EDITORS: TERI MARCOS & LINDA PURRINGTON
This is the Fall 2024 newsletter of one of the Action Research Communities (ARCs) of the Action Research Network of the Americas (ARNA). Our ARC is Supporting the Teaching of Action Research (STAR-c). A group of professors who teach action research have met between ARNA conferences over the last few years to think about strategies, issues, and resources to support the teaching of action research. We created a website (star-arna-arc.org) as a forum for our Learning Circle discussions (onlinelearningcircles.org) around our own teaching of action research. The website provides resources to help support the teaching of action research including supportive topics, syllabi, examples of how action research fits in different programs, and both teacher and student resources.
While we enjoyed interacting with many of you at the ARNA conference in June we want to extend the discussion and invite all of you to join the STAR community. We invite your contributions to the ARNA-STAR Newsletter. Please submit short essays on any issue in the teaching of action research, your feedback on what you would like to see in the newsletter, or books, conferences, or resources you would like us to add. Please send your submissions to the STAR-ARC website at star-arna-arc.org and an editor will be in touch. We have also launched a blog to encourage more discussion around topics. Please join us at: https://actionresearchteaching.home.blog/
STAR-c members meet monthly via a virtual gathering. We extend our ongoing conversations here to our readers in terms of the strategies we are finding most helpful as related to teaching action research in a post-pandemic world, and specifically related to global learning within this issue. This edition features three articles whose authors contribute conversations about their best skills and competencies for teaching action research as well as a brief review of the literature to support them as they instruct their students. You will find Linda Purrington's article related to Triple Loop Learning in Action Research: Promoting Credibility, Positive Change, and Transformative Learning. Robert Moreno and Jeff Sivil's article explores professional development certification for teaching action research within an El Paso, Texas, community college. Teri Marcos shares in her article related to the skills and competencies to teach action research.
Triple Loop Learning in Action Research: Promoting Credibility, Positive Change, and Transformative Learning
By
Linda Purrington
Our international Supporting the Teaching of Action Research Community (STARc), in addition to publishing this newsletter, hosts a website, blog, and bi-monthly interactive conversations called CHATs about matters of great importance to the greater community. To support this work, STARc members meet monthly, as a learning circle, to discuss ARC business and other issues on members’ minds. Our circle sharing often relates to current events and issues around the world. Recently, we shared concerns about severe changes in weather, political elections, the spread of misinformation, and polarization. Our conversations are thought-provoking. Following the recent CHAT, I continued to think about how misinformation spreads and what causes people to believe and act on false narratives, even if it is to the detriment of themselves and others to do so. On a global scale, the World Economic Forum Global Risks Report 2024 ranks misinformation and disinformation as the number one global risk in terms of impact/severity over the next two years. Ranked second and third respectively are severe weather events and societal polarization. The American Psychological Association (APA) claims that, “The spread of misinformation and disinformation has affected our ability to improve public health, address climate change, maintain a stable democracy, and more” (American Psychological Association, 2024). Reflecting further about these challenges, it underscored for me the importance of action research and what individual researchers can do to combat misinformation, ensure credibility and promote the possibility of transformative learning and positive change within their sphere of influence, regardless of the scope or size of their action research project. In keeping with the theme of this newsletter edition, skills and competencies for action research, I would like to share some ideas and strategies that I incorporated into the action research strand of course work in a graduate educational leadership program including, triple loop learning, growth mindset, surfacing and challenging assumptions, question thinking, and the pause principle.
Action Research Strand in Doctoral Educational Leadership Program
Before sharing ideas and strategies, I thought it would be helpful to briefly describe the program context in which they were used. The doctoral educational leadership program that I directed and in which I taught, was a hybrid program with face-to-face sessions and virtual sessions that were synchronous and asynchronous. I helped design and teach a six-term strand of action research that spanned two years. Students were introduced to action research. They identified a compelling area of study and planned and implemented 2-3 iterative cycles. Students concluded their work by writing a formal report and presenting their study, findings, and learning in a conference style format. Each term, they were invited to make connections with their other courses. Throughout the action research courses, students worked individually and in learning circles. They organized and shared their progress on a website they developed. We began AR learning by introducing Triple Loop Learning and Growth vs. Fixed Mindset.
