Practitioner led action research in post-16 English, maths and ICT

(literacies) contexts

Bob Read, Joss Kang, Ian Grayling & Claire CollinsSkills for Life? English, maths and ESOL for 21st Century Citizens22nd October, London

• Develop a shared understanding of what we mean by ‘PLAR’

• Identify how PLAR can be used as a vehicle for self development and professional practice

• Begin to explore areas of your practice which could benefit from PLAR

Workshop aims

“Teachers can only really be professional if they are able to engage in and with research around ‘best practice’ in their profession… "

Carr and Kemmis, 1986

"To be at their most effective, teachers and teacher educators need to engage with research and enquiry"

BERA –RSA Inquiry into Research and Teacher Education, 2014

Practitioners as researchers

Why 'practitioner-led action research'?

Practitioner-led action research (PLAR) aims to improve and to involve. There should be improvements in:

• practice;

• understanding of the practice by its

practitioners; and

• the situation in which the practice takes

place.(Carr, W. and Kemmis, S. (1986) ‘Becoming Critical: Education Knowledge

and Action Research’, Routledge, p.165)

Margaret MacMillan

• Social reformer, late 19th ct • Concerned about health and welfare of children in industrial north (Bradford)

‘children attended school in every stage and state of physical misery’

•Worked with school medical officer

Action Research is not a new practice - Margaret MacMillan’s chart

Margaret’s Research was presented ‘multimodally’ – it had a significant impactfor this reason

1906 Provision of School Meals Act

So PLAR…..

• enables practitioners to identify and enquire into real problems or issues that they encounter in their work;

• develops practitioners’ capacity to critically question their experience and reflect on their actions;

• links practice to its underpinning theory by using theory to question practice and practice to question and inform theories; and

• is accessible to and usable by other practitioners in similar situations.

Exploring some research and resources

Working in five groups, you will look at one of the following

1. Planning and monitoring learning (Wirral Lifelong & Family Learning + HMP Humber)

2. Digital literacies (Kirklees College (x 2 projects)

3. Introverts and extroverts in ESOL (Woking College)

4. Multi-modal reporting eGuide

5. What is PLAR? & critique of PLAR

In jigsaw (new) groups...

● What did the researchers learn about their topics?

● Does the research challenge any dominant discourses?

● What are the benefits of PLAR for literacies practitioners/ learners? How could organisations benefit?

● To what extent were the researchers empowered through their research?

● If you could undertake PLAR, what are some ‘hunches’ you would like to test out?

● How can research in adult literacies contexts help better prepare learners for work and life?

‘Stages’ of PLAR

The diagram lays out a typical research process:

1.Planning and preparation

2.Data collection

3.Analysis

4.Reporting, disseminating and embedding into practice

The diagram above is taken from the Education Scotland ‘PLAR’ website (see http://www.scotland.gov.uk/Publications/2009/12/15095637/16)

We can also identify PLAR ‘cycles'

The eCPD module supports a practitioner’s action research journey right from early planning through to final reporting, and beyond.

Want to know more?

Action research e-CPD module