Action Research for Improving Practice: A Practical Guide by Valsa Koshy

By Valsa Koshy

A step by step advisor for selecting an motion learn subject; making plans applicable motion; collecting, reviewing, and studying information; and writing the ultimate record or dissertation.

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In order to narrow the search down even further, I only sought to find literature relating to 12–14-year-old students. ’ I wanted to set up some visual evidence of any useful findings from my project. With this in mind, I arranged for my teaching sessions to be video recorded. This provided data which could be analysed later. ). I also interviewed some students about their perceptions of the course and collected written evaluations. Comments were sought from the parents of children, though this was not in the original plan.

Concern 2: Action research findings are not generalisable Many of my students have been anxious about the issue of generalisability within action research. My argument is that the action researcher does not set out to seek generalisable data, but to generate knowledge based on action within one’s own situation. Any findings from the research are generalisable only within that situation and within the context of the work, which is declared in advance. Dissemination of findings could be applicable to those who are interested and to other practitioners in similar circumstances, either locally or at a distance.

In relation to the National Literacy Strategy, for example, any contribution in terms of an analysis of its purpose and the practical aspects of its delivery could be of immense value to both policy-makers and practitioners. PRACTICAL CONSIDERATIONS In this section we will look at some other practical issues that an action researcher needs to consider. Experience and interest A topic for action research is often located within a researcher’s experience and context. It needs to be grounded in the realities of the workplace.

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