HOW TO DO ACTION RESEARCH IN YOUR CLASSROOM

Lessons from the Teachers Network Leadership Instit te By Frances Rust and Christopher Clark ACTION RESEARCH is a rather si!p"e set o# ideas and techni$ es that can introd ce %o to the power o# s%ste!atic re#"ection on %o r practice& O r 'asic ass !ption is that %o ha(e within %o the power to !eet a"" the cha""en)es o# the teachin) pro#ession& * rther!ore+ %o can !eet these cha""en)es witho t wearin) %o rse"# down to a n '& The secret o# s ccess in the pro#ession o# teachin) is to contin a""% )row and "earn& Action research is a wa% #or %o to contin e to )row and "earn '% !akin) se o# %o r own e,periences& The on"% theories in(o"(ed are the ideas that %o a"read% se to !ake sense o# %o r e,perience& Action research "itera""% starts where %o are and wi"" take %o as #ar as %o want to )o& MAKING THE COMMITMENT TO INQUIRY * A pro#essiona" stance * A wa% o# "earnin) a'o t %o r c"assroo! What is workin) Who is "earnin) * A wa% o# "earnin) a'o t %o rse"# as a teacher The #irst step in the process o# doin) action research is to !ake a co!!it!ent& .ettin) o## to a )ood start is i!portant in an%thin) new that %o tr%& This is tr e o# new ski""s+ new #riendships+ a new c"ass at schoo"+ a new /o'& .ettin) started in action research re$ ires 'e)innin) we"" '% takin) ti!e to think a'o t %o r "i#e in c"assroo!s& We are askin) %o to adopt a pro#essiona" stance that is centered aro nd in$ ir%0askin) $ estions a'o t thin)s that others !i)ht take #or )ranted& What is workin) in %o r c"assroo!+ in %o r teachin)1 Who is "earnin)1 Who is 'ein) "e#t o t1 How does %o r c rric " ! pro(ide opport nit% to "earn1 When do %o #ee" "ike %o 2re 3"osin) it41

6 estions s ch as these can 'e nco!#orta'"e to ask& The% !a% prod ce e(en !ore disco!#ortin) answers& 7 t+ n"ess and nti" teachers )rapp"e with the hard $ estions+ we wi"" re!ain power"ess to do (er% ! ch to i!pro(e "i#e in c"assroo!s& So+ in short+ action research is a wa% o# "earnin) a'o t %o rse"# as a teacher+ as a person+ and as a ) ide to "earnin) and de(e"op!ent #or %o r st dents& We are askin) %o at the o tset to co!!it to a process that wi"" occasiona""% !ake %o #ee" nco!#orta'"e& We are a"so askin) %o to co!!it 58 !in tes o# e(er% da% to writin) a'o t %o r c"assroo!& Don2t skip a da%& Don2t !ake one da% 98 !in tes and the ne,t da% none& Think o# this as ! sc"e:' i"din) or de(e"opin) a new ski""& DESIGNING A STUDY The hardest part o# desi)nin) an action research st d% is #ra!in) a )ood $ estion& A(oid $ estions that can 'e answered with 3%es4 or 3no&4 A(oid $ estions to which %o a"read% know the answer ;action research is not (er% )ood at pro(in) that 3!ethod A is s perior to !ethod 74<& Action research he"ps %o conse$ ences o# %o r action& So what makes for a good question? We ha(e #o nd that )ood $ estions are #ree o# ed cationa" /ar)on& The% se si!p"e e(er%da% words that !ake the point c"ear to a""& The% do not pre/ d)e the res "t& One o# the #irst acti(ities %o can do is !ake a "ist o# $ estions and topics that %o ha(e a'o t %o r c"assroo! or %o r teachin) or 'oth& Tr% startin) with+ 3I wonder what wo "d happen i# & & & 4 ;This co "d 'e part o# %o r 58 !in tes a da%&< Yo can a"wa%s re#ra!e a state!ent as a $ estion& Choose one $ estion or topic on which %o can spend so!e ti!e& Ask %o rse"# wh% this $ estion is interestin) to %o + how %o !i)ht )o a'o t answerin) it+ and what !i)ht 'e the 'ene#it o# answerin) it& nderstand the

I#+ a#ter this con(ersation with %o rse"#+ %o are sti"" interested in the $ estion+ do a rea"it% check '% tr%in) it o t on a co""ea) e&

