a safe place to ensure privacy?

Ethics in research [4]

As with any teaching practice, questions of ethics are central to all aspects of action research in schools.
The previous questions should be informed by the ethical practices.
Social Justice
Action research is motivated by an interest in making schools better places for students and teachers.
However, improving schooling is much more than making technical changes to the ways that schools
deliver curriculum. Action research should be informed by a concern for the social justice needs of students
and the school community.

It is far too easy to see getting the project done as the central purpose of action research. At all times, the
general welfare of both students and teachers must be kept at the fore. You have a duty of care and
responsibility to ensure your action research is conducted according to ethical guidelines within the school.

SOURCES OF REFERENCE
During the learning phase develop a plan to save time and focus your research activities. Use the
brainstorm format below and brainstorm to identify potential sources of background information related to
your research question.[5]

2. Ethics of caring:

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RESEARCH PROPOSAL
Action Research Proposal
(a plan that can be revised as the project progresses)

Nature of the problem

Overarching objective of the project (purpose, aim, goal)

Literature review focus (general to specific)

Subheading (Why this issue is important in language acquisition: globally)

Subheading 2:

Subheading (why this issue is important in Kuching Malaysia) 3:

Research questions / themes to explore and emerge (2 or 3 questions or themes OK)

Collaborative partnership (with who? Or who do I need to speak with):

Methodology: Action research: What do I need to learn about AR?

Collection Methods I can use:

Next action required? Who do I need to speak with etc?

Research Journal

What additional information do I need to know and learn?

What action should I take to find out this information:

Research Budget

How much money can I spend during this project?

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ACTION PLAN
McNiff (2012)[6] argues the basic steps of an action research process constitute an action plan:
1.

We review our current practice,

2.

identify an aspect that we want to investigate,

3.

imagine a way forward,

4.

try it out, and

5.

take stock of what happens.

6.

We modify what we are doing in the light of what we have found, and continue working in this new
way (try another option if the new way of working is not right)

7.

monitor what we do,

8.

review and evaluate the modified action,

9.

and so on

Two processes are at work: your systematic actions as you work your way through these steps, and your
learning. Your actions embody your learning, and your learning is informed by your reflections on your
actions. Therefore, when you come to write your report or make your research public in other ways, you
should aim to show not only the actions of your research, but also the learning involved. Some researchers
focus only on the actions and procedures, and this can weaken the authenticity of the research.

The Action Research cycles Cycle #1

Identify the problem:
_____________________________________________________________________________________
_____________________________________________________________________________________

Plan:
_____________________________________________________________________________________
_____________________________________________________________________________________

Act:
_____________________________________________________________________________________

Observe
_____________________________________________________________________________________
_____________________________________________________________________________________

Reflect:
_____________________________________________________________________________________
_____________________________________________________________________________________

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Cycle #2
Revise Problem:
_____________________________________________________________________________________
_____________________________________________________________________________________

Plan:
_____________________________________________________________________________________
_____________________________________________________________________________________

Act:
_____________________________________________________________________________________

Observe
_____________________________________________________________________________________
_____________________________________________________________________________________

Reflect:
_____________________________________________________________________________________
_____________________________________________________________________________________

DATA COLLECTION METHODS [7]

Cornering Your Question/Problem
Match data sources to the research question.
Collect data from as many sources as possible.
Keep a data log that includes the date, time and data information collected.
Organize your data around themes, key issues or topics.

There are many sources of research data available to the researcher. However, you must ensure that the
data relates to your research question. Use this list to identify your data sources.

Document analysis
student achievement data diagnostic assessment
samples of student work attendance records
anecdotal records files
behaviour records literature review
web research journal
lesson plans portfolio
activity reports pre-test and post-test
self-evaluation standardized test scores

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______________________ ______________________
______________________ ______________________
______________________ ______________________

Observations
checklists anecdotal records
sociograms rubrics
video tapes photographs
______________________ ______________________
______________________ ______________________

Interviews
students teachers
administrators parents
experts focus groups
surveys questionnaires

Survey and Questionnaire Tips

Surveys and questionnaires are useful tools for collecting data from a large number of people.
- Questions must be limited to the research question and design.
- Field test the questions with three to five people.
- Provide a short explanation of the research study, explain the purpose of the questionnaire and how the
data will be used.
- The formats of different questions will yield different types of data.
- Using a computer may save time in organizing and analysing the data.

