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Innovative Action Research: Enhancing Classroom Practice

Discover how Problem-Based Methodology and Action Research merge to challenge teaching practices, explore theories of action, and improve student learning outcomes. Dive into the unique approach of learning conversations and evaluation methods to drive educational excellence.

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Innovative Action Research: Enhancing Classroom Practice

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  1. Action Research Digital Daze Cluster Coordinators Meeting 18 Feb 2009

  2. Action Research: Purpose • “to enable groups of people to formulate mutually acceptable solutions to their problems” (Stringer, 1999) • “to find out about about a situation where improvement or change is needed, and then to act with relevant others to make a difference to practice” (Cardno, 2003) • People working together to investigate a significant issue or problem

  3. Our significant issues and problems

  4. What impact has our teaching of inquiry had on students’ understanding of inquiry? • How do we know that our inquiry development is making a difference to student learning? • How should we assess inquiry?

  5. (Cardno, 2003, p. 13)

  6. Problem Based Methodology:Robinson & Lai • Purpose: to improve teaching practice and outcomes for students • Address practical problems rooted in classrooms • Process explores thinking and practices that might be blocking learning and improvement

  7. (Robinson & Lai, 2006, p. 16)

  8. PBM Theory • Teaching is a collection of practices. • Practices are solutions to problems posed to teachers in their work. • Solutions are informed by ‘theories of action’. • Teachers may or may not be aware of their theories of action and the constraints they are working to satisfy. • Theories are ‘espoused’ (the talk) or ‘in use’ (the walk) – these do not always line up

  9. PBM: Action Research with a Difference • PBM different from other forms of action research because it involves a process to challenge thinking – lets us talk about the difference between the ‘talk’ and the ‘walk’

  10. Evaluating theories of action • Accuracy – check out each of the assumptions, what is meant by these? • Effectiveness – does this solution deliver what it intended? • Coherence – intended and unintended consequences • Inprovability – testable and include feedback loops?

  11. Our Approach: Merge PBM with DAR PBM

  12. Control Conversations vs Learning Conversations • Control conversations push a perspective on others • Learning conversations explore multiple viewpoints and invite the perspectives of others • Learning conversations – different points of view = competing theories

  13. The Ladder of Inference. Source: Robinson & Lei, 2003, p. 46

  14. References • Cardno, C. (2003). Action Research: A Developmental Approach. Wellington: NZCER • Robinson, V. & Lai, M. (2006). Practitioner Research for Educators: A Guide to Improving Classrooms and Schools. Thousand Oaks: Corwin Press • Stringer, E. T. (1999). Action Research (2nd Edn.). Thousand Oaks: Sage

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