A CLOSER LOOK AT USING STRINGER'S ACTION RESEARCH MODEL IN IMPROVING STUDENTS'

Full text

A CLOSER LOOK AT USING
STRINGER’S ACTION RESEARCH MODEL IN IMPROVING STUDENTS’
Technical & Vocational
ARTICLE INFO
ABSTRACT
Action research is a systematic approach to investigation that enables people to find effective
solutions to problems they confront in their everyday
research lays claim to the professional development in education. Action research as any systematic
inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching
and learnin
how they teach, and how their students learn. Education is perhaps the most prolific source of action
research resources. Action research can be done by teachers in th
improving pedagogy and student learning. This research aims to conduct a review on Springer’s
action research approach for teachers and others involved in schools to engage in systematic inquiry
with the intent of improv
experience in their professional life. This review article shows action research provides a fruitful
avenue of investigation for teachers, administrators, and others involved in education
describes the process of Springer’s action research that enables teachers to keep track and take
account of the many aspects of their work with students through a systematic routine.
Copyright © 2015 Mohammad Ali Nasrollahi. This
is an open
unrestricted
use, distribution, and reproduction in any medium, provided the original work is properly cited.
INTRODUCTION
Action research intends to support
teachers, and groups of
teachers, in coping with the challenges and problems of
practice and carrying through innovations in a reflective way.
Experience with action research, so far, has shown that
teachers are able to do this successfully and can achieve
remarkable results when given opportunities and support
(Altrichter et al
., 2005:4). Wallace (1998) believes most
teachers wish to develop themselves professionally in
improving student learning. They have access to a wide variety
of methods of doing this
. One method is by reflecting on
interesting or problematic areas in a structured way. This is
called action research, the systematic collection and analysis
of data relating to the improvement of some aspect of
professional practice (Ferrance, 2000; Kos
hy,
et al., 2005; Somekh, 2006;
Burns, 2009; Norton, 2009; Alber,
2010; Ary et al., 2010; Stringer et al
., 2010). This
intends to produce a practical and feasible instructional
strategy by action research for improving student learning in
schools.
*Corresponding author: Mohammad Ali Nasrollahi
Technical & Vocational University of Iran, Iran
ISSN: 0975-833X
Article History:
Received 17th April, 2015
Received in revised form
25th May, 2015
Accepted 28th June, 2015
Published online 31st July, 2015
Key words:
Action Research,
Teacher-Researcher,
Stringer’s Model,
Education,
Student Learning.
Citation:
Mohammad Ali Nasrollahi,
2015. “
International Journal of Current Research, 7, (
7
RESEARCH ARTICLE
STRINGER’S ACTION RESEARCH MODEL IN IMPROVING STUDENTS’
LEARNING
*Mohammad Ali Nasrollahi
Technical & Vocational
University of Iran, Iran
ABSTRACT
Action research is a systematic approach to investigation that enables people to find effective
solutions to problems they confront in their everyday lives. A significant feature is that action
research lays claim to the professional development in education. Action research as any systematic
inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching
and learning process, for the purpose of gathering data about how their particular schools operate,
how they teach, and how their students learn. Education is perhaps the most prolific source of action
research resources. Action research can be done by teachers in their own classrooms with the goal of
improving pedagogy and student learning. This research aims to conduct a review on Springer’s
action research approach for teachers and others involved in schools to engage in systematic inquiry
with the intent of improving their educational practices or solving significant problems they
experience in their professional life. This review article shows action research provides a fruitful
avenue of investigation for teachers, administrators, and others involved in education
describes the process of Springer’s action research that enables teachers to keep track and take
account of the many aspects of their work with students through a systematic routine.
is an open access article distributed under the Creative Commons Att
use, distribution, and reproduction in any medium, provided the original work is properly cited.
teachers, and groups of
teachers, in coping with the challenges and problems of
practice and carrying through innovations in a reflective way.
Experience with action research, so far, has shown that
teachers are able to do this successfully and can achieve
remarkable results when given opportunities and support
., 2005:4). Wallace (1998) believes most
teachers wish to develop themselves professionally in
improving student learning. They have access to a wide variety
. One method is by reflecting on
interesting or problematic areas in a structured way. This is
called action research, the systematic collection and analysis
of data relating to the improvement of some aspect of
hy,
2005; Altrichter
Burns, 2009; Norton, 2009; Alber,
., 2010). This
review paper
intends to produce a practical and feasible instructional
strategy by action research for improving student learning in
*Corresponding author: Mohammad Ali Nasrollahi
Hence, using
action research is the unique feature in this sense.
