Summary
Contents
Subject index
This handbook presents and critiques predominant and emergent traditions of Educational Action Research internationally. Now a prominent methodology, Educational Action Research is well suited to exploring, developing and sustaining change processes both in classrooms and whole organisations such as schools, Departments of Education, and many segments of universities.
The handbook contains theoretical and practical based chapters by highly respected scholars whose work has been seminal in building knowledge and expertise in the field. It also contains chapters exemplifying the work of prominent practitioner and community groups working outside universities.
The Editors provide an introduction and conclusion, as well as an opening chapter which charts the historical development of action research and provides an analysis of its underlying theories. The handbook is organized into four sections, each beginning with a short introduction:
“Action research methodology: diversity of rationales and practices
“Professional: Knowledge production, staff development, and the status of educators
“Personal: Self-awareness, development and identity
“Political: Popular knowledge, difference, and frameworks for change
This is a key resource for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators.
Susan Noffke is Associate Professor of Curriculum & Instruction at the University of Illinois - Urbana/Champaign and co-editor with R.B. Stevenson of Educational Action Research (Teachers College Press, 1995). She taught at the primary school level for a decade, and has led masters and doctoral level courses in action research for the past 20 years. She continues to work with many collaborative projects with schools and school districts.
Bridget Somekh is Professor of Educational Research at Manchester Metropolitan University, UK. She is a founder editor of the Educational Action Research journal and has been a co-ordinator of the Collaborative Action Research Network (CARN) for many years. She is co-editor of Research Methods in the Social Sciences (SAGE: 2005) and author of Action Research: a Methodology for Change and Development (Open University Press: 2006).
Practitioner Action Research: Building and Sustaining Success through Networked Learning Communities
Practitioner Action Research: Building and Sustaining Success through Networked Learning Communities
This chapter explores the nature of networked action research and the benefits and challenges for school-based action researchers in sustaining their work together in such networks. Whilst the eight-year-old network, discussed here, places its emphasis upon face-to-face meetings, training, dissemination and debate rather than on similar forms of interactions online, there are, we believe, lessons to be learned about sustainability which are applicable to both.
The Characteristics of Action Research
Amongst the characteristics which are regarded as ‘identifiers' of action research there are three which have particular relevance to networking: those dealing with participation and voice; collaboration and ownership; and the interface of these with change. The participatory and emancipatory nature of action research as a form of reflective inquiry has been emphasized by, amongst others, Carr and Kemmis, 1986, who define action research as:
a form of collective self-reflective inquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices, and the situations in which the practices are carried out. (Carr and Kemmis, 1986: 162)
In this respect the action researcher is seen as one who collaborates with others in individual and cooperative work which benefits both the individual and collective enterprises. In addition to action research being a mechanism through which participants can better understand and change practices within their social context, it also, it is claimed, enables them to understand better the nature of the influence of that social context. Kurt Lewin, often identified as the originator of action research, utilized this approach to involve communities regarded as underprivileged, in developments which would directly impact on their life and work (Lewin, 1946, 1948). His explicit intention was to encourage groups who were the most likely to be influenced by potential change to have a voice in saying exactly how proposed changes should be designed and implemented. Thus, crucial to success in undertaking collaborative action research are (1) the quality of the interpersonal relationships with other action researchers and with other participants in the same social context; and (2) the distribution of power and influence. This is especially the case for those engaged in so-called networked learning communities.
The Nature of Networks and Networking
A networked learning community may be defined as consisting of groups of individuals from different schools (or other organizations) voluntarily working together over time to inquire into their thinking and practice, and the contexts which influence these, for the purpose of deepening their understandings. Through this it is claimed that their capacities to contribute better to their working (and wider) contexts is enhanced, in the case of those who work in schools to the improvement of the well-being and achievement of students.
Action research networks are based upon principles of voluntarism (you only join if you want to); choice (you inquire into matters which are of significance to you); agency and ownership (what you learn belongs to you and those with whom you learn and change); and it is you who take decisions about change (there is an expectation that things will be better as a result of the engagement). It has, therefore, more than a utilitarian function, and is more than simply a ‘group of organizations working together to solve problems or issues of mutual concern that is too large for any one organization to handle on its own’ (Wohlstetter, et al., 2003). The principles also emphasize that the work of such networks will only be in the service of policy development where this is judged to be appropriate to the area of improvement identified within the network as a focus for change. Indeed, research conducted into action research networks has identified three main purposes to this
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