Educational Action Research - Annotated Bibliography Example

Annotated Bibliography Bartels, K.P.R. . The Actionable Researcher. Administrative Theory & Praxis, 34(3), 433-455. This article details about process-oriented methodology related to the action research. The author contends that process-oriented public administration is not related to the methodological approach but is more driven by epistemological and ontological approaches. Subsequently, the author argues that process-oriented methodology is an emerging aspect in the action research and this article is first of its kind to focus and highlight the importance of this new emerging trend in this field. Moreover, article emphasizes that the actionable researchers are required to understand the role and significance of policy actors as this understanding will enable them to develop their perspective and response for dealing with the situations. Moreover, the author recommends that the researchers are first required to comprehend process-related properties which directly interact with the administrative practice as this will enable them to understand the interaction between administrative practice and process-oriented methodology. However, it is still pertinent to highlight that it is very challenging to develop proper response to policy actors because internal resistance will make it hard for the actionable researcher to determine an appropriate course of action. Bath, C. (2009). When does the action start and finish? Making the case for an ethnographic action research in educational research. Educational Action Research, 17(2), 213-224. This article blends two approaches (i.e. action research and ethnographic action) for developing and creating new methodological approach in the field of educational research. For this purpose, the author has used specific strategy for developing and amassing the combination of both approaches. In this attempt, the author employs expositions of ethnography and action research so as to decrease the effect of epistemological cleavage between these two different approaches. Subsequently, the research is more relevant as it involves author’s experience relating to participation in three reception classes. After practically developing this method and its efficacy with the design and approach of new methodological approach in the field of educational research, the authors concludes that the participation in early years education by using the method of participation can be used as a new methodological approach in this field. Dick, B. (2004). Action research literature: Themes and trends. Action Research, 2(4), 425-444. The author has reviewed various action research related books and has developed perspective on the theme and direction of these books. Among finding various themes, the author has found material related to action science, inquiry, system-related approaches and the important aspect of action learning as well in which role and involvement of education, community, health, and organizational developments and subsequent practical applications have been detailed as well. a number of developing themes and trends have been identified including the increase and expansion of action research along with constructive inquiry, participation, involvement of community are those certain factors that have gained currency within the growing context and perspective of action research. However, there are certain themes which have failed to develop its importance and attention from researchers and authors in the field of action research as noted by the author. For example, the researcher contends that exclusion of exposition relating to construction and development of theoretical underpinnings about action research and complexity involved in this process are those factors that merit more attention and consideration from the researchers working in the field of action research. Dick, B. (2006). Action research literature 2004-2006. Action Research, 4(4), 439-458. The author has specifically covered the action research taking place during the period of 2004-2006. In this action research article, the author’s primary purpose is to collect and compile action research during this period and provide personal assessment and evaluation on the progress on overall progress in the field of action research. In this regard, it is important to mention that the author has adopted specific strategy for covering the different aspects relating to action research; subsequently, the author develops and summarizes main themes and trends from the collected sources of action research. However, while assessing progress on the action research, the author has provided the subjective judgment and understanding after summarizing the work and contribution of different authors working in the field of action research. For example, Dick mentions the work of Mileposts in which the author highlights that the term action research has been used as an umbrella term for both action-related and participatory perspectives. In this regard, it is highly relevant to point out that the author has not only relied on the use of descriptive approach for detailing the work of different authors in this field but has used the critical perspective for evaluating the loopholes in the works of action research. Elliot, J. (2010). Building social capital for educational action research: The contribution of Bridget Somekh. Educational Action Research, 18(1), 19-28. This article is composed of four basic applications for summarizing the work of Bridget Somekh: review, examination, assessment and relevance with the social capital theory. The author starts the article by reviewing the work of Bridget Somekh in the field of action research. In this step, the author only works to explain how action research projects are developed and used to contrast and nurture the sentiment of trust in the community