Triple Loop Learning
Understanding different patterns of learning is important for individual, group, and organizational growth. Triple Loop Learning is a model that illustrates three patterns of learning, single loop, double loop, and triple loop. Double loop learning is credited to the work of Argyris and Schon (1974, 1996). Single loop is one dimensional in which an individual does not question the appropriateness or rightness of an action or the underlying assumptions. The single change made is in the way the action is performed. The learner asks, “Are we following the rules?” “Are we doing things, right?” Double loop is two dimensional in which individual questions the assumptions or frames of reference from which the action emerged. This second loop can reshape ways of thinking and learning and doing different things. The learner asks, “Are we doing the right things?” Hargrove (1999) expanded the double loop model by adding another level of learning in which the individual examines his or her perceptions of who he or she is and what his or her role or purpose is. It is through triple loop learning that an individual transforms his or her way of being and becomes capable of different results. The learner asks, “How do we decide what is right?” Figure 1 depicts the three loops of learning in relation to one another.
Figure 1: Triple Loop Learning (Transformational Learning adapted from Hargrove, 1999, p2.)
The following is an example of an action research study conducted by one of our doctoral educational leadership students and the transformational learning that resulted from surfacing and challenging assumptions, frames of reference, and self-perceptions throughout three iterative cycles. The student served as a principal at a private, bi-lingual junior high school in Zacatecas, Mexico and desired to learn more about and improve student collaborative learning through action research (AR) with her classroom teachers. In the first cycle of AR, they investigated what students, teachers, and ARents thought about student collaboration and the quality of the collaboration that was occurring. They discovered a need for an evaluation system that assessed individual and group work, a need to coordinate integrated and collaborative-based projects across grade levels to lessen the number of projects and to improve quality, and a need for training for teachers to help them guide student collaborative learning.
In their second cycle, this student and her teachers implemented professional development for teachers. They developed a standardized system for evaluating individual and group performance on collaborative projects; they mapped curriculum and developed cross-curricular projects; and they began to provide leadership training for students. Outcomes from the second cycle included improved quality of student work from collaborative projects and students reported greater student satisfaction when working collaboratively. Teachers embraced personal responsibility for solution finding and they learned that professional development requires follow-up and support to translate into effective practice in the classroom.
Overall, this student reported that her AR work resulted in teachers believing that they had the capacity to find solutions for roadblocks to collaboration in their classes and students expressed satisfaction with their ability to do better collaborative work with cross-curricular projects. Two additional outcomes that were not anticipated were transformative in nature: (a) a shift in culture from blaming to solution finding, and (b) support for strategic, multi-year professional development planning.
Fixed versus Growth Mindset
Mindset affects how and what we learn. Growth mindset is an integral component of triple loop learning. Carol Dweck (2008) has engaged in decades of research on achievement and success and the power of mindset. Dweck writes about two types of mindsets, fixed and growth, and how mindset guides our lives. “Believing that your qualities are carved in stone—the fixed mindset—creates an urgency to prove yourself over and over” (p. 6). “Growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts” (p. 7). Based on twenty years of her research, Dweck claims “the views you adopt for yourself profoundly affect the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value” (p. 6).
Carol Dweck’s Ted Talk titled, The Power of Believing that You Can Improve, is a great resource for students to view before reading Dweck’s book, Mindset The New Psychology of Success: How We Can Learn to Fulfill Our Potential. Watching the Ted Talk helped generate questions to guide students reading for a purpose.
Surfacing and Challenging Assumptions
Assumptions are things/ideas taken for granted or accepted as true without valid proof. Surfacing and challenging assumptions in research means actively identifying and questioning the underlying beliefs or preconceived notions that researchers might hold about their study topic, essentially aiming to uncover potential biases and ensure a more comprehensive and objective analysis by critically examining the assumptions that could influence the research process and findings. By consciously identifying assumptions, researchers can avoid blind spots, consider alternative perspectives, and improve the quality and credibility of their research outcomes. Understanding which ideas are based on data and which are assumptions is a critical skill to learn when conducting action research.
Surfacing assumptions activity and examples. The following Surfacing Assumptions activity comes from a text titled, Participatory Action Research for Educational Leadership, by James, A., Milenkiewicz, M. & Bucknam, A. (2008, pp. 50-52). For this activity, action researchers beginning to identify a focus for their study and direction for their first cycle are invited to create a document and begin with a table with four columns.
In column one, list thoughts and beliefs about the proposed issue or topic. In the second column, describe the qualitative evidence that supports the statement in the first column. In the third column, list the quantitative evidence that supports the statement in the first column. In the fourth column, consider the strength of all evidence and rate the information on a scale of 1-10 to determine if it builds a convincing case for the truth or validity of the statements.
