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Politics and action research: An examination of one school's mandated action research program
Abstract
Action research has been shown to empower educators, create lasting changes in schools, and have an impact on student learning outcomes. Given these positive results, many school leaders are beginning to mandate the use of action research within their schools. While some in the field have warned against mandating action research, there is little research examining the effects of doing so. This study examines the mandated school-wide action research program at Fieldstone Elementary. While some results align with the action research literature (importance of collaboration, necessity of time to conduct action research, etc.), this article also examines the political tensions surrounding these ideas. Implications for those interested in mandating action research programs are provided. © The Author(s) 2013 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav.
... Schools are formal contexts which are characterised by being charged with politics and contested power relationships (Flessner & Stuckey, 2014) to the extent that a researcher cannot just ignore them. Qualitative researchers doing fieldwork in schools will inevitably face ethical issues to consider and deal with, despite this being dependent on the nature of the study itself and the research questions to be explored. ...
... On the one hand, for the deputy head, the way to ensure engagement and participation in the inquiry programme is to require all teachers to participate in the inquiry programme activities, regardless of teachers' own preferences or actual professional development needs. On the other hand, and as (Flessner & Stuckey, 2014) identify, forcing this activity, which is supposed to be democratic and empowering to teachers, is counterproductive in the sense that teachers' participation becomes superficial. I will explore this issue more in more depth below, but what matters for the discussion here is that by forcing the inquiry programme, it becomes just another school activity, which teachers must do, but not necessarily want to do. ...
... Another -costly-way is to release some of the teaching time to use that for the inquiry such as observing other group members and/or analysing collected information. This can be achieved by employing substitute teachers to help cover few lessons while teachers carry out essential inquiry activities as (Flessner & Stuckey, 2014) it is rather how the time is allocated and used what matters as indicated by (Flessner & Stuckey, 2014). ...
This study investigates how a UK Secondary School introduced inquiry as a form of teacher professional development and focuses on the levels of engagement by the teachers in this type of development activity. The approach taken in this investigation centres on a qualitative case study focusing on a deep understanding of teachers' beliefs, conceptions and experiences of inquiry engagement. Data was collected over an academic year by interviewing nine teachers and a senior member of the school leadership team at different stages throughout the academic year; by observing teachers in some of their classes and the staffroom; and by collecting internal documents and external public reports related to the school and the inquiry programme. The data was analysed using thematic coding which facilitated the identification and comparison of significant themes across all data sets. Findings from the research reveal that despite the school's attempts to engage teachers in inquiry, the latter found it challenging to do so due to various factors. The analysis reveals the emerging factors of the conceptualisation of inquiry, availability of resources and ownership of the inquiry initiative and the impact of school culture on teachers' inquiry engagement. The question of the appropriateness of inquiry as a form of professional development and the way it is facilitated in school emerges as a key theme. The study claims three main contributions to the field of teacher inquiry. Firstly, it proposes incorporating a micropolitical perspective of the school culture to investigate the realities of teachers' inquiry work. The study argues through empirical illustration that such a perspective is likely to provide us with invaluable insights necessary to understand teachers' conceptualisation of inquiry and their inquiry engagement. Secondly, this study proposes a categorisation of various types of teachers' inquiry engagement. Such categorisation is likely to help us understand how and why teachers engage in inquiry and therefore the best ways to facilitate this type of professional development. Finally, the current study advances a framework illustrating various processes, interacting factors and main considerations in the context of inquiry as a form of professional development for teachers. The framework explains how teachers respond to an inquiry programme and the conditions that facilitate their inquiry engagement or otherwise. This contribution has practical implications for schools and practitioners interested in undertaking inquiry as a form of professional development. It is argued that the practical implications are likely to improve the planning and implementation of inquiry programmes in schools.
... Previous work on practitioner research highlights how ethics and politics are interwoven in goals about institutional and/or instructional change in schools (e.g. see Anderson, Herr, and Nihlen 2007;Lytle 1993, 2009;Flessner and Stuckey 2014;Hilsen 2006). In particular, AR has been identified as deeply political (Noffke 1997(Noffke , 2009 in that it produces research that disrupts existing power relations. ...