The teacher-
researcher does the research and the researcher is
directly to teach the students. Indeed, teacher is much more
attentive to the process of learning than to the product of
learning.
Action Research
The different conceptions of action research can be revealed in
some typical definitions of action research, for example Elliott
(1991:69), whose work has been influential in action research
‘movement’, gives the shortest and most straightforward
definition of action research: action research is ‘the study of a
social situation with a view to improving the quality of action
within it’. This simple definition directs attention to one of the
most essential motives for doing action research. It lies i
will to improve the quality of teaching and learning as well as
the conditions under which teachers and students work in
schools.
McNiff (2002:6) who regards action research as a
form of “self-
reflective practice” that involves thinking and
reflectin
g process takes a more philosophical stance on action
research, which echoes the work of Elliott. McNiff (2002) also
elaborates action research is open ended.
suggests that action research is a systematic approach to
Available online at http://www.journalcra.com
International Journal of Current Research
Vol. 7, Issue, 07, pp.18663-18668, July, 2015
INTERNATIONAL
2015. “
A closer
look at using stringer’s action research model in improving students’ learning
7
), 18663-18668.
z
STRINGER’S ACTION RESEARCH MODEL IN IMPROVING STUDENTS’
Action research is a systematic approach to investigation that enables people to find effective
lives. A significant feature is that action
research lays claim to the professional development in education. Action research as any systematic
inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching
g process, for the purpose of gathering data about how their particular schools operate,
how they teach, and how their students learn. Education is perhaps the most prolific source of action
eir own classrooms with the goal of
improving pedagogy and student learning. This research aims to conduct a review on Springer’s
action research approach for teachers and others involved in schools to engage in systematic inquiry
ing their educational practices or solving significant problems they
experience in their professional life. This review article shows action research provides a fruitful
avenue of investigation for teachers, administrators, and others involved in education
. This study
describes the process of Springer’s action research that enables teachers to keep track and take
account of the many aspects of their work with students through a systematic routine.
access article distributed under the Creative Commons Att
ribution License, which permits
action research is the unique feature in this sense.
researcher does the research and the researcher is
directly to teach the students. Indeed, teacher is much more
attentive to the process of learning than to the product of
The different conceptions of action research can be revealed in
some typical definitions of action research, for example Elliott
(1991:69), whose work has been influential in action research
‘movement’, gives the shortest and most straightforward
definition of action research: action research is ‘the study of a
social situation with a view to improving the quality of action
within it’. This simple definition directs attention to one of the
most essential motives for doing action research. It lies i
n the
will to improve the quality of teaching and learning as well as
the conditions under which teachers and students work in
McNiff (2002:6) who regards action research as a
reflective practice” that involves thinking and
g process takes a more philosophical stance on action
research, which echoes the work of Elliott. McNiff (2002) also
elaborates action research is open ended.
Stringer (2007:1)
suggests that action research is a systematic approach to
INTERNATIONAL
JOURNAL
OF CURRENT RESEARCH
look at using stringer’s action research model in improving students’ learning
”,

investigation that enables people to find effective solutions to
problems they confront in their everyday lives. The rigour of
action research is attested by another i.e. Mills (2003) regards
action research as any systematic inquiry conducted by
teachers, administrators, counselors, or others with a vested
interest in the teaching and learning process, for the purpose of
gathering data about how their particular schools operate, how
they teach, and how their students learn. Phillips and Carr
(2010) argues action research as a “practitioner-based” form of
research. In other words, it is done by teachers in their own
classrooms with the goal of improving pedagogy and student
learning. The several strands of action research are drawn
together by Stringer (2004:6) in his all-encompassing
definition when he refers action research is designed for
practical purposes having direct and effective outcomes in the
settings in which it is engaged. At the heart of the process,
however, are teachers with the intent to investigate issues that
help them more effectively and efficiently engage the complex
world of the classroom. Stringer (2004, 2007) distinguishes
action research from the everyday actions of teachers:
 Action research is not an objective and generalizable
experimental and survey studies that continue to provide
significant information about schools and classrooms.
Action research is a systematic qualitative research routine.