A rating of 8-10 suggests strong evidence for statement. This is an unlikely choice for future research. A rating of 0-4 indicates little or no evidence for statement. You will need to conduct a basic search of literature before you can decide if you want to pursue this statement further. A rating of 5-7 may suggest this issue is an adequate choice for a first round of inquiry, as you would base research on some knowledge but need additional proof for verification.
The following is an example of a student who completed this activity. The purpose of the student’s study was: To examine the (Personal Opportunity Period) P.O.P. program at High School X for students currently deficient in credits, and for those who have demonstrated poor attendance and negative behavior choices. P.O.P current practices will be refined to help improve student success rates.
Additional methods for surfacing assumptions
Critical thinking. Deliberately questioning the "why" behind research choices and considering different interpretations of data.
Brainstorming sessions. Discussing research questions and design with diverse team members to identify potential assumptions.
Literature review. Analyzing existing research to understand prevalent assumptions within the field.
Explicitly stating assumptions. Actively documenting the assumptions made during research design.
Strategies to challenge assumptions
Devil's advocate approach. Intentionally arguing against the initial assumptions to explore alternative possibilities.
"What if" scenarios. Considering different potential outcomes and their implications for the research.
Seeking diverse perspectives. Involving participants from different backgrounds and experiences to challenge existing biases.
Data triangulation. Using multiple data collection methods to verify findings and identify potential biases.
Example scenarios:
A researcher studying student learning might assume that all students learn best through traditional lectures, but by actively challenging this assumption, they might explore alternative teaching methods to better cater to diverse learning styles.
A researcher investigating healthcare disparities might initially assume that access to healthcare is the primary factor, but by surfacing assumptions, they could consider the role of cultural factors and implicit bias in healthcare delivery.
The Power of Question Thinking
Question thinking is a powerful means for developing a learner mindset. Marilee Adams (2009) is known for her work related to the power of question thinking and core message “that real change always begins with a change in thinking—and most specifically in the questions we ask ourselves” (p. 5). Adams contrasts two mindsets, judger and learner. “Learners make thoughtful choices, are solution focused, and win-win oriented. Judgers react automatically, are blame focused, and win-lose oriented” (p. 39). Adams suggests that we are all recovering judgers, but that we can counter by practicing a Learner mindset and engaging in questioning thinking. The ten tools of question thinking (p. 159) include:
Tool 1: Empower Your Observer. The purpose of Tool 1 is to develop the ability to be still, calm, and present with ourselves and others. This capacity is the foundation equanimity that helps us become more centered, resourceful, and strategic.
Tool 2: Use the Choice Map as a Guide. The purpose of Tool 2 is to provide a visual summary and guide for understanding our Learner/Judger mindsets and questions and the future that these create.
Tool 3: Put the Power of Questions to Work. The purpose of Tool 3 has two parts. The first has to do with becoming more prolific and effective at asking Internal Questions (the ones we ask ourselves); the second has to do with becoming more prolific and effective as asking Interpersonal Questions (those we ask others).
Tool 4: Distinguish Learner and Judger Mindsets. The purpose of Tool 4 is to help you distinguish between Learner and Judger mindsets and how they affect your thinking, actions, relationships and results.
Tool 5: Make Friends with Judger. The purpose of this tool is to become more aware and accepting of Judger mindset in ourselves and others.
Tool 6: Question Assumptions. The purpose of Tool 6 is to avoid making mistakes and suffering unintended consequences based on false or incomplete information.
Tool 7: Take Advantage of Switching Questions. The purpose of Tool 7 is to facilitate easier course corrections form the Judger Path onto the Learner Path.
Tool 8: Create Learner Teams. The purpose of Tool 8 is to learn about the benefits of applying Question Thinking and the Learner/Judger distinctions to teams as well as to organization.
Tool 9: Create Breakthroughs with Q-Storming. The purpose of Tool 9 is to facilitate collaborative, creative, and strategic thinking that can lead to more successful results.
Tool 10: Ask the Top Twelve Questions for Success. The purpose of Tool 10 is to offer a useful sequence of questions for thinking comprehensively before making a change or embarking on a new direction.
