1st Edition
Action Research for the Classroom A Guide to Values-Based Research in Practice
What is action research? Why does it matter in education? This practical and accessible book provides answers to these questions, guiding readers through a meaningful and manageable approach to research in practice. Readers will benefit from guidance on easing the stress of research projects in teacher education courses, professional development initiatives and in school self-evaluation.
Supported by case studies from teachers’ and student teachers’ practice, chapters guide readers through key aspects of carrying out a research project, including:
- planning a research project
- collecting and using data
- presenting evidence
- generating theory
- writing up and disseminating your research
- a theoretical rationale to show why the research is conducted in this way
Written in an accessible manner by experienced classroom teachers and academic researchers, this is an essential read for those conducting research on their own practice as part of their professional learning. Action Research for the Classroom shows how teacher research is drawn from the reality of busy life in the classroom and that it can be undertaken in the most complex learning environments, creating positive change for teaching and learning.
1. Preparation for a research project: what is action research?; 2. Getting started: asking "Why am I concerned or interested?"; 3. Planning a research project; 4. Collecting and using data; 5. Presenting evidence: values as research standards; 6. Generating theory and its significance; 7. Writing up and disseminating: sharing the story of your learning
Biography
Máirín Glenn, formerly an experienced school teacher and principal, currently works as an education consultant and a co-convenor of Network for Educational Action Research in Ireland (NEARI). Máirín is passionate about educational action research and its transformational power to enhance practice and promote social justice.
Bernie Sullivan is a committed and passionate action researcher with many years of experience as a teacher and as a school principal. Currently, she lectures on a Masters’ program in research in practice and is a tutor on a postgraduate school leadership course. She has co-authored several books on action research and is a co-convenor of NEARI.
Mary Roche, formerly a classroom teacher and experienced lecturer in teacher education at both primary and secondary levels, is currently an education consultant and a school adviser. She is a co-convenor of NEARI, author of Developing Children’s Critical Thinking through Picturebooks (Routledge, 2015) and co-author of several books on action research.
Caitriona McDonagh is a lecturer of Research in Practice and Research Methodologies. In addition to her writing and research into primary education, she is a co-convenor of NEARI. She holds extensive experience of implementing research in practice as a primary and special education teacher, researcher and teacher educator.
'Any teacher who wishes to improve their practice for the ultimate gain of their learners will benefit from following the clear examples presented in this book. The authors draw on years of experience and wisdom gleaned from their own enquiries into practice to provide a step-by-step guide to conducting educational action research. It is a much-needed addition to the field of teacher development.'
Prof. Lesley Wood, Director, COMBER, Faculty of Education, North-West University, South Africa.
'Action Research for the Classroom, a ‘how to’ book on values-based educational action research in the classroom, is fabulous! The supportive tone, research skills presented in manageable chunks and practical frameworks, checklists and examples of teacher research has a ‘I can do it!’ feel to it. The authors attained their goal of sharing teachers’ authentic voices and inspired me to think deeply about my contributions to a more just and equitable world.'
Dr Jacqueline Delong, International Mentor, Canada.
'This is an essential guide for educators who wish to engage in practitioner based research in their education settings. Each chapter provides clear guidance on how to embark on and use Action Research in an education context. Rich insights from practicing educators across a range of relevant sectors offer valuable advice from their own research journey. I would encourage educators who are interested in engaging in practice informed research to examine this text.'
Dr Bernadette Wrynn, Assistant Professor, Coordinator MEd Programme (Research in Practice), Froebel Department of Primary and Early Childhood Education, Maynooth University, Co. Kildare, Ireland.
