mills chapter 01

MillsAction Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved.

Action Research

Geoffrey E. Mills

Fifth Edition

© 2014, 2011, 2007, 2003, 2000Pearson Education, Inc. All rights reserved.

A Guide for the Teacher Researcher

MillsAction Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved.

Chapter 1

Understanding Action Research

1-3MillsAction Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved.

Traditional Educational Research

Studies that explain, predict, and/or control educational phenomena manipulate and control variables test a hypothesis

Researchers separate from classroom setting


Quantitative Research

Collection and analysis of numerical data to describe, explain, predict, or control

Tests hypotheses in controlled ways


Qualitative Research

Uses narrative, descriptive approaches to data collection

Goal is to understand the way things are and what it means from the perspectives of the research participants


Mixed-Methods Design

Studies that combine quantitative and qualitative data collection techniques in a single study


Action Research Any systematic inquiry conducted by

teacher researchers, principals, school counselors, or other stakeholders …

in the teaching/learning environment … to gather information about how their

particular schools operate, how they teach, and how well their students learn.

Research done by teachers for themselves


Brief History

Lewin (1934) coined “action research” America: Dewey & progressive

education movement United Kingdom: Curriculum reform Australia: Collaborative curriculum

planning


Critical Action Research

“Emancipatory action research” goal is liberation through

knowledge gathering Draws heavily from postmodernism

truth is relative, conditional, situational

knowledge is outgrowth of experience


Socially Responsive Action Research

Democratic enabling participation of people

Participatory building community of learners

Empowering providing freedom from oppressive,

debilitating conditions Life-enhancing

enabling expression of full human potential


Practical Action Research

Emphasis on “how to” teach Assumptions

teachers are autonomous teacher researchers are committed to

professional development and school improvement

teacher researchers want to reflect systematically on their practices

teacher researchers will design their own research focus and methods


Goals of Action Research

To improve the lives of children To learn about the craft of teaching


Credo for Reflective Practice

Everyone needs opportunities for professional growth.

All professionals want to improve. All professionals can learn. All professionals assume responsibility

for professional growth and development.

People need and want information about their performance.

Collaboration enriches professional development.


Justifying Action Research

Action research is persuasive and authoritative.

Action research is relevant. Teachers have access to research

findings. Action research challenges the

intractability of educational reform. Action research is not a fad.


Incorporating Action Research into Daily Teaching

Try it! Be convinced that the time and energy

is worth it. Know that the process can be

undertaken without negative impact on your personal and professional life.

Ask for support from your professional colleagues.


The Process of Action Research


Mills’ Dialectic Action Research Spiral