Defining “action research”
Ahead of the planned workshop, I have revisited some learning and teaching design work previously done. And noted the following to reflect on.
How to explain the overall purpose of the workshop. Action research is defined by Savin-Baden et al (2013), as:
“A method of qualitative research the purpose of which is to engage in problem solving through a cyclical process of thinking, acting, data gathering and reflection”.
Within the typology of action research, the proposed design is described as “practical / pragmatic” by Savin-Baden et al (2013 as:
“its goal is understanding practice and solving immediate problems”.
Pedagogical theory sense checking or not
Rhodes, Stokes and Hampton, G., (2004, state there is considerable ongoing disagreement on the how adults learn and, consequently, on appropriate teaching styles.
It may well make sense to abandon, in part, pedagogical literature in this action research to find innovative solutions.
Variable interventions by a researcher / practitioner.
One risk in action research is pointed out by Maylor et al, (2005 – that of closely adopting the position or reactions of the research subject and becoming too involved in the research focus. This could manifest itself through interventions specific to the practitioner and therefore not be repeatable.
Accurate data recording in the thick of it.
Another risk highlighted byMaylor et al, (2005) is that of accurate data recording when the researcher is directly involved. Here they suggest rigorous diary keeping on a daily basis.
References.
Maylor, H., and Blackmon, K., (2005), “Researching Business and Management”, Palgrave MacMillan, Basingstoke, Hampshire, UK
Savin-Baden, M., & Howell Major, C., (2013) “Qualitative Research, The essential guide to theory and practice”, Routledge, Abingdon, UK
Gorard, S. (2013) “Research design: creating robust approaches for the social sciences”, London : SAGE Publications Ltd
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