This s a presentation for University of Sheffield Pro-D Seminar

1. Action Research How Do ‘I’ Improve My Practice? Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

2. What is my reality? Experience a tension between my values and the values of my organization Lack of democratic principles in decision-making Teachers voices are not heard Support for teachers by Curriculum Officers vary Teachers’ voices are not heard Few forums for teachers to experience learning from their colleagues Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

3. Why do I choose Action Research as my Methodology? What is Action research? My Action Research Project Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar Action Research

4. Choosing a Methodology Phenomenology case study Evaluation research Applied/ Empirical research Participatory Action research Action research ethnography Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

5. Two Definitions of Action Research A term which refers to a practical way of looking at your own work to check that it is as you would like it to be. Because action research is done by you, the practitioner, it is often referred to as practitioner based research; and because it involves you thinking about and reflecting on your work, it can also be called a form of self-reflective practice. (McNiff (2002) in jeanmcniff.com) A form of self-reflective enquiry undertaken by participants in social (educational) situations in order to improve the rationality and justice of Their own social or educational practices Their understanding of these practices The situations in which the practices are carried out (Kemmis (1988) Action Research p168 in Hammersley (ed.) 2007 SAGE) Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

6. Generations of Action Research Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

7. What is Action Research ? Action research covers a broad array of research strategies that are dedicated to the integrated production of knowledge and the implementation of change Action research … is Praxis- committed action is Systematic system of inquiry knowledge-generating enacts change is participatory relies on a cyclical self reflective process can only be enacted by the actor himself O’Leary 2004 The Essential Guide to Doing Research London. SAGE. Chapter 10. Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

8. Approaches to Action Research Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar Participatory Action Research (PAR) Action Research for Professional Development Kemmis 1983

9. Epistemological and Ontological Considerations of ParticipatoryAction Research Kemmis and McTaggart 2005 Critical Theory perspectives: Multiple Methods Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

10. Participatory Action Research Kemmis and McTaggart 2005 Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

11. Issues in Participatory Action Research Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

12. Action Research as a Methodology of Care “While action research might begin with the commitment of the individual ‘I’, this is an ‘I’ who recognises her or himself in relation to others; and this is a reciprocal commitment enacted collectively. It is not a case of one individual over against the rest; it is a case of all individuals acting in the best interest of each other.” “This is why I call action research a methodology of care. Jean McNiff (1999) Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

13. Action Research and Learning Doing action research helps you to grow professionally, to show how you are extending your own professional knowledge. Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

14. Living Educational Theories Teachers are generating their own living educational theories by examining their own practice by answering questions like ‘How can I improve my practice? (Whitehead 1989) Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

15. My Educative Influence While I recognise I may not be able to change a system with a legacy of colonial structure I can change the way I practice and relate with those in my sphere of influence These include my colleagues at the MOE and teachers whom I am supposed to support as they work to inplement curriculum at schools Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

16. Action Research is a Decolonizing Methodology Action Research places the practioner as the main actor in his/her research (McNiff 2003) Action Research is tailored to a specific historical-social context Action Research allows freedom of choice of methods to use (Kemmis and McTaggart 2005) Action Research is empowering and liberating Action Research is about me interrogating my practice in the here and now (Kemmis 1988) Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

17. Issues in Practioner-based Research Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

18. How do I validate my Action Research project? Through developing criteria and standards Through gathering evidence to show that a change that is democratic can take place Through my writings and insights Through the ‘voices’ of teachers via computer-mediated text Through remaining critical throughout the process Through adopting ethical procedures Through making decisions to change my practice based on the evaluations of my project Through my communication of my findings using Habermas(1971) validity claims. Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

19. Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar My Action Research Project

20. My Action Research Questions As a I reflect on my practice, crafting some good questions will enable me to examine the problem more closely and then to collect evidence that will help me to find solutions. Recognise a problem Identify a possible solution Anticipate outcomes… Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

21. Crafting my question(s) My concerns I care about the level of support that I give to teachers as they try to integrate technology into the curriculum My problem statement I am not satisfied with the quality and level of support that teachers have when they attempt to integrate technology into the curriculum My action question What action can I take to improve the level of support that teachers currently have as they try to integrate technology into the curriculum My anticipated outcomes If I use an online forum such as a professional social network, and observe if and how teachers participate, will this provide clues as to how I, and colleagues at the CPDD, can enhance the level of support that teachers need to effectively integrate technology into the curriculum? Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

22. Still Crafting my question(s) My methodology Action Research to investigate the impact of using an online social network site to engage teachers professionally My critical friends My colleagues at MOE in eight core curricular areas plus others involved with technology from ICT , media and Educational Technology. My evidence Talk, conversations, actions of site participants collected through computer-mediated tools My expected contribution to new knowledge This research could encourage officers at CPDD to adopt action research as a way to interrogate their practice, to be self-critical and to discover new ways of improving practice. Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

23. Characteristics of an Action Researcher Acquiescence is not a characteristic of an action researcher. He is resourceful, committed, tenacious, and above all, curious. He will not be satisfied with a given system if he sees elements of the system as unsatisfactory. He will seek to change it. In doing so, he refuses to be a servant, but becomes an acting agent. He rises above the role of a skilled technician and becomes an educator. Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 50 Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar

24. References Elliott,J. (1991)Action Research for Educational Change. Open University Press. Hammersley,M. (2004) Action Research- A contradiction in terms? Oxford Review of Education 30:2 p 165 Kember,D. (2000) Action Learning and Action Research-Improving the Quality of Teaching and learning. KoganPage. Kemmis , S.(1988)Action Research in Hammersley,M. (ed.) Educational Research and Evidence-Based Practice SAGE. P167-180 Kemmis.S. and McTaggart,R. (2005)’Participatory Action Research: Communicative Action and the Public Sphere’ in Denzin,N. and Lincoln,Y. (eds.) The SAGE Handbook of Qualitative Research 3rd ed. p 599 McNiff, J. (2001)Action Research and the professional learning of Teachers available at http://www.jeanmcniff.com/items.asp?id=42 O’Leary,Z. (2004) The Essential Guide to Doing Research. SAGE. London. Whitehead,J. (1989) Creating a Living Educational theory From Questions of the Kind, How Do I improve My practice? Available at http://www.actionresearch.net/writings/livtheory.html Prepared by Vimala Kamalodeen 14/7/11 EdD University of Sheffield Pro-D Seminar