of educational stakeholders. For this objective, the author critically investigates and examines the role of Bridget Somekh in the action research movement by detailing her contribution and involvement for working as a bridge between action researchers working at the local, national and international levels. Subsequently, the author, by doing so, tries to ascertain the methods used by Bridget Somekh for developing understanding and networking terms with the peers in the field; similarly, the author attempts to examine the advantages and disadvantages relating to the networking. In the final part of this article, the author relates it to the concept of social capital theory in the field of action research. Feldman, A. (2007). Validity and quality in action research. Educational Action Research, 15(1), 21-32. This article highlights the use of validity in action research. For this purpose, the author critically evaluates the article ‘Action research as narrative: Five principles for validation’ by Heikkinen, Huttunen and Syrjala (2007). By critically assessing this article, the author provides its response and develops a central question determining the characteristics of good action research. Moreover, in determining such characteristics, the author elaborates the importance of validity relating to its application in the field of action research. Subsequently, argument is developed which details about the usefulness of using validity by disregarding the harsh and strong perspectives provided by the theoretical underpinnings of radical constructivism along with the theoretical foundations of realism. Subsequently, the article provides suggesting relating to the use of validity in the field of action research. Heikkinen, H.L.T., Huttunen, R., & Syrjala, L., (2007). Action research as narrative: five principles for validation. Educational Action Research, 15(1), 5-19. The article’s fundamental premise is based on quality of research and its effects on action research. The authors highlight that the quality of research has become more complex and challenging especially in the context of personal or observational experiences. Keeping in view the significance of research quality, the article puts light on the problem of quality in action research perspectives. In this part, the authors define different narratives at theoretical and conceptual levels; and proving the significance of reality of such problems, a number of cases have been reported, discussed and elaborated as well. After critically examining this perspective, the subsequent section provides recommendations about the research quality problem in action research narratives. For example, the authors opine that a good action research narrative does not undermine the value and contribution of previous research on the topic instead it is always appreciative of it. Additionally, another important feature that can evaluate and determine success of action research is a decisive benchmark which can be considered as highly productive. Hong, C.E., & Lawrence, S.A. (2011). Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making. Journal of Inquiry & Action in Education, 4(2), 1-17. Action research has gained currency in the field of teacher education as well. This article specifically focuses on the use of action research for determining the effect of today’s technologies on learning methods adopted by the teachers. Teaching practice has been inquired in this article by carrying out exploratory tool for evaluating the educational issues that cause time and effort besides hindering and slowing the learning process for teachers. For this objective, the authors have reviewed 18 action research projects concluded by classroom teachers. More specifically, the authors have used the qualitative research methods for examining and understanding how teachers avail learning through applying the tool of action research process especially the use of self-study mechanism and its subsequent efficacy for obtaining the desired goals. The subsequent results demonstrate that action research considerably affects literary instruction; at the same time, teachers find it hard to use them effectively and productively as well; additionally, teachers employ number of strategies and resources as a form of intervention for obtaining the desired objectives of learning. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463-474. This article highlights the effects of action research and its role as forming new practices from the existing practices. First, it details about practices, their comprehensions and situations in the minds of people. Subsequently, the author incorporates section relating to combination of ‘saying’, ‘relating’ and ‘doing’ for constructing a different way of life and existence. In other words, this construct fundamentally combines different practices and enable them to design and develop a new practice. Additionally, the research also details about different type of action research, such as critical, practical and technical as well. In the conclusion part, the author attempts to construct a relationship between different manifestations of action research and recommends that this paper can be employed as a way to provide sustainability to education which can be used to address the problem of global warming. In other words, it can be reflected that the author has used the practice approach of action research for tackling the global warming. Kemmis, S. (2010). What is to be done? The place of action research. Educational Action Research, 18(4), 417-427. This article elaborates the place of action research in history. The article simply commences by defining and explaining action research as a practice and its effect for changing the habits, and psychological framework used for carrying out the routine works. More importantly, the author attempts to examine and highlight action