Action Research In Schools

3 credits

Fall 2002
Instructor: Allan Feldman 545-1570 (office) or 549-1469 (home)
227B Furcolo Hall afeldman@educ.umass.edu
http://www-unix.oit.umass.edu/~afeldman

Course description

This course will introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out. A primary objective of the course is to prepare students to do action research in schools. There are three other goals: 1) the development of professional community; 2) the illumination of power relationships; and 3) students' recognition of their own expertise.

Topics include an analysis of collaborative and spectator forms of research, ways to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the research. The major assignment for the course will be the completion of a mini-research project undertaken in an educational setting in which the student is engaged in professional practice.

Course requirements

1. A significant part of this course will be class discussions of readings assigned for each week. Therefore successful completion of this graduate level course requires attendance of all classes and active participation in the discussions. Carefully read assigned readings for each class. Come to class prepared to contribute your critical reflections on both your own experiences and ideas and those of others as presented in the readings. Your reflections on the readings should be recorded in your research notebook (see 2 below) and submitted to me through WebCT before the class meeting.

2. Keep a research notebook in which you regularly (at least weekly) record your experiences in carrying out action research. The purpose of the notebook is to help you reflect on your practices, formulate ideas for action or changes in practice, and evaluate those actions. You will be using your research notebook as a data source for writing an analysis of your action research project.

3. Participate in a "research notebook response group." Form a group of 3-5 students who will meet at least once per week for a minimum of one hour outside of class time to discuss research notebook entries, the readings for the classes, and your research projects. No more than half of the group meetings can be done online using the WebCT chat function. Your RNRG will be required to make a presentation to the class about how your group operates. These presentations will begin on October 29.

4. Prepare an informed consent form. This will be due on October 8 when you give your starting point speech. Please submit the consent form to me via WebCT. A final copy of your consent form should be included with your action research report (assignment #6).

5. Write the text for a short speech (5-10 minutes) to a group of colleagues explaining why the problem of thematic concern you have identified for your project is educationally important. It should include references to the appropriate research literature. This speech is due to be presented in class on October, and submitted to me via WebCT, after revising in response to feedback received in class, by October 15.

6. In order to receive feedback on your on-going efforts, a 2-3 page interim report of your project, including a statement of your thematic concern or general idea for inquiry and the results of reflecting on your initial data collection, should be submitted to me via WebCT by November 12, one week following the data workshop.

7. Complete an analysis (in approximately 10-15 pages) of your action research project according to guidelines to be provided by the instructor (see calendar for URL). A presentation to the class during the last sessions will be expected and the final report will be due on the last day of class (December 10).

8. In addition to the above assignments, there will be shorter assignments that help move you through the research process. These include the Slice of Life; Consent form; M2; M4, M5, OR M6; M9, M10, OR M11; a Data Collection Plan; and M29. The "M" assignments are from Altricher et al. You are required to submit all written work to me via WebCT.

Your grade in this course will be determined by your level of completion of all assignments and your participation in the class. Assignments #4-7 will have the greatest weight. How well you present your starting point speech, data for the data workshop, your final paper will be another component of your grade. Your participation in class, including preparedness to discuss readings and attendance, is an important component of your grade. Read the syllabus carefully and see the instructor if you have any questions about what is required of you. Satisfactory work at the graduate level for all course requirements will result in an AB in the course. Outstanding work will result in an A. Any written work deemed unsatisfactory by the instructor will be given back to the student with comments for improvement. The instructor will make adjustments in these requirements for students with learning disabilities.

All course work must be completed and handed in to the instructor by December 10, 2002. If for some reason this cannot happen, the student must make arrangements with the instructor to complete the work before a mutually agreed upon date. The student and instructor will draw up a contract specifying the work that needs to be completed and the completion date. They will both sign the contract and each will receive a copy.

September 10: Course overview and introductions.
What is research?

September 17: The research notebook and Informed Consent.
SLICE OF LIFE DUE
Altrichter et. al. Ch. 2
Feldman (1998) (All Feldman articles can be found at http://www-unix.oit.umass.edu/~afeldman/ActionResearchPapers/ARpapersindex.html)
Holly, M. (1989)
Tremmel, R. (1993)
Informed consent materials: Preparing an Informed Consent Form and Human Subjects Review

September 24: The nature of action research and finding a starting point for research.
M2 DUE
Altrichter et. al. Ch. 3
Calhoun (1994)

Feldman and Minstrell (2000)
Feldman & Capobianco (2000)
Stenhouse (1981)

October 1: The nature of action research pt. II and Acknowledging starting points
M4, M5 OR M6 DUE
Altrichter et. al. Ch. 4
Cochran-Smith, M. and Lytle, S. (1993) Chs. 1 and 2
Feldman (1999)
Feldman (in press)

October 8:

CONSENT FORMS DUE
STARTING POINT SPEECHES

October 15: How to do action research.
WRITTEN STARTING POINT SPEECHES DUE
Altrichter et. al. Ch. 4
Feldman, A. (1996)

October 22: Data Collection
M9, M10 OR M11 DUE
Altrichter et. al. Ch. 5
Feldman (1997a)
Calhoun (1994) Ch. 5

October 29: Action research: Multiple perspectives.
DATA COLLECTION PLAN DUE
BEGIN NBRG PRESENTATIONS
Hollingsworth (1994)
Noffke (1997)

November 5: DATA WORKSHOP

November 12: Analyzing data and Issues of validity.
INTERIM REPORT DUE.
Altrichter et. al. Ch. 6
Calhoun (1994) Ch. 6
Eisner (1981)
Feldman (1994a)
Phillips (1987)

November 19: Precursors to action research and multiple traditions.
M29 DUE
The Acoma Pueblo
Schˆn (1983) Ch 2
Schwab (1978)
Zeichner and Noffke: Multiple traditions (draft) http://www-unix.oit.umass.edu/~afeldman/ARreadingmaterials/ZeichnerNoffke/multiple_traditions.html

November 30: Critical theory and action research.
Making research public.
Altrichter et. al. Ch. 7&8:
Carr and Kemmis (1988). Ch 5 and Ch 7
Feldman, A. (undated). Writing the action research report.
Rubric for the final report.
Lather (1986)

December 3 and 10: PRESENTATIONS OF RESEARCH PROJECTS.

Allan Feldman's Action Research papers

Action Research Reading Materials

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