... To partly overcome this obstacle, we minimized the interview length into maximum of 30 min. The concept of time is still an ethical and political issue that troubles action researchers (Flessner and Stuckey 2014). ...
As educational interventions that integrate death issues in the school curriculum are rarely designed, implemented and evaluated, our action research (AR) project aimed at investigating the complexities of integrating the concepts of loss and grief in the primary school curriculum of Cyprus. The purpose of this paper is to identify and analyze convergences and divergences between AR and lesson study (LS), as they emerged in our project. We particularly focus on the ways that AR served to legitimate ethically and politically those aspects of the project that constituted the experimentation of lesson plans on loss and grief. The AR and LS elements of our project functioned differently and served different purposes, and we speculate that this is not irrelevant to the controversial aspects of the lesson plans’ topic, namely loss and grief. The paper argues that it may be strategically important, for ethical and political reasons, to both demarcate and associate AR and LS, navigating between them, particularly if a controversial issue is involved.
... Action research is aimed at empowering educators, creating lasting change in schools, and influencing student learning outcomes (Flessner & Stuckey, 2014), through a cycle of continuous improvement (Casey & Evans, 2018). Action research uses a variety of methods and tools to achieve change (Dick, 2015). ...
... A key consideration is the availability of time (Crookes and Arakaki 1999;Borg 2006), especially given the competing professional commitments educators face. The educators' motivation, which may be influenced by incentives and institutional expectations, is an equally important consideration (Borg 2006); as is an institutional culture which values empirically informed teaching and autonomous ways of engaging with research (Borg 2006;Flessner and Stuckey 2014). ...
The authors report on a study that examined how educators in Austria conceptualise research, how they engage with academic literature and what attitudes they have towards academic development. Growth mindsets, regular engagement with research in a variety of formats and inclusive understandings of research were defined as pre-conditions for teachers to benefit from engagement with research literature. A questionnaire survey was conducted among secondary- and tertiary-level teachers (N = 257), and the data were analysed using descriptive statistics. The findings indicate that educators in the sample tend to have broadly growth mindsets and invest time to read about research findings, especially through professional journals and online resources. Reasons that prevent some teachers from engaging with research were also noted. These include difficulties in accessing research, lack of time and scepticism, among some teachers, regarding the relevance of research output to their teaching. In addition, restrictive understandings of research which exclude practitioner-driven studies were also noted.
... In the fifteen years since this study took place, I have conducted additional teacher research studies, researched teacher research networks, presented at a variety of conferences, published additional pieces (Amtzis, Flessner, & Klehr, 2016;Flessner, 2008;Flessner & Horwitz, 2012;Flessner & Stuckey, 2014), and continued to learn about the processes and power of teacher research; yet, this projectmy first foray into teacher researchremains close to my heart. ...
This chapter explores the action research (AR) leaders' roles through two studies. The frame is K-20 science, technology, engineering, andmathematics (STEM) education and integration and how participant engagement leads to AR project insight. Specifically, we set the stage wih the evolution of science education and then use an informal Girl Scout water quality project and a college level science and art integration project as means of analyzing what worked and what is needed in K-20 science education AR projects. We end the chapter with a focus on AR leaders and offer suggestions to consider. We recognize and value that citizen science, or inclusion of non-professionals in scientific research, as well as unusual stakeholders can increase scientific knowledge and involve communities in solutions to problems. We investigated science education through AR projects that touch on the three dimensions of the Next Generation Science Standards (NGSS) and the progression of new ideas. As a methodology, AR was embraced, and the stakeholders' roles were explored. Results show that the AR leaders' roles should include participating completely in an AR project, embracing conflict as a normal part of the process, accentuating stakeholder voice, promoting process engagement, and actively looking for barriers to the AR process. These are vital factors for contextual understanding. Implications include increased AR impact through action items for K-20 AR leaders and stakeholders, which could impact the success of a science focused AR project.
