‘This structured and accessible book, with excellent case studies, will give confidence to anyone embarking on an action research project’
-Professor Ken Jones, Dean of Humanities, Swansea Metropolitan University
‘Masterly in its lucidity, this text contextualises Action Research in the fiedl of Education Practice; and is therefore a valuable resource in both professional learning and improved professional practice’
-Effie Maclellan, Research Professor in Education, University of Strathclyde, Glasgow
‘An engaging, clearly written, and helpfully structured articulation of how AR can be implemented and practised in order to make a difference within educational contexts’
-Dr Stephen Parker, University of Worcester
‘Will assist practitioner researchers to develop a profound and critical understanding of this approach’
-Professor Marion Jones, Liverpool John Moores University
This hands-on and user-friendly book uses illustrative case studies to demonstrate and explore the potential for change in real social situations. This book seeks to assert the academic integrity of action research and to de-mystify the process.
Each chapter includes: – a ‘how to’ section based on concrete examples and dilemmas; – commentary that relates examples to the broader field; – a discussion of the underlying theoretical approach; – discussion and exploration of quality issues; – discussion of ethical and pragmatic decision-making
The mix of theoretical grounding and focus on real issues will be of benefit to Master's level or advanced undergraduate students on Education and Research Methods courses or those undertaking Action Research as part of professional development activities.
Mary McAteer is Director of the Mathematics Specialist Teacher (MaST) programme at Edge Hill University
Research Methods in Education series:
Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher.
Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master's-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.
Other books in the series: – Using Case Study in Education Research; – Qualitative Research in Education, Atkins and Wallace; – Ethnography in Education, Mills and Morton
Chapter 4: Collecting, Collating and Conversing with Data
Collecting, Collating and Conversing with Data
This chapter explores data; its nature, collection, collation and meaning. Case studies and exemplars are used throughout the chapter to illustrate and explore the ways in which we identify appropriate data, plan and undertake its collection, collation and analysis. Through these discussions, we also address the practicalities, ethical issues, intellectual rigour and integrity of action research.
The importance of early data collection, the initial reconnaissance phase, is also emphasised in this chapter, as is the initial analysis process. Through this, we begin to develop an understanding of the concept of data-driven, theory-generative approaches in research.
What Counts as Data?
On starting an action research, or indeed any other research project, for many practitioners, this question is one of the first asked once ...