 Action research is not a quantitative research (sometimes
referred to as experimental or positivistic research). Action
research is grounded in a qualitative research paradigm
whose purpose is to gain greater clarity and understanding
of a question, problem, or issue.
 Action research is not merely, on what is happening ,
Action research is necessarily based on localized studies
that focus on the need to understand how things are
happening.
 In action research, the role of the researcher is not that of
an expert who does research but that of a resource person.
He or she becomes a facilitator or consultant who acts as a
catalyst to assist participants in defining their problems
clearly and to support them as they work toward effective
solutions to the issues that concern them.
 Action research is not just a formal process of inquiry, but
may be applied systematically as a tool for learning in
classrooms and schools,'
 A significant feature is that action research lays claim to
the professional development in education.
Stringer (2007:16) argues education is perhaps the most
prolific source of action research resources. Holly et al. (2005)
suggest that action research can be used for curriculum
purposes and incorporate case studies in classroom contexts.
The claims for action research, then, are several. Mills (2007)
positions action research as a fundamental component of
teaching, alongside curriculum development, assessment, and
classroom management. Indeed recent developments in
research methodology have therefore spawned a rich variety of
approaches for teachers and others involved in schools to
engage in systematic inquiry with the intent of improving their
educational practices or solving significant problems they
experience in their professional life. Stringer (2004:1)
elaborates action research now provides a fruitful avenue of
investigation for teachers, administrators, and others involved
in education. They focused on general issues concerning their
teaching practices and the ways systematic inquiry might assist
them in resolving those issues.
The Concept of the Teacher-Researcher
The concept of teacher-researcher owes a great debt to such
professionals as social psychologist Lewin (1946). While
Lewin (1946) did not necessarily intend for his work to be
used in education, his series of four cycling steps (planning,
acting, reflecting, and observing) became useful to teacher
research. Corey (1949) introduced the term action research to
education, believing if teachers conducted their own research it
would be more meaningful to them. Scholars and teachers such
as Stenhouse (1975, 1980) and Rudduck and Hopkins (1985)
continued to encourage teachers to see themselves as
researchers and thus evaluate their own practice. Carr and
Kemmis (1986), Kemmis et al. (1988) contributed to the rising
tide of teachers who assumed the identity of researcher in their
classrooms. There are many recognizable names in the action
research field, such as Cochran-Smith and Lytle (1993), Elliot
(1991), McNiff et al. (2003), Noffke et al. (1995), Schon
(1990), Zeichner et al. (1995), Norton (2009), Sringer et al.
(2010), Dick (1998), Kemmis and Wilkinson (1998), Sagor
(2005), Burns (2009) and Philips and Carr (2010).
All have contributed in demonstrating the positive influence of
action research as professional development for teachers and as
a powerful vehicle for altering the status quo of schools. Many
others have since added to this rich tradition, including
theorists, philosophers, educational researchers, and a host of
classroom teacher-researchers, making the community of
action researchers lively, diverse and international (Kemmis &
McTaggart, 2005; Zeichner & Noffke, 2001). In a contrary
manner, Roulston et al. (2005:182) cited in Norton (2009:60)
make a telling point about the role of research for teacher-
researchers. Their major criticisms pointed out that although
the teacher-research movement has long advocated teachers
being involved in educational research, academia tends to
review such work and it is frequently left incited in the
academic literature. They also make the point that it is not only
that teachers are thought to be inadequate to the task of
conducting quality research but also, some consider the kind of
knowledge that teacher research produces to be inferior to and
less valuable than other kinds of academic work.
Norton (2009) address the same point that teachers have been
carrying out action research for years but sometimes have been
criticized for not being equipped with the basic knowledge,
skills or research methodology in order to do research of any
value. Conceptions of teacher researcher have also been
critiqued as being too simplistic. Nevertheless, in spite of some
of the criticisms of the conceptions of teacher researcher, it can
be used as a very powerful framework for challenging the
status quo and bringing about change in classroom. Stringer
(2007) argues that the common response from teachers when it
is suggested they engage in research in their classrooms is
often some combination of surprise, disbelief, and wariness.
They wished to learn an approach to research that enabled
them to empower teachers and children, giving them voice and
enabling them to be part of the research process rather than
18664 Mohammad Ali Nasrollahi, A closer look at using stringer’s action research model in improving students’ learning

being outside looking in. All were concerned that their
research should have some practical outcome. Stringer
(2004:1-6) makes several claims for action research with
teachers, namely that
 It increase the effectiveness of the teachers’ work in which
they are engaged.
