Researching strategies and interventions:

Action research and enquiry processes as vehicle for embedding

literacy and numeracy

Learning through research is a personal journey of discovery

(Brew, 2003)

Your taskWhat are your questions regarding using action research and

enquiry processes to reflect on your teaching/for your own PD?

What do you think can be potential issues with this approach?

Take a moment to think about the questions, then turn to the person next to you and discuss…

Reflection enables teachers to systematically inquire into their own practices and processes. Both are central for transforming educational practices (Brookfied, 1995).

Academic staff development is essential for the implementation of educational change (Duke, 2004)

Related questions:• How do we define ‘sustainable’?• What are we trying to change or transform?• Can it be changed by applying action

research + enquiry processes?• What are the exact actions of teachers that

cause the transformation?

From “informed prescription” to “informed professional judgement”(Fullan, 2003, p.6)

Action research and enquiry processes for embedding work

Steps of action research + embedding cycle

Diagnose

InterveneTest

Reflect + evaluate

Authored by Schwenger, 2010

Meta-evaluation/Impact study How can action research and enquiry support change initiatives for teaching staff and lead to sustainable change?

Electrotechnology Numeracy Place value

Animal Care Terminology

Library Listening + accessibility of library vodcasts

Foundation Studies Nursing Writing reports

Automotive Technology Writing skills

Music Reading of discipline texts

2010 Individual projects

Meta-evaluation/Impact study

How can action research and enquiry support change initiatives for teaching staff and lead to sustainable change?

Languages Speaking English outside the classroom

Library Information literacy: increasing distance learning students’ engagement with library resources

Business and Computing/Business

Self-paced Moodle learning module re reading of discipline texts/reading comprehension

Music Reading comprehension

Te Puna Ako Learning Centre

E-learning: paraphrasing

2011 Examples of individual projects

Design 2010

Snapshot –before the initial interview

How do the participants feel after the first action research workshop (reconnaissance)? What are their thoughts on the process of setting up an action research project so far?

Can they identify with any of the given roles?

The students have different perceptions … “whereas I see myself as teaching them how to learn and continue to learn!”

Initial interview

Themes that emerged …

Engaged and experienced in providing tertiary learning

Tertiary teaching or LLN teach. qualification influential

No one used formal AR process

Gains: Receiving feedback + be a more effective teacher (3); student gains (2); measure value (1)

Final interview 2010

Voices of the teachers: personal AR experience

“Ongoing nature gives more time to reflect – commitment to meet again.”

“One of the most valuable projects I could have been involved in.”

“It has given me the opportunity to think more strategically about what we are doing and why.”

Useful to engage in research – “research on training wheels”. Everybody mentioned that they would like to publish and present at conferences (has already happened).

Voices of the teachers: downsides

“Not easy to find time and enthusiasm of teachers.”

“Had to redo my plans. ”

“Things did not work out as I thought.”

“Not much support later on in project.”

“Is research by teachers seen as valid and vital by institute?”

“AR is not recognised as professional development at Unitec.”

Voices of the teachers: student evaluation

All projects have had a student evaluation aspect included.

Students were surveyed to capture their opinions on the intervention.

All teachers reported that the interventions were considered successful, helpful or useful by students.

Changes in skill levels were captured by the National Assessment Tool, or through assignments and tests.

“It made me ‘gear up’ my awareness of my teaching in a way that I might not otherwise have encountered.”

“Other professional development initiatives are on the side. Action research sits alongside the teaching and is part of the process.”

“It made me much more focused on evidence to support my reflections and to provide a more unbiased view of need for changes to teaching and learning.”

Voices of the teachers: changes for their teaching

Voices of the teachers: long-term changes for teaching

“I will focus more on the dialogue with academic writing issues. I see myself as making the path clear for students to position themselves in the academic game.”

“It has helped me to accept that teaching is interminally challenging and that there are no quick fixes.”

“Teach – reflect – amend. Feedback = raised flags.”

Discussion of outcomes

Interventions were based on discipline-specific, explicit activities, developed after considering students’ needs. Students’ progress + feedback was captured.

Enhanced thinking The researcher-practitioners have

systematically investigated their own practices and processes by reflecting and focusing on one particular issue (Brookfield, 1995).

Action research and enquiry processes have helped teachers to reflect and focus on their teaching practice as well as grow research capability.

It has been a successful initiative for embedding literacy and numeracy, with explicit and specific interventions being designed, implemented and evaluated.

Design 2011