行动干预的第二个阶段

行动设计与实施

1 改变学生的观念

2 采取措施   增加小组活动、改变评价机制

观察与发现

1 课堂发生变化

2 举例说明

3 发现新问题
 

对整个行动研究的反思

平等和谐的师生关系

互信合作的生生关系

行动干预的第一阶段

行动设计与实施

1 快速识记学生的名字

2 增加学生沟通的机会

3 营造轻松的课堂氛围

4 努力做到认知与情感结合

观察与发现

1 课堂话语量增多

2 课堂参与度提高

3 教与学出现融洽的配合

反思

发现了新问题

How to collect data?

observation (collect observational data) 

whatching a social situation

observation notes( factual accounts of events)

recordings(audio or video,MP3)

transcripts

photographs

maps(layout.interaction)

documents

Do we need some qualitative research?

因该让每个学生自己定学习目标

问他们需要什么样的帮助和资源

然后将课程为学生量身定做

循环往复的过程

行动研究案例分析

用系统的方法寻求某个问题的答案

解决显示问题、改善山庄为目的的，具有行动行、参与性、探索性、反思性特征的研究。

文献阅读与评价课程

太大的问题——如何采用行动研究提高该课程的教学质量？

一次解决一个问题，分步进行。

将大问题分解为小问题

2000年创设

历时12年

行动研究

最后3年中，年年有变化

减少论文、增加反思日记、增加面谈、增加对反思日记的反馈系列问题：

内容太多，学生跟不上

负责口头报告的小组认真，其他小组不认真

学完了论文不总结

反思日记内容负面该比较窄

AR is experimental in an exploratory and interventionist sense.

the meaning is at a good illustrations.

the cycle of action research

Plan-devolop a plan of critically informed action to improve what is already happening

Act-act to implement the plan

Observe-observe the effects of the critically informed action in the context in which it occurs.

collecting some data

Reflect-reflect on these effects as the basis for further planning, subsequent critically informed action, through a sucession of stages.

行动研究中的数据收集-1

Professor Anne Burns

How can you collect data in AR?

Deciding on the data you will collect 

Consider your AR focus and questions:

-What are the main actions you will put in place?

-What information (data) do you require to document the actions and answer your questions?

-What methods will you use for collecting the information?

行动研究的重要性和注意事项

Professor Anne Burns

Some ideas or quotes from people who have been writing about action research.

"I see the TESOL field as committed to a mode of operation for which the umbrella title, action research, is appropriate". (Edge,2001: 6)

a way of doing our work which is the idea towards the action research

"The most powerful form of research for the beginning researcher in TESOL is action research." （Richards, 2003: 236）

"Action research has come of age in second language scholarship"(Denos et al.,2009: ix)

The growth of teacher professionalism

"The vitality of the teaching profession, if teachers are to be more than mechanical operators of pedagogic procedures, requires practitioners to reflect critically on their practice with reference to wider educational and social issues".

(Leung, 2009,p.55)

Some burning questions

How much Chinese should be used by an English teacher in the classroom? Can this be a topic for AR?

Can I reduce the amount of Chinese that I use in the classroom? 

-the starting point for action research

-to observe yourself, your teaching and to see when you are using Chinese, are you using it for something that you could actually use English instead? Do you need to use Chinese? Is it sometimes better to use Chinese？

some theory supportive of a teacher teaching a particular language using mother language, it is sometimes easier, simpler, and more economical to explain something quickly like a vocabulary item in the language the students use rather than try to make it really complicated, explaining in English, taking up classroom time. and it could be a very good reason to use Chinese in the classroom.  but you could be aware of how you use Chinese.

why you use it?

when you use it

how you use it

what the students think about your using Chinese in class? would students like to use it for English?

all these questions could be investigated to see whether it is a good idea to use Chinese at a particular time or a good idea to not to use Chinese at another time. 

Problematising in action research

-AR is frequently portrayed as “problem-solving”(i.e. this was my problem, here's the solution)- this is to misunderstand the notion of problem in AR

-Problematising in AR is concerned with developing critical reflexivity, deepening awareness, increasing understanding and enhance praxis. 

deeper way of thinking about AR, 

problematising 

-Problematising in AR aligns with Freire's notion of problematization:

-"The process is basically someone's reflection on a content which results from an act, or reflection on the act itself in order to act better together with others within the framework of reality."