Developing your question * Write a #irst dra#t * Share it with a co""ea) e * .row it a "itt"e0!ake it researcha'"e 6 estions e!er)e in di##erent #or!s& Most o#ten+ the #irst dra#t o# the $ estion is steeped in the rea"it% o# %o r c"assroo!& We ca"" these #irst dra#t $ estions& As an e,a!p"e+ take the #o""owin) $ estion- 3Wh% are so!e kids in !% c"ass so !ean and nast% to each other14 *o""owin) the ad(ice we2(e / st )i(en %o + i# this were %o r $ estion+ %o wo "d )o o## to a co""ea) e or #riend and tr% it o t& In the process+ %o wo "d 'e)in to think a'o t how on earth %o 2re )oin) to answer that $ estion in a wa% that wo "d he"p %o to i!pro(e the sit ation& In other words+ we don2t want %o to sa% to %o rse"#+ 3Oh& It2s their parents=4 The answer #or %o has to inc" de so!ethin) that %o can do+ so!e action that %o can take in %o r c"assroo!& So+ the $ estion is "ike"% to chan)e to 'eco!e !ore researcha'"e& 3How can I he"p the kids in !% c"ass de(e"op a respect# " c"assroo! co!! nit%14 wo "d "ead %o toward action&

What is a typical timeline?

SEPTEMBER !"T!BER
Write about your wonderings, talk about them with colleagues, decide on a question to follow, an action to take Write about the conte#t of your question $why is it im%ortant to you&', start to collect data using one familiar and one new research tool

(!)EMBER +E"EMBER ./(0/R1

Write about the data you ha*e collected so far Resha%e your question if you need to Start to read $and take notes' about your issue Think about what you ha*e learned so far and what further action$s' you need to take Write a series of short %rofiles of what you ha*e been reading about your to%ic $These will be useful to you later on when you are analy,ing your data ' Try another tool -ee% on collecting data -ee% collecting data Write about what you ha*e learned so far /sk yourself whether it resonates with what you ha*e been reading about the to%ic

>

2EBR0/R1

Begin your analysis Try different ways of re%resenting your data succinctly Think about how your data relates to your reading 1ou may want to try a new action or set of actions at this %oint Monitor the im%act3

M/R"4

-ee% analy,ing your data Begin writing about what you ha*e learned Be sure that you ha*e data to su%%ort your claims

/PR56 +e*elo% a draft of your study M/1 2inish your work Be sure to include what you ha*e learned and how your
%ractice has changed

.0(E

2ind a way to share your study with others and %lan to do another study3

We propose a timeline for an action research study that matches the calendar for a school year in the Northern Hemisphere. But do not feel that February is too late to begin! Once you get going, the process takes on a life of its own, and some uestions can be answered in a matter of days or weeks, uestions. !he typical timeline described here includes all of the steps of the action research process. !hey are distributed e"enly across the school year. #our task is to fit these steps into the reality and constraints of your school year. Yours will begin in January and will be presented in April. Our e$perience is that once a teacher gets started on data collection, it can be so much fun that it crowds out the time that you need for making sense of the data and trying it out with colleagues. %o, be tough with yourself and say, &enough!' (data collection, that is). You will be writing an expanded outline which will include a timeline for your Inquiry Project. MAKING SENSE OF EXPERIENCE Data and nalysis Oka%+ %o ha(e %o r $ estion and a ro )h ti!e"ine& Now co!es the # n& Yo 2re pro'a'"% wonderin)+ 3What do I do ne,t1 How a! I )oin) to answer this $ estion1 I don2t know an%thin) a'o t research+ ! ch "ess research too"s=4 7 t %o do& leading to action and new

Think abou !o hin"#$ What e(idence do %o need to con(ince %o rse"# that %o 2(e answered