research for developing understanding about different methods used for both action and practice. By doing so, the author endeavors to describe the importance and contribution of action research to the conceptual and theoretical underpinnings in the field of action research especially in the making and evolution of history. By assessing this perspective, the author provides different arguments to support the central theme of the paper. Locke, T., Noeline, A., & O’Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research, 21(1), 107-123. Ethics and role of involvement of ethics are the central theme of this article in which the authors attempts to highlight all those areas and perspectives which are normally used as an ethical underpinnings marking a boundary between researcher and researched. For this purpose, the authors have used university and their atmosphere for assessing and evaluating the use of ethics in collaborative action research. Before going to analyze the different perspectives, the authors define collaborative action research especially within the context of ‘objectification’ of research respondents. In this regard, it is important to mention that this type of research faces a dilemma as it is hardly possible to distinguish researcher from the researchable or researched object or activity. Subsequently, the authors have provided their perspectives in which they have developed eight principles and subsequently they have been applied to various case studies within the available settings. Before the conclusions and recommendations for university-based action researchers, the article details about ramifications relating to this collaborative action research. Newton, P., & Burgress, D. (2008). Exploring Types of Educational Action Research: Implications for Research Validity. International Journal of Qualitative Methods, 7(4), 18-30. The primary objective of this research is to describe and explain the different types of action research by keeping in view their implications for research validity. For this purpose, the authors have mentioned and elaborated three types of educational action research: practical, emancipator, and knowledge creating. In this regard, it is important to mention that the authors have tweaked the topic of educational action research by developing their own perspective relating to the topic. The findings indicate that the educational action research cannot only be emancipator in its very nature. While elaborating these types of educational action research, the authors highlight risks relating to the use of action research especially when it is unable to satisfy its truth claims. Subsequently, the authors provide some recommendations about action research and their interaction relating to different types of validities which are normally reliant on the use of research objectives. Postholm, M.B., & Skrovset, S. (2013). The researcher reflecting on her own role during action research. Educational Action Research, 21(4), 506-518. This article highlights personal observations relating to action research. The article mainly elaborates the challenges and opportunities given to the researcher. For elaborating these situations, the article details four different perspectives highlighting actual situations on ground. Additionally, the author also expresses the emotional and cognitive levels when the actual situation is faced by the action researcher. In this regard, it is important to note that the author only provides both prior and practical experiences as well, enabling readers to understand the situations and possible reactions from the person facing the problem and encountering other challenges as well. Subsequently, the article does not represent her experiences in a narrative form instead they have been described theoretically. And this perspective is availed so as to facilitate readers to understand the situation more easily. Subsequently, the article highlights its uses and advantages for potential researcher sin the field of action research by enumerating various advantages and precautions necessary to be considered before beginning any such experience. Somekh, B. (2010). The Collaborative Action Research Network: 30 years of agency in developing educational action research. Educational Action Research, 18(1), 103-121. This article works like a case study by detailing the origin and historical evolution about the Collaborative Action Research Network (CARN). Fundamentally, the article is descriptive in its very nature as the prime focus is to provide detailed exposition of CARN and interactions taking place during this period. In this regard, it is important to note that the article uses Cultural-historical activity theory for developing and providing analytical benchmark. For example, the author mentions that the CARN provides congenial and flexible workplace time and opportunity to staff members. Subsequently, the article concludes with future developments taking place at CARN. Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 5-21. This article primarily focuses on the importance of local context for applying different action research theories and practices with an aim of supporting educational reforms. In this regard, it is important to mention that the author has selected and analyzed 46 publications from the period 2000-2008 in which pre-determined five separate themes have been employed as well. for example, action research in times of political unrest, in times of government-funded school reforms, action research as a reform movement, action research for controlling teachers remain the main themes used in the paper. At the same time, the paper puts light on the local context and its effect on action research and its differential manifestation from the international perspective. Overall, the article aim is to provide local support and context for reforming education Read More