Advantages
- Efficient means of gathering large amounts of data
- Respondents can be anonymous
- Rating scales yield data that can be displayed in tables and charts
- Useful for pre- and post-intervention data gathering

Disadvantages
- Not a good source of quantitative data; best used to identify trends or themes
- Can lack the richness of personal interviews or direct observation
- Open-ended questions are time consuming to analyze
- Questions must be worded clearly to avoid misinterpretation

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Interview Tips
Interviews are purposeful conversations between the respondents and researcher.
- Plan the interview by developing a set of questions that focus on the research problem you have
identified.
- Field test the interview questions with three to five people not involved in the study.
- Group interviews can work well with students, depending on the research question.
- During the interview, take time to develop a rapport with respondents.
- Consider taping the interview (with the permission of your participants).

Advantages
- Provides the opportunity for in depth conversation with respondents
- Can yield rich data
- Questions can be clarified if necessary
- Researcher can ask additional questions
- Useful for gathering data from younger students

Disadvantages
- Interviews and data analysis can be time consuming
- If the interview is poorly planned, the data may be difficult to analyze
- Respondents do not have anonymity
- Possibility of interviewer bias
- Data does not lend itself easily to quantification

Observation Tips
Observation is looking with a purpose (Grady 1998, 2324). Observations are very effective when
combined with other data-collection methods.
- Develop an observation plan and a data-collection template.
- Conduct observations at different times of the day.
- Consider asking a colleague to conduct the observation.
- Consider using a camera or video tape when ethically appropriate.
- Be aware that the observers presence can affect the process.

Advantages
- Provides a holistic picture
- Is effective in classroom and playground situations
- Can document non-verbal behaviours
- Increases the researchers sensitivity to multiple variables

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Disadvantages
- It might be difficult to isolate specific behaviours
- Must use multiple observations for validity
- Time consuming and labour intensive
- May be distracting to participants

Observation

Work Schedule, Budget, and Project Timeline

Action research is time consuming and we recommend strongly that the sooner you start reading the
relevant academic literature connected with your thematic concern or research problem the better! Lets
look at Tiffanys work schedule and follow her thinking and action research project timeline in Table 1.
Table 1: Tiffanys work plan and ESTIMATED timeline

Timeline

Task

Notes

January 2013
- Begin reading the literature and identify a possible issue/problem area that I can address.
- Make sure my research issue is located in the educational literature to connect theory with practice.
- Be sure I understand the research problem and data collection methods of action research.
- I must get informed about action research online.
- How much money, budget do I have to spend on this project?

February
- Decide the research question or themes I will pursue during my action research.
- Keep reading the literature to connect theory with practice.
- I may wish to conduct a preliminary reconnaissance cycle of my issue to see that it exists in my
classroom.
- Prepare the data collection instruments and ensure that everything is ready for the action experiment
cycle 1.
- Implement action research cycle one (plan act observe reflect): Reflect and write up the preliminary
results on the data. This will take a fortnight to reflect properly and complete.
- Must consult with my project partners and SHOW my results to my research supervisors BEFORE
starting cycle 2.
- Consult with my supervisors and make sure research questions are relevant.

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-Keep a reflective journal to bring higher order thinking, and project planning into the research. The
reflective journal is also a research instrument that I can use as evidence during my research study.
- Data Collection occurs fortnightly so I must reflect and write up my results between the research cycles.
- How much money, budget do I have to spend on this project?

March
- Revise the plan from Cycle 1.
- Plan and implement Cycle 2.
- Prepare the data collection instruments and ensure that everything is ready for the action experiment.
- Implement action research cycle TWO (plan act observe reflect): Reflect and write up the results on the
data. This will take a fortnight to reflect properly and complete.

- By the end of March I should have completed action research Cycle 1 and action research Cycle 2.
- Should show my action research cycle ONE and TWO to my supervisors to ensure I am on the right track
with my action research project.
- Begin writing up my action research for publication.
- Must learn about triangulation of data collection instruments.
- Keep reading the literature surrounding my issue to shed light on what is happening in my classroom.
- Must learn about validity and reliability of my collection methods.

