This book proposes that action research should be a collaborative process between teachers. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research.
This book proposes that action research should be a collaborative process emerging from the practical concerns of groups of teachers working in a common or similar context. Teachers' first-person accounts provide the basis for exploring the challenges and constraints of action research. The book will be of interest to teachers seeking new directions for their own professional development as well as others interested in integrating collaborative action research into current practice and curriculum renewal.
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This book proposes that action research should be a collaborative process emerging from the concerns of teachers working in a common or similar context.
Acknowledgements x Preface 1(6) 1 Why should teachers do action research? 7(13) 1.1 Action research: a case study 7(5) 1.2 A collaborative perspective on action research 12(2) 1.3 Teachers responses to action research 14(3) 1.4 Summary 17(1) Group discussion tasks 18(2) 2 Definitions and processes 20(25) 2.1 Introduction 20(1) 2.2 Quantitative approaches to research 21(1) 2.3 Qualitative approaches to research 22(2) 2.4 Action research 24(2) 2.5 What are the origins of action research? 26(3) 2.6 What does action research involve? 29(6) 2.7 What are the processes of doing action research? 35(8) 2.8 Summary 43(1) Group discussion tasks 44(1) 3 Getting started 45(33) 3.1 Introduction 45(1) 3.2 Constraints and impediments 45(8) 3.3 Finding a focus 53(15) 3.4 The role of theory in question formulation 68(2) 3.5 Ethical considerations 70(5) 3.6 Summary 75(1) Group discussion tasks 76(2) 4 Observational techniques for collecting action research data 78(39) 4.1 Introduction 78(2) 4.2 Observation 80(5) 4.3 Notes and diaries 85(9) 4.4 Audio and video recording 94(7) 4.5 Photographs 101(4) 4.6 Charting the social organisation of the classroom 105(10) 4.7 Summary 115(1) Group discussion tasks 116(1) 5 Non-observational techniques for data collection 117(35) 5.1 Introduction 117(1) 5.2 Interviews 118(11) 5.3 Surveys and questionnaires 129(7) 5.4 Life and career histories 136(4) 5.5 Documents 140(7) 5.6 Metaphor development 147(3) 5.7 Summary 150(1) Group discussion tasks 151(1) 6 Analysing action research data 152(29) 6.1 Introduction 152(1) 6.2 What is data analysis? 153(1) 6.3 When should data be analysed? 154(2) 6.4 Processes of analysis 156(4) 6.5 Validity and action research 160(2) 6.6 Enhancing trustworthiness in action research 162(4) 6.7 Techniques for analysing data 166(13) 6.8 Summary 179(1) Group discussion tasks 180(1) 7 Disseminating the research and sustaining the action 181(33) 7.1 Introduction 181(1) 7.2 Disseminating the research 181(20) 7.3 Sustaining the action 201(11) 7.4 Summary 212(1) Group discussion tasks 212(2) 8 Collaborative action research in practice 214(22) 8.1 Introduction 214(1) 8.2 Action research as professional development 215(6) Jane Hamilton 8.3 Using English outside the classroom 221(4) Janette Kohn 8.4 The Teams/Competencies Project 225(4) The staff of Wilkins Intensive English Centre 8.5 Strategies for non-language outcomes 229(4) Lenn de Leon 8.6 Concluding remarks 233(3) Further reading 236(7) References 243(12) Index 255