%o r $ estion1 What too"s do %o se e(er%da% that wo "d pro(ide that e(idence1

*or e,a!p"e+ "et2s )o to o r $ estion a'o t de(e"opin) a respect# " c"assroo! co!! nit%& I!p"icit in the #irst dra#t o# that $ estion was p"ent% o# e(idence that the kids in that c"assroo! were ha(in) a terri'"e ti!e with one another& @ro'a'"%+ the teacher had noted 'eha(iors that #or her were !arkers o# a disrespect# " tone& She pro'a'"% knew who the !ost conspic o s"% di##ic "t kids were& She pro'a'"% e(en had notes to the principa" and to parents& A"" o# that data was pro'a'"% )athered thro )h what researchers ca"" anecdota" records& And %o Everyday tools of inquiry CLASSROOM MA@S ANECDOTAL RECORDS TIME:SAM@LED O7SERAATIONS SAM@LES O* STUDENT WORB DRAWIN.S C @HOTO.RA@HS INTERAIEWS C CONAERSATIONS SURAEYS TEACHER RESEARCH DOURNALS D st in case %o are not #a!i"iar with these too"s+ we wi"" tr% to )i(e %o a th !'nai" description o# each 'e"ow& *ee" #ree to skip the ones %o #ee" %o know we""= C%ASSROOM MAPS * Look critica""% at the set p and decoration o# the c"assroo!& Whose work is p on the wa""s1 How is the seatin) arran)ed1 * Track !o(e!ent #"ow0%o r own+ a chi"d2s+ a )ro p& * Track (er'a" #"ow0con(ersation 'etween teachers and st dents and con(ersation a!on) st dents& Don2t #or)et to draw a !ap= Once %o 2(e done that+ %o can !ake ! "tip"e copies ndo 'ted"% co""ect si!i"ar in#or!ation in the sa!e wa%& So %o a"read% ha(e a too" at %o r disposa"& Others that teachers se e(er%da% inc" de-

and se the! to he"p %o )ather data to answer a (ariet% o# $ estions "ike those that we ha(e "isted a'o(e& We2(e seen teachers track !o(e!ent andFor (er'a" #"ow '% #i""in) in a chart e(er% E or 58 !in tes& I# %o record !o(e!ent or (er'a" #"ow on an o(erhead transparenc%0one #or each da% o# recordin)0in the space o# a #ew da%s or weeks+ %o wi"" ha(e an a!aGin) record in which %o can see patterns e!er)in) / st '% "a%in) one transparenc% o(er another& ANECDOTA% RECORDS AND TIME&SAMP%ED O'SER(ATIONS * A"wa%s Date * Re) "ar"% Dot Down Ti!e * On:siteFO##:site * *oc s on @artic "ars * Write *ast * Write Down Act a" 6 otes * Don2t Censor We "ike to !ake notes in a spira":'o nd or "oose:"ea# note'ook0so!ethin) that wi"" "ie #"at& We write o r notes on the ri)ht:hand pa)e "ea(in) the "e#t:hand pa)e '"ank& We2(e a"so worked with teachers who keep notes on sheets o# stick% "a'e"s !o nted on a c"ip'oard& Later in the da% or e(en a #ew da%s "ater+ the% paste the! into a note'ook on the ri)ht:hand pa)e+ o# co rse& Later on+ we co!e 'ack to the notes and se the "e#t:hand pa)e as a p"ace to re#"ect on the notes+ !akin) connections to other o'ser(ations or to 'ack)ro nd readin) that we2(e done+ e(en de(e"opin) theories a'o t wh% so!e action is takin) p"ace& SAMP%ES OF STUDENT )ORK AND DRA)INGS AND PHOTOGRAPHS So!eti!es we wi"" !ake a $ ick sketch o# so!ethin)0an acti(it%+ the wa% two kids were re"atin) to one another& A sketch is "ike (is a" notes& It he"ps s to re!e!'er so!ethin) and can 'e !ore descripti(e than the words we co "d )et down in the ti!e it takes to !ake the sketch& The sa!e is tr e o# photo)raphs& We "o(e to take pict res o# st dents at work+ o# acti(ities in pro)ress+ e(en o# sta)es o# an acti(it%& !e generally encourage teachers to put "oth sketches and photographs in the same note"ook that they use to record anecdotal records and time samples# O r reasonin)