April
- I have been writing up my research results but now the formal paper for publication starts.
- Write up the results.
- Consult with my classmates and peers about their projects.
- Consult with my supervisors to ensure I am on the right track with my action research.
- Must learn about APA citation style.
- Must learn about validity and reliability of my collection methods.

May
- Ensure that each part of the paper is ready for publication.
- Hand in and publish the project by the end of May 2013.

June
- Holiday
- Next in table 2 create YOUR action research work plan and ESTIMATED project timeline.

Table 2: My action research project work plan and timeline

Timeline
Task
Notes/Actions
January 2013

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February
March
April
May
June
Holiday

REFLECTION: DATA ANALYSIS AND INTERPRETATION [8]

Action research methodology applies systematic cycles of reflection and problem solving that consist of
planning, acting, observing and reflecting. In cycle one the research team takes action then collaboratively
plans, acts, observes and reflects on the data (Carr & Kemmis, 1986; Kemmis, 2006). After practitioners
have reflected on the actions taken and data in cycle one, the second cycle emerges from the first. In
order to be considered valid, action research requires two complete research cycles and is undertaken in
collaboration with a research team (Kemmis & McTaggart, 1988; Tomal, 2010). Figure 1 is drawn from
Kemmis & McTaggarts (1988) action research spiral:

Figure 1: The action research spiral (from Kemmis & McTaggart, 1988).

The action research spiral enables the research team to visit the phenomenon at a higher level of reflection
each time, and this facilitates a greater depth of understanding (Koshy, 2010). As practitioners become
more proficient with action research, the focus turns to integration of the four critical moments and a forcing
of the topic of investigation through a spiral of systematic dialogue and critical reflection (Hawkins,
2011). The systematic spiralling of critical reflections generates learning experience(s) that challenge selfunderstanding, personal values (ontology) and pedagogical assumptions that ultimately lead to new ways
of knowing and doing in andragogy (Somekh, 2006).

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Importance of Reflection [9]
Riel (2012) argues that action research is a way of learning from and through one's practice by working
through a series of reflective stages that facilitate the development of a form of "adaptive" expertise. Over
time, action researchers develop a deep understanding of the ways in which a variety of social and
environmental forces interact to create complex patterns.
At the personal level, action research is a systematic set of methods for interpreting and evaluating ones
actions with the goal of improving practice. Action research is often located in schools and done by
teachers, but it can also be carried out in museums, medical organizations, corporations, churches and
clubsany setting where people are engaged in collective, goal directed activity. Equally important, not all
teacher research is action research. The process of doing action research involves progressive problem
solving, balancing efficiency with innovation thereby developing what has been called an adaptive form of
expertise.

The action researcher begins with a theory of action focused on the intentional introduction of change into
a social system with assumptions about the outcomes. This theory testing requires a careful attention to
data, and skill in interpretation and analysis. Activity theory, social network theory, system theories, and
tools of evaluation such as surveys, interviews and focus groups can help the action researcher acquire a
deep understanding of change in social contexts within organizations.

At the scholarly level, the action researcher produces validated findings and assumes a responsibility to
share these findings with those in their setting and with the larger research community through publication.
Many people acquire expertise in their workplace, but researchers value the process of building knowledge
through ongoing dialogue about the nature of their findings. Engaging in this dialogue, through writing or
presenting at conferences, is part of the process of action research.

References
Alberta teachers and action research Canada, adapted from the world wide web, December
2012. Adapted from[Link]

Adapted from the world wide web December (2012): Browns University
USA: [Link]

Hawkins, J. & Pink, S. (2012). Action research and critical thinking in the PPG TESL degree program
(forthcoming publication).

Kemmis, S., & McTaggart, R. (Eds.). (1988). The action research planner. Victoria: Deakin University.

Guidelines on how to write a literature review adapted December 2012 from

[Link]/MIM/coursematerials/.../[Link]

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McNiff, Jean. (2012). Action Research website: [Link]

Riel, M. (2012). [Link] adapted from the world wide web December
(2012): Pepperdine University United States.

[1] [Link]

[2] [Link]

[3] [Link]/MIM/coursematerials/.../[Link]

[4] [Link]

[5] Adapted from [Link] Page 21.

[6] [Link]

[7] Alberta teachers and action research Canada, downloaded from the world wide web, December 2012.

[8] Hawkins & Pink (2012). Action research and critical thinking in the PPG TESL degree program.

[9] [Link]