... However, traditional images of teaching do not include teacher research and it is not really helpful for adopting 'inquiry as stance' if students of teaching notice that engagement in some kind of practitioner research is expected from them in teacher education, while teachers in the schools, who serve as models, do not frame themselves as researchers. The well-known gap between campusbased teacher education courses and field experiences, and the competing messages students get from these two contexts continues to be a problem (Feiman-Nemser, 2001;Flessner & Stuckey, 2014;Le Cornu & Ewing, 2008;Zeichner, 2010;Zeichner, Payne, & Brayko, 2015). Conventional approaches to professional learning for in-service teachers (ITs) suffer from a similar kind of tension between those who produce and disseminate knowledge for teachers and those who are supposed to take it home and apply it in their classrooms (Apple, 1986;Burbank & Kauchak, 2003;Christianakis, 2010). ...
A systematic literature review (N = 14) was performed with a focus on the influence of collaborative teacher research on the professional development of pre-service teachers (PTs). A thematic overview of reported outcomes is presented. Collaborative teacher research has proven itself to be a promising practice for improving PTs' knowledge and attitudes regarding collaboration, reflection, inquiry, and student-centred teaching. Shared inquiry in less hierarchical partnerships between pre-service and in-service teachers, and other multiple actors, advances PT's learning more than one-to-one relationships between a mentor and a PT.
... As such, under ideal circumstances, PD should confer opportunities for critical negotiation of identity and agency characteristic of the individual. These opportunities may entail provisions to improve pedagogic knowledge and contextual orientations to teaching (Liyanage & Bartlett, 2008;Servage, 2008), to transfer previous learning into teachers' current context (Trent, 2011), and to sharpen instructional decision-making for better outcomes (Liyanage & Bartlett, 2010)skills that teachers require in order to make subsequent changes to their identity and exercise of agency (Flessner & Stuckey, 2014;Van Driel, Beijaard, & Verloop, 2001). ...
It is commonly believed that opportunities for in-service professional development (PD) contribute to teachers’ professional growth and identities, which in turn result in improved practice and longevity in the profession. Despite this potential, in-service professional development also has the propensity to limit and disempower teachers’ identity, actions, and agency in the classroom through different re-articulations of these within institutional values and through participant positioning (Anderson, 2009). Using post-participation reflections of in-service PD activities by two practicing teachers of English as an Additional Language (EAL) in tertiary settings in Queensland, Australia, we explored the potential that in-service PD opportunities had towards re-articulation of teacher identity, actions, and agency within tertiary settings. All in-service PD sessions reflected upon by the two participants had been delivered in a traditional format with a specified curricular focus and were run at participants’ institutions of employment. In the case of the two participants in this study, the findings indicated that the institutionally endorsed in-service PD activities that they had undertaken had undesired consequences. We discuss these findings with implications for EAL teachers’ identity and agency with a particular emphasis on the design and delivery of institutional offerings of professional development activities specific to the growing and dynamic field of EAL teaching and teacher development.
Picture and picture is a cooperative learning model that supports cooperation by involving image media that are sorted and paired into a logical sequence. The aim of this research is to determine the improvement in Natural Sciences (IPA) learning outcomes regarding the position and shadow of the sun through the picture and picture type cooperative learning model for class II students at SDN Tanjung Barat 09. This research uses a mixed approach, with a Classroom Action Research design consists of pre-cycle, cycle I, cycle II. The participants who took action were the class teacher and class II students at SDN Tanjung Barat 09, totaling 26 students. The implementation procedure refers to the model developed by Kemmis and MC Taggart where the cycle consists of four stages, namely: planning, implementation, observation and reflection. The data collection techniques used in this research are: observation, field notes, tests, and documents. This research begins with the pre-cycle stage, where students still experience difficulties in studying science material regarding the position and shadow of the sun with a completion percentage of 42.30%. From the Pre-Cycle results, there were 26 students who took part in the learning. The highest score was 90 and the lowest score was 40. Meanwhile, the results of Cycle 1 can be proven by an increase in the average score of 74.38 in Cycle I, to 78.7 and in the results of Cycle II with a presentation completion reached 80.80% from previously only 65.40%. By using the right learning model, Natural Science (Science) lessons become more enjoyable. Based on the research results above, it can be concluded that the picture and picture type cooperative learning model can improve the learning outcomes of class II students and raise students' enthusiasm and motivation in the learning process.
