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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

• What sort of considerations are necessary to take action in your educational context?
• How do you facilitate an action plan without disrupting your teaching?
• How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

• How does a semi-structured morning meeting improve my classroom community?
• How does historical fiction help students think about people’s agency in the past?
• How do I improve student punctuation use through acting out sentences?
• How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

• How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

• Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
• Ensure participants’ rights to withdraw from the study at any point .
• Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

• Have you identified a topic for study?
• What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
• Have you read a sufficient amount of the relevant literature?
• Have you developed your research question(s)?
• Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

• a working title for your project, which you may need to refine later;
• the background of the study , both in terms of your professional context and personal motivation;
• the aims of the project;
• the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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ACTION RESEARCH IN READING

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Manit Bacate

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The aim of this study was to find out the factors that affect students' reading speed and comprehension that are related to students, teachers, and school with particular reference to Grade Nine Manasibu Secondary of West Wallagga Zone, Oromia. A descriptive survey of quantitative and qualitative data analysis method was employed to carry out this study. 97 students and 12 teachers were selected using purposive and simple random sampling techniques. The data were gathered through questionnaires, interview and classroom observation. The questionnaires were used to explore the teachers', students' and school related constraints with respect to the learning and teaching of reading speed and comprehension skills. The interview and classroom observation supplemented the data obtained through the questionnaires. Numbers and percentages were used to analyze the collected data. The result of the study revealed that the teachers rarely played their roles to improve the students' reading speed and comprehension in the classroom reading due to lack of awareness. Besides, the main factors students' related factors that affect the students' reading speed and comprehension skills in the target grade level were such as carelessness, negative attitudes toward reading, poor background knowledge, lack of knowledge of using appropriate reading strategies to the purpose of the reading, lack of practice and low participation in classroom reading. The finding also revealed the problem related to school like less orientedness to the reading skills, lack of finance, lack of awareness, large number students in each class, unsuitability of seating arrangements to pair and group works and lack of access to teaching aids. Finally, on the basis of the findings, it was recommended that in order to improve students' reading speed and comprehension, above all, the students have to practice reading in the target language by reading in the library and at their homes and by participating activities in the classroom. To this end, teachers also ought to play prominent roles to improve the students' reading speed and comprehension. That is, they should use modern methodologies which give room for improvement of reading speed and comprehension and the students have to play their appropriate roles in doing against problems that hindered students' learning of reading skills. Besides, the concerned bodies need to deal with the problem of large class size and instructional materials related factors to alleviate the problem.