 It assists them in working through the sometimes-puzzling
complexity of the issues they confront to make their work
more meaningful and fulfilling.
 It provides a useful tool for day-to-day planning in
classrooms such as lest ping, formulating teaching
strategies, and student assessment, or more ex tasks like
syllabus planning, curriculum construction, and evaluation.
 The systematic processes of action research extend teacher
professional capacities, providing a set of tools that
enhance general classroom planning and school program
development.
 It involves teachers trying to see the effects of planned
change in their practice.
It is clear from the list that action research is a blend of
practical and theoretical concerns; it is both action and
research. Cherry and Bowden (1999:13) makes the point that
to engage in action research is “to operate in both the inner and
outer world, to be capable of both action and reflection.”
The Purpose of Using Action Research Teaching
Stringer et al. (2010:7) suggests that the purpose of
incorporating action research routines into teaching is:
 To provide teachers with a framework or scaffold that
enables them to systematically take into account diverse
issues.
 To provide the means for teachers to incorporate these
diverse elements into their instruction, and to organize their
work so that they effectively accomplish the demanding
task of teaching.
 To provide teachers with an opportunity to better
understanding what happens in their classroom.
Indeed, there is nothing magical or particularly complex about
action research. In other words, action research enables
teachers to keep track and take account of the many aspects of
their work with students through a systematic routine. Richards
and Farrell (2005:182) makes the point that action research
takes place in the teacher’s own classroom and involves a
cycle of activities centering on identifying a problem or issue,
collecting information about the issue, devising a strategy to
address the issue, trying out the strategy, and observing its
effects.
Stringer’s Model of Action Research (1999-2010)
The approach to action research was presented by Stringer
(1999, 2004 & 2007) and Stringer et al. (2010) is derived from
interpretive research processes suggested by Denzin (1997). It
is based on the assumption that knowledge inherent in people’s
every day, taken for- granted lives has as much validity and
utility as knowledge linked to the concepts and theories of the
academic disciplines or bureaucratic policies and procedures.
The intent is to concede the limitations of expert knowledge
and to acknowledge the competence, experience,
understanding, and wisdom of ordinary people. In Stringer‘s
view, action research therefore seeks to give voice to people
who have previously been silent research subjects. He makes
the point that like other forms of interpretive research, action
research seeks to reveal and represent people’s experience,
providing accounts that enable others to interpret issues and
events in their daily lives (Stringer, 2007:170). Stringer’s
model of action research is a collaborative approach to inquiry
or investigation that provides people with the means to take
systematic action to resolve specific problems. Stringer (2007)
argues that action research is not a panacea for all ills and does
not resolve all problems but provides a means for people to
“get a handle” on their situations and formulate effective
solutions to problems they face in their public and professional
lives. Stringer provides a basic action research routine that
provides a simple powerful framework-Look, Think, Act
(Table.1)-that enables people to commence their inquiries in a
straightforward manner and build detail into procedures as the
complexity of issues increases. The terms in parentheses in
Table 1 show how the phases of the routine relate to traditional
research practices.
Table 1. The Phases of the Routine Relate to Traditional Research
Practices
A Basic Action Research Routine
Look
 Gather relevant information (Gather data)
 Build a picture: Describe the situation (Define and describe)
Think
 Explore and analyze: What is happening here? (Analyze)
 Interpret and explain: How/why are things as they are? (Theorize)
Act
 Plan (Report)
 Implement
 Evaluate
Source: Stringer (2007:8)
Stringer (2004:10) emphasizes, “Although action research has
much in common with the regular problem-solving and
planning processes used by educators in the course of their
daily classroom and school work, its strength lies in its
systematic execution of carefully articulated processes of
inquiry.” Stringer makes the points that as researchers
implement a study these processes may usefully be depicted as
shown in (Fig.1)
 Design the study-carefully refining the issue to be
investigated, planning systematic processes of inquiry, and
checking the ethics and validity of their work
 Gather data-including information from a variety of
sources
 Analyze the data-to identify key features of the issue
investigated
 Communicate-the outcomes of the study to relevant
audiences
 Use-the outcomes of the study to work toward resolution of
the issue investigated
18665 International Journal of Current Research, Vol. 7, Issue, 07, pp.18663-18668, July, 2015

As the Fig.1 illustrates, action research is distinguished from
basic research by an "action" phase of inquiry. While basic
research provides information not necessarily used in the
research context, action research always has an immediate
practical or applied purpose. Stringer’s model of action
research is cyclical in nature, since research participants
continuously cycle through processes of investigation as they
work towards effective solutions to their research problem.