is that "ike anecdota" records and ti!e sa!p"es+ these wi"" "ater need a descripti(e piece 'eside the!+ and the% wi"" a"so in(ite re#"ection and theor%:' i"din)& St dent work is / st that0an arti#act+ a sa!p"e o# an indi(id a"2s+ s!a"" )ro p2s+ or entire c"ass2 work co""ected o(er ti!e& Dependin) on %o r $ estion+ 'oth t%pes o# c"assroo! arti#acts can 'e (er% he"p# " data& Sa!p"es o# st dent work can de!onstrate indi(id a" or who"e )ro p pro)ress& The% can show %o how st dents are !akin) sense o# concepts and how the% are sin) the!& INTER(IE)S AND CON(ERSATIONS * A"wa%s note date+ ti!e+ p"ace+ and na!e o# the person;s< 'ein) inter(iewed& * Think ahead a'o t %o r )oa" #or this con(ersation or inter(iew& What do %o want to "earn1 * Decide ahead a'o t a diotapin) and check %o r e$ ip!ent& * Don2t ask $ estions that )i(e %o 3%es4F 3no4 answers& * 7e a )ood "istener& Inter(iews and con(ersations are )reat research too"s& *or!a" inter(iews are those that %o script #or %o rse"# prior to the inter(iew0%o ask the sa!e $ estions o# e(er%one to who! %o ta"k and %o ask these $ estions in the sa!e order& In#or!a" inter(iews are those that %o $ ite "itera""% enter into on the sp r o# the !o!ent& Whiche(er %o se ;and %o !i)ht se 'oth<+ %o wi"" need to p"an ahead& To prepare+ especia""% #or an in#or!a" inter(iew or con(ersation+ %o need to rea""% think a'o t what %o wo "d want to "earn a'o t& Let2s )o 'ack to o r e,a!p"e o# the wa% kids interact with one another in the c"assroo!& Sa% to %o rse"#+ 3What i# I ' !p into I1 What does sFhe know that wo "d he"p !e to 'etter nderstand !% )ro p o# kids14 It !i)ht 'e that %o want to ta"k with the schoo"2s socia" worker+ or a teacher who had one o# %o r st dents in a prior %ear& Whate(er the connection+ p"an #or it& I# %o r #oc s is %o r st dents and their opinions or nderstandin)s+ the sa!e spirit o# tho )ht# "ness is necessar%& As %o enter into a con(ersation or inter(iew+ re!e!'er+ %o want to )et con(ersation )oin) ' t in a #oc sed wa%& So+ !a%'e start with 3I2d "o(e to hear a'o t JJJJJJJJJ4 I# %o approach the inter(iew as an opport nit% to p t the other in the dri(er2s seat+

%o are "ike"% to )et a (er% rich response0so!ethin) %o wo "dn2t )et i# %o !ade the a)enda %o r own& SUR(EYS * .ood #or "ar)e )ro ps or a who"e c"ass when %o want co!parati(e data& * T%pes o# $ estions %o ask are i!portant& * Ti!e it takes to co!p"ete is i!portant& S r(e%s are )reat #or )ettin) in#or!ation #ro! a who"e c"ass or a "ar)e )ro p& 7 t 'e care# " a'o t the t%pes o# $ estions %o ask and how !an% $ estions %o ask& I# %o don2t want to ha(e to de(e"op wa%s o# codin) %o r data+ don2t ask open:ended $ estions that in(ite tho )ht# "+ o#ten nanticipated answers& A socio)ra! is an ana"%tica" too" sed to he"p %o portra% the socia" networks in %o r c"assroo!& The% are partic "ar"% se# " i# %o 2re tr%in) to #i) re o t how to chan)e the interacti(e d%na!ic o# the c"ass& 7 t the% are a"so se# " i# %o 2re / st tr%in) to #i) re o t how to )ro p kids #or instr ction& To de(e"op the data #or a socio)ra!+ %o ask e(er% chi"d in %o r c"ass the sa!e three $ estions+ #or e,a!p"e+ *+, I# I were to #or! readin) )ro ps o# #o r kids+ who wo "d %o "ike to ha(e in %o r )ro p1 *-, I# I were to ha(e #o r kids sta% #or " nch with !e+ who wo "d %o "ike to ha(e in %o r )ro p1 *., I# %o were a new st dent in the c"ass+ which three kids wo "d %o s ))est I ask to he"p %o "earn the ropes1 6 estions can 'e asked ora""% ' t %o need to record st dents2 answers so %o ha(e data to draw on as %o 'e)in to !ap their responses& !e could say much more a"out sociograms "ut think you$ll learn more "y looking at some good e%amples of sociograms in use "y teachers# See Rachel &indler$s study of a special ed inclusion class in 'ew (ork City or Sarah )icard$s study of reading groups at www#teachersnetwork#org*tnli*research# (ou will also find lots of e%amples of surveys that teachers have developed at this we" site#

TEACHER RESEARCH JOURNAL (REQUIRE !

" The critica" too" in %o r in$ ir% We #ee" that e(er% teacher researcher sho "d keep a research /o rna"& Yo r research /o rna" is "ike the 'est diar% that e(er was= It co "d ha(e e(er%thin)0the 58 !in tes a da% o# writin) that %o are doin) a'o t %o r $ estion+ %o r notes #ro! %o r anecdota" records+ %o r re#"ections on those notes+ %o r notes #ro! 'ack)ro nd readin) that %o ha(e done on %o r topic& It co "d+ on the other hand+ / st 'e

the p"ace %o record %o r tho )hts a'o t %o r research& Whate(er+ tr% to set it p so it rea""% is a #riend"% p"ace #or %o to write and so that it 'eco!es precio s to %o & Do not "ea(e it "%in) aro nd in %o r c"assroo!& This is where %o think on paper& Yo want to keep it as a specia" p"ace that %o co!e to #or specia" work on so!ethin) that is o# )reat i!portance to %o &

