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Date:         Wed, 6 Jan 1993 20:07:47 -0500
From:         00r0clemente@BSUVAX1.BITNET
Subject:      Action research

      Starting next week, I will conduct my first graduate level
research class.  This is a Master's level course entitled Research
in Elementary Education.  For the major project I will have my students
conduct action research in their work setting --I am making an
assumption that most of my students are inservice teachers and
administrators.
      Although most of my reference materials are at the office, I
do believe that some of action research has its foundation in Kurt
Lewin's work.  The idea of action research is for practioners to exam
an aspect of their practice or setting.  Then based on their findings
to make changes.  Both qualitative and quantitative methods can be
employed.  The intent IS NOT to make teachers into empirical or
qualitative researchers.  Instead it provides an avenue for
purposeful examination of an issue of interest to them.
      Last spring semester I worked with a special group of preservice
students at Kent State University.  These students were part of an
alternative education program called ATTEP (Academically Talented
Teacher Education Program).  During their student teaching they
must carry out an action research project.  I used Kemmis and McTaggart's
action research method with them.
     This method provides a framework for carrying out the research in
a step by step approach.  Students first engaged in developing an
area of inquiry.  Somoe focused on dealing with a target student and
discipline strategies.  One student examined alternate teaching
methods in teaching Spanish.  One student examined intervention
strategies to reduce tattling in a third grade classroom.
     The planning stage invovles:
1. developing an area to focus on -- this can be an area of teaching
that the teacher feels needs to be changed
2. reconnaissance - examining what currently goes on
3. examining the field of action -- what you might do to bring about
a change
4. First action step -- determining the first actions to take from
those considered in stage 3
5. developing a method of monitoring the first action step (data
collection)
6. developing a timetable of events.

    Once the plan is done the first cycle begins.  A cycle is composed
of four elements, Plan, Act, Observe, and Reflect.  Once at
reflection this will lead into a second cycle of revise the Plan, Act
Observe, and Reflect.  Cycles of action research are engaged in until
the teacher determines that the change has been effective or needs
to be abandoned.
     This is only one method of action research--there are others.  I
like this one because it is practioner based and controlled.  The
teacher determines what the inquiry will be.  It is a purposeful
examination of an issue.
     For my graduate level students, as I did for the preservice
teachers, I will encourage them to keep a journal and we will
engage in dialogue throughout the course.  Their action research will
be written up and submitted.  If there is interest, I would be happy
to post their topics for research when they submit them to me in the
next few weeks.

     Kemmis and McTaggart are from Australia.  McTaggart does have
an e-mail address, although I do not have it.  He had recently
responded on the Qualr-s List.  He wrote a book (1991) titled
"Action research:  A short modern history."  An Kemmis and
McTaggart have a book titled "The action research planner".  Deaken
University Press in Australia has published these.  They can
be purchsed through State Mutual Books (718) 261-1704.
     'Tis all for the moment--I have other course preparations to make.

Rebecca Clemente, Ph.D.
Teachers College 216
Ball State University
Muncie, IN  47306

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