(1973,p.154)

acting better with others

considering ethical issues

-These relate to the quality, value and democratic worth of the inquiry

-Three key questions:

  --Whose permission/consent is needed?

  --Who will be affected by the research?

  --Who should be told about the research when it is completed?

Considering ethical issues

TASK

-What ethical requirements are there in your institution?

-How will you explain your research to those involved？

-How will you gain their consent to be involved?

-How will you share outcomes of the research with participants?

uncertain and confused in the beginning

a little clearer when the research is carried on.

Refining your focus and developing questions

-Developing questions and relating them to your investigations doesn't necessarily happen straight away- it can be messy!

-"My experience of action research is that it is  difficult to grasp or explain the concept until one is in the process of doing it. It's in the doing that it starts to make sense and become clear". (Jane Hamilton) (Burns, 1999)

问题总结与实例分享-1

文秋芳教授

总结与反馈

澄清

-区分行动研究的目的与行动研究的问题

如何提高应用语言学论文阅读与评价的教学质量（目的非研究问题）

how to motivate students (too big to carry out)

-行动研究问题的来源与问题的选定

来源于个人教学实践，context-dependant, 

问题一定会specific，不需要narrow down

-学会行动研究需要时间、需要实践、需要过程

-区分行动研究与其他应用研究

行动研究概念3

Professor Anne Burns

What AR does not do

-set out to prove/disprove an experimental hypothesis (it's about you and your understanding of your teaching)

-establish control/experimental groups

-control variables

-have control and experimental groups

-draw on pre-test/post-test methods

-emphasize statistical analyses

-produce generalizable findings

AR is "experimental" in an exploratory and interventionist sense.

The cycle of action research

--- plan -develop a plan of critically informed action to improve what is already happening

--- act - act to implement the plan

---observe -observe the effects of the critically informed action in the context in which it occurs

---reflect -reflect on these effects as the basis for further planning, subsequent critically informed action, [etc.] through a succession of stages.

(Kemmis & McTaggart, 1988,p.10)

What if I found out already, or something I didn't know before? If I found out some new information, how can I take more actions and going to the next step?

That's why sometimes you have more than one action research.

How does AR differ from other research?

插入图片

行动研究概念2

Professor Anne Burns

What is the difference between the other types of research we are talking about?

what is action research?

AR involves a self-reflective, systematic and critical approach to enquiry by participants who are at the same time members of the research community.

AR is about being there in the classroom, working with your students, but also investigating and examining very carefully and very deeply.

what is action research?

the aim is to identify problemtic situations or issues considered by participants to be worthy of investigation in order to bring about critically informed changed in practice. action research is underpinned by democratic principles in that the ownership of change is invested in those who conduct the research.

-Burns, cited in Cornwell,199,p.5

AR and other types of research 

Quantitative(positivist)         Qualitative(constructivist)       Action Research(intervetionist)

Theory-driven(theory determines data)  data-driven(data to theory construction) praxis-driven (practice to theory to practice)

numerical data (hypothesis-testing) narrative data (hypoth.-generating) eclectic data (quan and qual)

statistical analysis (patterns) thematic analysis (patterns) pedagogical analysis (patterns for enhanced practice) dynamic

"Objective" knowledge (no intervention) "Subjective" knowledge (possible intervention) emergent knowledge (total intervention)

Universal laws (general application) localised theories (local interpretation) contextual meanings (contextual change)

How does AR differ from other research?

-It is research with people not on people

-The researcher is a direct participant in the research

-It deliberately intervenes in the research setting to develop classroom practice and understanding.

- It is "subjective" rather than "objective"

-The goal is teachers' "theories for practice" (Burns, 1996) rather than generalisable findings

very burning question

how to distinguish reflective teaching from action research?

AR: one way of being reflective teachers

RT: doing something a little bit different.

Reflective teaching and AR

RT                                      AR

reflection-in-action        reflective-on-action

systematic                      +systematic

- data collection             + data collection

theory development       +theory devt

reflective teaching and action research can be said to be on a continuum of reflexive practice ( See p.22. Burns, 2010）

The last word

being involved in action research works inside you like a vaccine. once you have been vaccinated, you are <vaccinated> for life. once you've been through an action research cycle your look on pupils and teaching changed in a way that is irreversible.

(Mariacarla - a teacher who worked with my colleague Grazziella Pozzo in Italy).

to find out more

go to 

www.professoranneburns.com

In some senses, Reflective Teaching can be a kind of Action Research. A start point!