Center for collaborative action research average income by education level

professional practice. However it is also a collaborative process as it is done WITH people in a social context and understanding the change means probing multiple understanding of complex social systems. level 4 uk education And finally as research it implies a commitment to data sharing.

There are a range of modifiers that people use for action research and many different dimensions which can be highlighted in different ways to create what some have called a family of approaches to action research(Noffke and Somekh, 2009; McNiff, 2013; Rowell, Polush, Riel and Bruewer, 2015; Rowell, Riel & Polush, 2016). We use collaborative action research to highlight the different ways in which action research is a social process.

Action researchers differ in the weight that they put on different factors or dimensions of action research (for more discussion and examples, see Rowell, Riel and Polush, 2016).

Each action researcher evolves his or her approach to doing action research as the conditions and support structures are unique. To understand how action research varies, I describe two points, A, and B, along six dimensions. When someone engages in action research, they (or others) make choices that place them at some point along the continuum for each dimension. Some will argue that side A, or B, or a perfect balance between them, is ideal, or even necessary, to call the process action research. Most will have very convincing arguments for why all action research should be done in the way they advocate. The dialogue is healthy and helps us each understand the value of the positions we take. By understanding the boundaries we develop a deeper understanding of the process. (If you click on the bar graphic, you can make your own choices and compare them with others. )

Authors and professors as well as practitioners often have very strong views about what are the essential (and non essential) characteristics of action research. Movement to one or the other side of each continuum represents shifts in the action research approach.

I like to think of action research as a disposition of mind as well as a research approach. It is a commitment to cycles of collective inquiry with shared reflections on the outcomes leading to new ideas. Action research forms a path towards a professional "adaptive" expertise. Hatona and Ingaki (1986) set out a contrast between efficiency expertise and adaptive expertise. I have added innovative expertise and created this chart.

The yellow path can also be applied to the activist who is singled minded without researching the outcomes and consequences of action, The blue panel might be the path of researchers who do not apply their theories to change contexts. national average education level The green combines inquiry and activism to engage in action research. When you balance these two very different learning approaches you follow the green path of action research leading to adaptive expertise and the acquisition of a deeper understanding of yourself and others.

At the personal level, it is a systematic set of methods for interpreting and evaluating one’s actions with the goal of improving practice. Action research is often located in schools and done by teachers, but it can also be carried out in museums, medical organizations, corporations, churches and clubs—any setting where people are engaged in collective, goal directed activity. Equally important, not all teacher research is action research. Teachers can do ethnographic, evaluative or experimental research that is NOT action research. The process of doing action research involves progressive problem solving, balancing efficiency with innovation thereby developing what has been called an “adaptive” form of expertise.

At the organizational level, action research is about understanding the system of interactions that define a social context. Kurt Lewin proposed action research as a method of understanding social systems or organizational learning. He claimed that the best way to test understanding was to try to effect change. Action research goes beyond self-study because actions, outcomes, goals and assumptions are located in complex social systems. The action researcher begins with a theory of action focused on the intentional introduction of change into a social system with assumptions about the outcomes. This theory testing requires a careful attention to data, and skill in interpretation and analysis. Activity theory, social network theory, system theories, and tools of evaluation such as surveys, interviews and focus groups can help the action researcher acquire a deep understanding of change in social contexts within organizations.

At the scholarly level, the action researcher produces validated findings and assumes a responsibility to share these findings with those in their setting and with the larger research community. Many people acquire expertise in their workplace, but researchers value the process of building knowledge through ongoing dialogue about the nature of their findings. Engaging in this dialogue, through writing or presenting at conferences, is part of the process of action research.

Action research is conducted in the workplace with others. It is a collaborative process. But, also, the doing of action research is more effective when action researchers can benefit from the help of a community of action researchers. The Center for Collaborative Action Research is part of a process of developing the community of action researchers for each cadre. In our program, action researchers carry out their work in learning circles—a structure for organizing group interaction. Combining this collaborative structure with the action research process is an effective way to provide high levels of support for action researchers as they design their action and engage in the process of studying the outcomes.

One of the strongest acts of leadership can be the act of writing—of sharing knowledge and insights gained. education to a level Writing enables contribution to the body of knowledge that exists beyond the researcher. The final report serves the purpose of sharing the knowledge gained through action research with others in a community of practice. Action researchers

The significance of the problem you are addressing. The reader needs to be invited to think about the problem at the widest level. This should answer the question—Why should I read this; why should I care about this study? This is not about the context but about the problem and how it is linked to your vision for a different future.

Once you have a posed a problem at a general level, you will need to provide the context of your work. There are two parts to this. One, is the local context (this section,) and the other, is the professional context (review of literature). These can come in whatever order makes sense to you. In your local context, you may want to describe your membership/position in your community of practice, as well as how you have previously tried to address the problem described.

The literature is another way to set the context for your work. What previous work informs your understanding of the problem? What theories or predictions about outcomes come from past studies? How is what you plan to do similar or different from what others have tried?

This is where you will take stock of your overall learning process during your action research. It might be helpful to think of a reflection as a set of connections between the past, present and future. level of higher education If this section is only a summary of events that happened, it is inadequate as a reflection. A reflection provides a deep understanding of why events occurred as they did, and how those outcomes helped you address your over arching question. At the conclusion of a good reflection, you should ideally know more than you did when you began. If you have not gained new insights about the problem and your problem-solving action, it is likely that you are only summarizing. Reflection is a powerful learning experience and an essential part of action research.

An important part of the action research process is sharing artifacts of the inquiry to enable the action researcher to continually reflect on practice so that peers may contribute feedback and support. The Web Portfolio, then, becomes a place for both internal and external reflection.

Rowell, L. Polush, E. Riel, M, & Bruewer, A. (2015) Action researchers’ perspectives about the distinguishingcharacteristics of action research: a Delphi and learning circles mixed-methods study. Access online at http://www.tandfonline.com/doi/abs/10.1080/09650792.2014.990987#.VPlW0IH-Oxw

Rowell, L., Riel, M., Polush, E. (2016). secondary level education deutsch Defining action research: Situating diverse practices within varying frames of inquiry, science and action. In L. Rowell, C. Bruce, J. Shosh & M. Riel, (Eds). Palgrave Interactional Handbook of Action Research. Palgrave: (in Press).