The sequence is more commonly presented as a cycle, on a
simple Look > Think > Act, as shown in Fig.2. This simple
process is repeated in an ongoing fashion, providing a constant
guide to ongoing processes of teaching and learning (Fig.2)
Figure 2. Action Research Cycle
Source: Stringer et al. (2010:23)
Stringer ‘s model “look, think, act” routine is presented in a
linear format (Fig.3) to indicate that phases of the research are
repeated over time.
Figure 3. Action Research Interacting Spiral
Source: Stringer (2007:30)
Stringer (2007:30) argues that as participants work through
each of the major stages, they will explore the details of their
activities through a constant process of observation, reflection,
and action. At the completion of each set of activities, they will
review (look again), reflect (reanalyze), and re-act (modify
their actions).
The Stringer’s model of action research consequently will
differ significantly from those derived from prevailing studies
because of the interpretive assumptions that are implicit in the
approach to inquiry:
Figure 1. Action Research Sequence
Stringer: Stringer (2004:10)
18666 Mohammad Ali Nasrollahi, A closer look at using stringer’s action research model in improving students’ learning

 Studies are usually limited in context, engaging processes
of inquiry that focus on a specific issue or problem in a
particular context.
 Researchers seek to empower principal stakeholders by
engaging them as active participants in all phases of the
research project, including the planning and implementing
processes. It has been described as research of, by, and for
the people.
 The principal purpose of the research is to extend people’s
understanding of an issue by providing detailed, richly
described accounts that reveal the problematic, lived
experience of stakeholders and their interpretations of the
issue investigated.
 Stakeholder joint accounts, derived from creative processes
of negotiation, provide the basis for therapeutic action that
works toward resolution of the issue or problem
investigated. These processes ensure tangible outcomes of
direct benefit to the principal stakeholders.
 Stakeholder perspectives are placed alongside viewpoints
found within the academic and bureaucratic literature.
 The outcomes of the research make the experience and
perspectives of ordinary people directly available to
stakeholders—professional practitioners, policymakers,
managers, and administrators—so that more appropriate
and effective programs and services can be formulated
(Stringer, 2007:170).
According to discussion mentioned above, the first phase of
Stringer’s action research model (Look) allows the teacher-
researcher to identify student understanding which used to
support teaching and learning directly. The purpose of the
second phase (Think) is to determine to what degree the
teacher’s objectives are met. Through the second phase, what
the teacher finds out from the action research outcomes was
very useful and there are enough evidences for him to see that
the students’ activities have yielded some success in achieving
more involvement of students with the assessment of their
learning. This phase also allowed for the exchange of a variety
of perspectives and new ideas. The third phase of the
Stringer’s Action research cycle (Act), focused on evaluation
the students’ performance, and then providing feedback.
Summary
Action research seeks to give voice to people who have
previously been silent research subjects. Action research aims
to support teachers in dealing with the difficulties of student
learning in a reflective way. Action research as any systematic
inquiry conducted by teachers, administrators, and counselors
with a vested interest in the teaching and learning process, for
the purpose of gathering data about how their particular
schools operate, how they teach, and how their students learn.
This review article shows action research provides a fruitful
avenue of investigation for teachers, administrators, and others
involved in education. During this study, model of action
research is demonstrated as a well-documented by describing
three phases of Stringer’s model (Look, Think, Act) which
involves not only the teacher in the process of the research, but
also the students as action researchers collaborating in the
action research process. A majority of teachers try to expand
their knowledge professionally in improving student learning.
Action research is the unique systematic collection and
analysis of data that plays an important role in improving of
some aspect of professional practice. Therefore, teacher as a
researcher not only carry out the research but also teach the
students directly. Indeed, teacher is much more attentive to the
process of learning and collects data about how the school is
operated, how the students learn and what students’
weaknesses and strengths are.
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18668 Mohammad Ali Nasrollahi, A closer look at using stringer’s action research model in improving students’ learning