Organi ing Your !ata

1ou should %lan to use at least three different tools $don7t, for e#am%le, use only questionnaires and sur*eys8they7re basically the same thing' This is done for the %ur%ose of triangulation 5t hel%s you to be sure that the results you think you are getting are real and will stand u% to scrutiny The data collection tools that you use will determine how you organi,e your data We lo*e charts and gra%hs and tables These gra%hic forms of data organi,ation can quickly show %atterns, time sequences, relationshi%s, and missing %ieces The %rocess of creating a chart, table, or gra%h forces you to mo*e from tiny details to a bigger %icture9 from hunch to substantiated claim 4ere are some suggestions about how to get started Try s%reading out your data on the li*ing room floor 6ook at all that you ha*e collected Begin sim%ly by sorting according to the tools that you used /sk yourself what each tool is telling you about your question Begin with the earliest sam%les +escribe them $4ow would you sum u% what you7re seeing to someone on the other end of the %hone&' Mo*e on to later sam%les What has changed& This essentially describes the uni*erse of e*idence that you ha*e gathered using that %articular tool (ow do the same with the other tools you ha*e used

*naly+ing #our ,ata

/nalysis is the heart of making sense of your e#%erience with action research /nalysis is fun and messy 5t always begins with your data +ata ne*er s%eak for themsel*es Please remember this +ata ne*er s%eak for themsel*es 1our mind is the most im%ortant analytical tool that you ha*e /nalysis is a %rocess of telling a con*incing story about the sense that your data led you to make /s well, you must %ersuade a ske%tical audience that the story that you tell and the sense that you make are su%%orted by e*idence There are two ma:or sources of su%%ort for your e*idence; The first is the data you ha*e collected and the %atterns that you see The second is equally im%ortant 5t is what others ha*e learned about this to%ic -f you ha"en.t already read other research and theory on your topic, now is the time to do it. This is critical to situating your work 5f, for e#am%le, you find that the action you took has results that are *ery similar to those of other researchers, then you know your analysis is in the ball%ark Essentially, you can borrow from the authority of others that ha*e come before you to strengthen the claims that you will make for the action that you took 5f, howe*er, your results contradict %rior research, then you are well on the way to forming a %ro*ocati*e new question about why your study yielded such different results 1ou ha*e something interesting to talk about with colleagues and with other researchers Either way, what you learn locally can become %art of a larger con*ersation among educators and researchers

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*s you de"elop your analysis of data, here are the steps that you should follow/ REP!RT5(< !( T4E RES06TS !2 1!0R /"T5!( 0 Describe the action(s) that you took. "#ritten Inquiry Project$ 0 Reflect on the evidence you have collected. 0 Count. Look for patterns. 0 Share the evidence 0 "#amine prior research). 0 Revisit assumptions about the children and the learnin! situation. 0 $ormulate a trial e#planation. 0 Develop an ar!ument ith evidence and claims. !kay, now you7re at the %oint of going %ublic -123O4-N5 #O63 23*7!-78 1ou7re about to ,O something different in your classroom3 So, one last check; 38!H-N9 !H8 N88,, !H8 7H*N58, *N, !H8 38%6:!% ith collea!ues. on hat different e#planations could e#plain the data (dra

0 Does the evidence support your claims? 0 Do your collea!ues find your ar!ument credible? 0 %o does the ar!ument fit into on!oin! debates and conversations? 0 What is uni&ue about your settin! or conte#t? 0 Will others find your ar!ument useful?
/ single action research study can be hel%ful in im%ro*ing local %ractice of teaching /ction research conducted in a network of inquiring teachers can reach far beyond single classrooms

BE<5((5(< /</5(8(EW = BETTER >0EST5!(S

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Remember the 4arry "ha%in song, ?/ll My 6ife7s a "ircle@& "atchy song 5t a%%lies to action research as well !nce you ha*e com%leted your first study, you will, we ho%e, start another8:ust to see how good your decisi*e action is3 5t is our e#%erience as teachers and as Met6ife 2ellows in the Teachers (etwork 6eadershi% 5nstitute that thoughtful teachers are always questioning %ractice and learning as much as they can from one another, from their students, and from other researchers. We want to welcome you to the network of teacher researchers who are changing classroom practice and education policy one study at a time! % AB ;

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