Numerous studies have explored the benefits and challenges in the implementation of action research for teacher development in various educational levels. Nevertheless, research is needed on the educators who train the future teachers of public elementary education. Through an interpretative collective case study, this research explored the knowledge, experience, expectations and challenges of teacher educators when they are required to implement action research as an institutionalized professional development strategy. Teacher educators from three teachers’ colleges in southeastern Mexico participated in the study. The results of categorical aggregation analyses conducted on surveys, workshop, focus group, and interview data reveal homogeneous perceptions about the use of action research among the participants, although they lack previous experience with this research type as well as conceptual and methodological clarity. Moreover, they must overcome different personal and institutional challenges to implement action research as an institutional professional teacher development strategy.
Replanning is often used to optimize results of an activity in an ever changing world. To address the challenge of preparing future engineers for success, a special course was created for all engineering freshmen of the Faculty of Engineering of the University of Porto, in Portugal. Presented as a case study, this special course underwent a careful replanning as a result of several years of experience in teaching practice alongside with a theoretical deepening in pedagogical and technological issues, under the aegis of the action-research methodology. Within the context of the case study course, the mentioned replanning was also based on a theoretical approach that clearly identifies teaching–learning-assessment methodologies that promote regulation from those that foster emancipation, using a specific instrument: a taxonomy of educational processes. The replanning was designed to globally boost results regarding the educational aims of the course such as furthering freshmen’s integration into work environment and preparing them for success by fostering transversal skills (needed for study and work). Technology is seen as a mean of education enrichment as well as a productivity tool. The introduced innovations include fun-but-educational activities, several types of assessment over time and specific technological tools which were critical for the educational impact/achievement of this course. Success is demonstrated by encouraging feedback from the stakeholders, high students’ classifications and a steady reduction in retention. It is advocated that large portions of the reasoning behind the replanning can be extrapolated to other courses.
Progressively more tumultuous times are experienced by organisations in the manufacturing and service sector in South Africa. The Higher Education Institutions (HEI's) is not excluded. The HEI's are required to be adaptable and responsive to student's demands. It brings into stark contrast the relations linking the recognized organisational configuration and casual systems. Consequently, improvement programmes do not succeed in a shifting systems performance. The result is changes are made to systems and processes the way it looks rather than change their objectives. Industry settings currently are characterized by vigour, nonlinearity and evolving properties. In a nutshell, it is identified through its complexity. Affirming the world and thus industry systems are multifaceted, denotes it is impractical to appreciate each by allowing for individuality of elements in isolation. Replication of complexities linked with service systems continues to be an opaque question for most HEI's struggle with. The mission is acutely made complex by student activism and their changing demands on HEI's and the uncertainties coupled to it. The Cynefin Framework is an important tool in this regard. The purpose of the paper is to enlighten how the utilisation of systems thinking and complexity theory and associated methodologies could prevent negative influences on HEI's.
A conception of action research is offered that is collaborative, participatory, targets ethical issues and includes students. Collaboration is ‘organic’ in that all members share the goal of the research and are interdependent in pursuing that goal. Participation is authentic, requiring a continuing negotiation of planning, roles, power differences and language. An ecological approach to ethics is examined in which the research community is regarded as an interconnected, interdependent, holistic system of language, relationships and ideas. A rationale for the authentic participation of studentsin research is offered based on ethical requirements, improved research benefits and professional enhancement.
This article reviews selected research related to the professional development impact of school-based teacher research programs for P-12 educators in the USA. Following the presentation of a framework that describes the dimensions of variation in P-12 teacher research in the USA, the article examines the results of several studies of school-based teacher research programs and identifies several conditions under which school-based teacher research becomes a transformative professional development activity for teachers.
"This is a wonderful book with deep insight into the relationship between teachers’ action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples."-Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features: Discusses how to build a school research culture through collaborative teacher research; Delineates the role of the professional development school as a venue for constructing a knowledge democracy; Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process; Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies.
This third edition of Official Knowledge, a classic text from one of education’s most distinguished scholars, challenges readers to critically examine how certain knowledge comes to be “official,” and whose agendas this knowledge represents. A probing and award-winning study, this new edition builds on the tradition of its predecessors to question the rightist resurgence in education while substantive updates throughout show how such policies continue to define our commonsense notions about what counts as a good school.
Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.
This paper discusses using action learning with different professional groups in the UK—nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The paper provides examples of the professional and personal development of these individuals as a result of experiencing the action learning process, as well as some positive impacts (outcomes) they achieved at an organisational level. It is also argued, however, that current tensions and challenges within professional groupings, cultures and contexts can impede action learning and, hence, have a negative impact on professional development. For example, political agendas and the psychodynamics of organisational life were found to hinder, or discourage, the learning process, i.e. the likelihood of bringing about change, in favour of maintaining the status quo for the individuals themselves and within their organisational structures.
Differing in purpose, emphasis, and results, three types of action research (individual teacher research, collaborative action research, and schoolwide action research) allow educators to investigate areas of concern and meet classroom and school challenges. Faculty should consider five elements: purpose and process; support provided by outside agencies; kind of data analyzed; research audience; and expected side effects. (18 references) (MLH)
Since the publication of the first edition of "Studying Your Own School", practitioner action research has become an established professional development practice in schools and teacher education programs.While the fundamentals of practitioner action research have not changed, the challenges of large scale reform have dramatically altered the context of teaching. This extensive revision of the book includes the latest investigative methods and reflects the current educational environment. New features of the second edition include: (1) A "Getting Started" chapter on initial issues and considerations; (2) More advice on crafting the research question and research design; (3) Up-to-date information on political and ethical considerations; (4) New examples of practitioner action research studies; and (5) A focus on promoting equity and social justice. Packed with updated examples to help orient the reader, this book is unique in providing the theoretical and historical underpinnings of practitioner action research and all the "how-to" information necessary for successful classroom application. After the Foreword by Susan E. Noffke, Acknowledgments, Preface and About the Authors, this book contains six chapters: (1) What Is Action Research? (2) Merging Educational Practice and Research: A New Paradigm; (3) What Does Practitioner Action Research Look Like? (4) Empowerment and Practitioner Action Research: An Example; (5) The Research Question, Ethical Considerations, and Research Design; and (6) Qualitative Research Approaches for Practitioner Action Research. This book concludes with References and an Index.
This collection of papers presents examples of teacher research in action. Each study grew out of teachers' questions regarding the implementation of some aspect of education policy in their schools and classrooms. After "Introduction" (Frances O'Connell Rust and Ellen Meyers), the eight papers focus on: (1) "How We Do Action Research" (Frances O'Connell Rust and Ellen Meyers); (2) "Our Unfinished Story: Rising to the Challenge of High Standards" (Matt Wayne); (3) "The Early Literacy Club: Building Excellence Through Collaboration" (Jane Ching Fung); (4) "The Mother Tongue: The Role of Parent-Teacher Communication in Helping Students Reach New Standards" (Lara Goldstone); (5) "Time and Choice: A Winning Combination" (Carol Tureski); (6) "Outcomes of Reduced Class Size in High School Math Classrooms" (Natasha Warikoo); (7) "The Empire State Strikes Back: Portfolio Culture in the Regents Era" (Jane Ruth Price); and (8) "Bringing the Voices of Teachers into Education Policy"(Ellen Meyers and Frances O'Connell Rust). (Contains 83 references.) (SM)
This book gives practical guidance on doing an action research project. Written for practitioners across professions who are studying on work-based learning programmes and award-bearing courses, this book is packed full of useful advice and takes the reader through the various stages of a project, including: Starting your action research project. Monitoring and documenting the action. Techniques for dealing with the data. Making claims to knowledge and validating them. Legitimating your research. Making your research public. Creating your living educational theory. The book's practical approach will appeal to practitioners and will encourage them to try out new strategies for improving their work. It will also be essential reading for those resource managers in schools, colleges and higher education institutions who are responsible for providing courses and support. This third edition of the best-selling book has been thoroughly updated and improved by a number of features, with new case studies from a wide range of disciplines, extracts from validated dissertations and theses (with information on how to access more examples via the Internet), points for reflection, checklists of reflective questions, and up-to the-minute information on current debates and ideas.
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Action research: Teachers as researchers in the classroom
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