Justice Agyei Ampofo

edna albaran

ABSTRACT 1. Title: ENHANCING ORAL READING COMPETENCE OF GRADE SIX PUPILS THROUGH REMEDIAL INSTRUCTION IN COASTAL SCHOOLS OF ALUBIJID DISTRICT, DIVISION OF MISAMIS ORIENTAL SY 2017-2018 2. Author: ALBARAN EDNA NOB (Last Name) (First Name) (Middle Name) 3. Type of Document : Action Research 4. Type of Publication : Published 5. Key Words: Oral Reading Enhancement 6. Abstract 6.1 Summary This study attempted to enhance the Oral Reading Competence of Grade Six pupil respondents through Remedial Instruction in Coastal Schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018. Specifically, this study sought answers to the following questions: 1. What is the Oral Reading Competence of the Grade Six pupil respondents after conducting Two Months Remedial Reading Instruction 1.1 Repetition Approach: Reading Aloud with Expression 1.2 Guided Repeated Oral reading? 2. What is the profile of the Grade Six pupil respondents considering the following: 2.1 sex 2.2 attitude towards Oral reading 2.3 teacher traits 2.4 teaching methodology 2.5 exposure to reading materials? 3. What is the Oral Reading Competence in English of the Grade Six pupil respondents on the following: 3.1 pronunciation 3.2 vocabulary 3.3 grammar 3.4 fluency 3.5 comprehension; and 3.6 overall results on Enhancement Oral reading skills after remedial instruction? Research Methodology This study employed the descriptive research method which involved twelve ((12) respondents in the coastal schools of Alubijid District, Division of Misamis Oriental. The respondents were non-readers and very slow readers based on the oral reading results of Phil-IRI S.Y. 2017-2018. The number of samples were identified through proportional allocation sampling design. The research instruments were used to gather data namely: a questionnaire to determine the pupil’s sex, exposure to reading materials the instructional materials used to conduct remedial reading, the reading comprehension skills test in attitude towards oral reading, the teacher traits and teaching methodology. The statistical tool was used to analyze the data gathered: descriptive statistics such as means, percentages and standard deviation to describe the proficiency level. The researcher with the help of the English Teachers, personally conducted he oral remedial instruction and administered the questionnaire Findings The following are the salient findings of the study: 1. There were twelve (12) respondents, involving 10 males and 2 females. On the Repetition Approach: Reading Aloud with Expression, the respondents with poor to fair had mean rating of fair oral reading competence, the respondents had also fair rating in guided Repeated Oral Reading. 2. In general, the findings disclosed that the Grade Six pupil respondents in coastal schools of Alubijid District, Division of Misamis Oriental, S.Y. 2017-2018 had barely fair oral reading competence after conducting two months intensive remedial instruction. The oral reading competence of the respondents was increased/improved from non-reader to fair reader (instructional level). 3. The pupil respondents had obtained fair rating in pronunciation, grammar, vocabulary and fluency. The respondents’ weakest area is comprehension. Conclusions Based on the results of the study, the following conclusions were drawn: 1. The Grade Six pupil respondents in Coastal Schools of Alubijid District, Division of Misamis Oriental, in the School Year 2017-2018had fair performance in Oral reading competence after the conduct of two months intensive remedial instruction. It implies that they had improved their oral reading skills from non-reader to fair reader level. 2. The following independent variables in this study such as sex, attitude towards oral reading, teacher traits, teacher methodology and exposure to reading materials, all play vital roles in enhancing the pupils’ oral reading competence. 3. Although the overall performance of the respondents was fair, they performed very satisfactory in pronunciation. The respondents’ weakest area is in comprehension, followed by fluency, grammar, and vocabulary. It implies that majority of the respondents were able to read the given statements but did not understand what is being read. Recommendations In the light of the findings revealed in the study, the researcher set forth the following recommendations: 1. Pupils’ attitude towards oral reading English came out an important factor in the pupils’ oral reading competence/skills. The teacher should capitalize on this by motivating the children to develop their interest in reading. 2. The teacher should conduct regular remedial instruction to the non-readers from Grades I to VI to improve their oral reading skills using the Repetition Approach: Reading Aloud with Expression and Guided Repeated Oral Reading Strategies. Furthermore, the teacher should put up a “Learners’ Kiosk” inside the classroom with reading facilities such as reference books, supplementary books, magazines, and periodicals, to be ready in times the pupils need them. This would encourage the pupils to read during their vacant periods and help develop positive attitude towards oral reading. 3. Pupils must answer in complete sentences to develop fluency, grammar, and comprehension. 4. The pupils who are already advanced in reading may be properly motivated to help their classmates who are not good in oral reading. This peer activity will enhance the oral reading development of the slow learners. 5. Future researchers should look into the oral reading competence skills of pupils in other districts to find out their status so that they can be properly guided in reading, which is very important in their academic performance.

European Journal of Educational Research

hayati akyol

Maripaz Panopio

RADHIKA SHARMA

This content emphasizes the significance of English as a global language and a tool for learning across various domains. It outlines the four essential language skills – listening, speaking, reading, and writing – and their role in effective communication. The importance of early reading education is highlighted, discussing its benefits in fostering memory, strengthening the brain, and enhancing analytical abilities. The text also emphasizes the role of reading in introducing students to diverse cultures and promoting independence and confidence. The theoretical background delves into reading challenges and categorizes them into specific word reading challenges (SWRD), specific reading comprehension challenges (SRCD), and mixed reading challenges (MRD). The content further discusses the methodology of identifying and addressing these challenges, emphasizing the need for systematic phonics support and intervention. The reflection section offers insights into observed improvements and challenges faced during the implementation of reading strategies. Recommendations for improving reading skills include building vocabulary, using online resources, employing visual aids, and encouraging critical thinking. The importance of summarizing techniques and question-answer scenarios is underscored, with a focus on enhancing students' comprehension and analytical abilities. The abstract concludes with a call for active engagement in teaching methods that foster critical thinking and creativity in students.

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