Action Research: The School as the Center of Inquiry

1. Action Research:The School as the Center of Inquiry R. Martin Reardon’s summary of Chapter 20 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 304-320

2. The ideal of the scholar-teacher • Lewin (1948) • Social research should be based on the actions groups take to improve their conditions • Certainly not “gold standard” randomized control • Corey (1953) • Traditional research has little influence on school practice • The value of action research…is determined primarily by the extent to which findings lead to improvement in the practices of the people engaged in the research” (p. 9) • Sagor (1993) • Collaborative action research as a vehicle to develop an active community of professionals • Hubbard & Power (1993) • Use our own classrooms as laboratories & our students as collaborators to change the way we work with students Chapter 20: 9 slides

3. How to conduct Action Research? • Similar to developing action plans with individual teachers (Chapter 16) Phase 1: Select area of focus Phase 2: Conduct a needs assessment • Understand the problem & how it might be solved • Gather baseline data Phase 3: Design an action plan • Including evaluation plan Phase 4: Carry out the plan Phase 5: Evaluate the effects • Use the change from the baseline data • Expand, revise, or discontinue based on findings Chapter 20: 9 slides

4. Developmental levels • DC • Not compatible with Action Research • DI • Suggest alternative goals, data collection & analysis methods, & actions plans & invite s to choose from the menu • C • Joint decision-making • Transitional to… • ND • Full-fledged “teacher-researchers” • Houser (1993): “They initiate every aspect of the research project…responsible for formulating the questions, selecting the tools, collecting, analyzing, & interpreting the data” (p. 58) Chapter 20: 9 slides

5. Decisions about Action Research? • Needs Assessment (Phase 2: Conduct a Needs Assessment) • Eyes and ears, Systematic classroom & school observations, Official records…etc. (Ch 13) • Brainstorm Activities (Chs. 16-19) • What type & frequency of direct assistance in appropriate? • What meetings & discussions integrate with faculty group development? • What inservice opportunities are required? • What curriculum development is indicated? • Make a plan (Phase 3: Design an Action Plan) • Affinity diagrams, Impact analysis, Gantt chart…etc. (Ch. 13) • Determine ways to observe progress • Observation instruments (Ch 14) • Choose evaluation design • Qualitative, quantitative, or mixed design (Ch 15) Chapter 20: 9 slides

6. Action Research as Catalyst • The key to it all… • Begins with a focus on need to improve instruction as perceived by faculty • Ripple effect activates • Direct assistance • Professional development • Curriculum development • Group development Chapter 20: 9 slides

7. Expanding boundaries of AR concept • Problem-solving approach • Interpretative AR • Inquire into meaning participants make of e.g., “change” • Critical Action AR • Challenge existing practices • Praxis: interactive cycle of practice & theory building • Logic Model as a blueprint for both Chapter 20: 9 slides

8. Shared governance for Action Research • Three Premises • Every professional who wants to be involved can be • Any professional who does not want to be involved can make that choice • Once a decision is made, all must implement it • Three Principles • One person, one vote • Expertise, influence, & credibility more important than status • Decisions limited to scope of school • Focus on creating a dialogue about instruction • Not a depository of complaints about non-instructional concerns • Authentic feedback • Establish a true forum for intellectual discourse in a small group (7 to 11 members) Chapter 20: 9 slides

9. Operational Model of Shared Governance • Three formal groups • Executive Council (7 to 11 members) • Acts on & monitors schoolwide instructional improvement recommendations • Majority of teachers (& Principal who is neither Chair nor Co-Chair) • Perhaps elected from Liaison Groups • At least 3 years with staggered terms • Potentially also includes parents & students • Does not make recommendations • These must come from Task Forces • Not administrative or intrusive into Departmental matters • Liaison Groups • Communication links; deliberately NOT departmental groups • Task Forces • Ad hoc—created by Executive Council for specific purpose • Volunteers & 1 Executive Council member (who is not Chair) • Decision-making Procedures • Task force recommends to Executive Council for vote or tabling until next meeting • Implementation • Task Force disbands at this stage • Executive Council (including the Principal) enforces & oversees Action Research to monitor & evaluate Chapter 20: 9 slides

10. Facilitating Action Research • Provide basic preparation in gathering & analyzing data (see ADMS 620) • Simple quantitative & qualitative methods • Simple methods for reviewing & summarizing data & drawing data-based conclusions • Establish a set of ethical guidelines • Process of review to make sure of adherence • Provide resources • Especially time to plan, gather data, analyze, & implement • Provide opportunities for sharing findings • Both within & outside this school Chapter 20: 9 slides