Writing up your action research project
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Take time out during the research process and the research write up or presentation process to articulate the cycle s and steps in your particular research. I encourage my students to draw the research as a cycle. This ensures the research remains true to the approach and it can help the researcher manage the messiness of action research by seeing how steps fit together. Time goes by quickly. In my mind was two minutes ago. It is therefore very important to use up to date literature. It may seem to be an obvious point, but failure to attend to recent evidence weakens research.
Action research demands a level of reflection on process and findings.
Nevertheless it is critical to show your findings and analysis. Reflection is not a substitute for research, so be transparent about what your findings were before you reflect on them. It is almost impossible for others to read research critically if there is no transparency of findings. The collaborative aspects of action research are widely written about, but sometimes literature makes collaboration sound and feel grander than it need be in reality. Collaboration can take many forms including working with students to understand an issue or to sense check the possible ways forward, it might mean working with colleagues to scrutinise your research design or findings, or as co-researchers.
Collaboration generates a multiplier effect as it is a vehicle for spreading and sharing ideas.
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Engagement with others can help moderate and challenge deeply held assumptions which would otherwise limit the possible ways forward through the challenges and problems which are at the heart of the research issue. So the 8th tip, is be open to others and draw the learning from collaboration in to both the process and the reporting of the research. This was really useful thank you Lydia — so close to writing my three years up to try to get it published.
You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. November 9, lydiaarnold. Like this: Like Loading One comment This was really useful thank you Lydia — so close to writing my three years up to try to get it published.
Leave a Reply Cancel reply Enter your comment here Action research practitioners reflect upon the consequences of their own questions, beliefs, assumptions, and practices with the goal of understanding, developing, and improving social practices.
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- Action Research.
This person is seeking to be better understand the effects of their action in social settings and to engage in a process of living his or hers values. The second level is a collective process of understanding change in a classroom,  office, community, organization or institution. Action research enlists others, and works to create a democratic sharing of voice to achieve deeper understanding of collective actions. This can be done in many ways, in journals,  on websites, in books, in videos or at conferences.
The Social Publishers Foundation  provides support for this process. Action research involves actively participating in a change situation, often via an existing organization, whilst simultaneously conducting research. It can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices and knowledge of the environments within which they practice.
As designers and stakeholders, researchers work with others to propose a new course of action to help their community improve its work practices.
Depending upon the nature of the people involved in the action research as well as the person s organizing it, there are different ways of describing action research. There are also a set of approaches that share some properties with action research but have some different practices. Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change.
This tension exists between. Action research challenges traditional social science by moving beyond reflective knowledge created by outside experts sampling variables, to an active moment-to-moment theorizing, data collecting and inquiry occurring in the midst of emergent structure. From this starting point, to question the validity of social knowledge is to question, not how to develop a reflective science about action, but how to develop genuinely well-informed action — how to conduct an action science". The goal is both to create and share knowledge in the social sciences.
Online tutorials  offered by the Center for Collaborative Action Research  describe the process of engaging in action research from framing the inquiry question to sharing new knowledge with the community. Chris Argyris ' action science begins with the study of how human beings design their actions in difficult situations. Humans design their actions to achieve intended consequences and are governed by a set of environment variables.
How those governing variables are treated in designing actions are the key differences between single-loop and double-loop learning. When actions are designed to achieve the intended consequences and to suppress conflict about the governing variables, a single-loop learning cycle usually ensues.
On the other hand, when actions are taken not only to achieve the intended consequences, but also to openly inquire about conflict and to possibly transform the governing variables, both single- and double-loop learning cycles usually ensue. Argyris applies single- and double-loop learning concepts not only to personal behaviors but also to organizational behaviors in his models. This is different from experimental research in which environmental variables are controlled and researchers try to find out cause and effect in an isolated environment.
Cooperative, aka collaborative, inquiry was first proposed by John Heron in and later expanded with Peter Reason and Demi Brown. The major idea is to "research 'with' rather than 'on' people. Cooperative inquiry creates a research cycle among 4 different types of knowledge: propositional as in contemporary science , practical the knowledge that comes with actually doing what you propose , experiential the real-time feedback we get about our interaction with the larger world and presentational the artistic rehearsal process through which we craft new practices.
At every cycle, the research process includes these four stages, with deepening experience and knowledge of the initial proposition, or of new propositions. Participatory action research PAR has emerged in recent years as a significant methodology for intervention, development and change within groups and communities. It is now promoted and implemented by many international development agencies and university programs, as well as countless local community organizations around the world.
This was further developed in "adult education" models throughout Latin America.
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Orlando Fals-Borda — , Colombian sociologist and political activist, was one of the principal promoters of participatory action research IAP in Spanish in Latin America. He published a "double history of the coast", book that compares the official "history" and the non-official "story" of the north coast of Colombia. William Barry Atkins and Wallace defined an approach to action research which focuses on creating ontological weight. Barry was influenced by Jean McNiff's and Jack Whitehead's phraseology of living theory action research but was diametrically opposed to the validation process advocated by Whitehead which demanded video "evidence" of "energy flowing values" and his atheistic ontological position which influenced his conception of values in action research.
You and Your Action Research Project: 4th Edition (Paperback) - Routledge
Barry explained that living educational theory LET is "a critical and transformational approach to action research. It confronts the researcher to challenge the status quo of their educational practice and to answer the question, 'How can I improve that I'm doing? The mission of the LET action researcher is to overcome workplace norms and self-behavior which contradict the researcher's values and beliefs. The vision of the LET researcher is to make an original contribution to knowledge through generating an educational theory proven to improve the learning of people within a social learning space.
The standard of judgment for theory validity is evidence of workplace reform, transformational growth of the researcher, and improved learning by the people researcher claimed to have influenced Wendell L. French and Cecil Bell define organization development OD at one point as "organization improvement through action research". Concerned with social change and, more particularly, with effective, permanent social change, Lewin believed that the motivation to change was strongly related to action: If people are active in decisions affecting them, they are more likely to adopt new ways.
Lewin's description of the process of change involves three steps:  Figure 1 summarizes the steps and processes involved in planned change through action research. Action research is depicted as a cyclical process of change.