The Inquiry Institute provides some context and resources related to Marilee Adam’s work. Adam’s book, Change Your Questions Change Your Life: 10 Powerful Tools for Life and Work, introduces the key ideas and tools through story format. The final section of the book has a short section for each of the ten tools in which the purpose of the tool is stated, discussion is offered revisiting tool as introduced in prior story chapters, and activities for practice are provided. If you search Marilee Adams and Question Thinking, you will also be able to find several YouTube Videos that may be helpful to introduce question thinking.
Step Back to Lead Forward: The Pause Principle
Another resource that we utilized in the graduate leadership program action research strand for transformational learning was the Pause Principle. Ken Cashman (2012) states, “Managers assert drive and control to get things done; leaders pause to discover new ways of being and achieving” (p. 4). Cashman describes “growth as an inside out and outside in process of transformation beginning with inner self-growth and moving to growing others and growing cultures of innovation” (p. 20). Cashman identifies seven pause practices (pp. 32-35) that support the meta-pause principle Step back to lead forward:
Pause Practice 1: Be on Purpose. Purpose is the high-performing, value-creating intersection of core talents and core values. Pausing to be on purpose gives context, meaning, and clear aspiration to personal leadership growth.
Pause Practice 2: Question and Listen. Use powerful questions and deep listening to accelerate self-awareness and self-knowledge. Deep questions and deep listening are the two primary tools for reflections, insight, growth, and powerful action.
Pause Practice 3: Risk Experimentation. Risk trying new behaviors. Consider showing more appreciation, celebrating successes, or acknowledging contributions you previously took for granted.
Pause Practice 4: Reflect and Synthesize. Take 10 to 15 minutes daily at the beginning or end of the day to sort through events and issues, your feelings and concerns of the day.
Pause Practice 5: Consider Inside-Out and Outside-In Dynamics. The most complete picture of our deepest selves is revealed in both the outer connection and community we achieve with others as well as in the inner communion we achieve through introspection. Step back to consider the gaps and overlaps between how you perceive yourself and how others perceive you.
Pause Practice 6: Foster Generativity. Reflect generatively by asking yourself, What is the next stage of my career contribution? What is the next stage of my personal and family life? What do I want to be remembered for?
Pause Practice 7: Be Authentic. There is no better measure of personal leadership than authenticity. A leader who is real, genuine, and transparent creates a high-performing environment that is open, trusting, and collaborative. Ask for feedback. How could I encourage even more innovation here?
Kevin Cashman’s book, The Pause Principle, Step Back to Lead Forward, introduces the overarching Pause Principle and then applies it in three spheres of influence: growing personal leadership, growing others, and growing cultures of innovation. Each chapter includes pause points for sense making and ideas for practice.
One example of a YouTube video that might be used to introduce the author and book is titled, The Pause Principle: When/Why to Go Fast and When/Why to Go Slow. You will find several other videos and Ted Talks if you search for Kevin Cashman and The Pause Principle.
Summary
My intent in writing this article was to share some ideas, strategies, and resources that I found to be successful in helping graduate student action researchers combat misinformation, ensure credibility and promote the possibility of transformative learning and positive change within their sphere of influence, regardless of the scope or size of their action research project. I selected content that students reported to be most meaningful. Triple loop learning is a model for transformative learning credited to Robert Hargrove (1999) in which learners challenge assumptions and self-perceptions, develop new ways of thinking and being, and become capable of different results. Mindset affects how and what we learn. Carol Dweck’s work (2008) describes growth vs. fixed mindset. Growth mindset is an integral part of triple loop/transformative learning. Surfacing and challenging assumptions in research means actively identifying and questioning the underlying beliefs or preconceived notions that researchers might hold about their study topic. By consciously identifying assumptions, researchers can avoid blind spots, consider alternative perspectives, and improve the quality and credibility of their research outcomes. Question thinking is a powerful tool for developing a learner/growth mindset. Marilee Adams’ work offers ten powerful question-thinking tools for work and for life. Finally, Kevin Cashman’s (2012) Pause Principle was introduced and seven pause practices that he explores in his book The Pause Principle: Step Backward to Lead Forward.
References
Adams, M. (2009). Change your questions, change your life: 10 powerful tools for life and work. San Francisco, CA: Berrett-Koehler Publishers, Inc.
American Psychological Association. (2024, October 22). Misinformation and disinformation [Website Topic Post]. Retrieved from http://apa.org/topics/journalism-facts/misinformation
Argyris, C. & Schon, D. (1974). Theory in practice. San Francisco: Jossey-Bass.
Argyris, C. & Schon, D. (1996). Organizational learning (Vol.2). San Francisco: Jossey-Bass.
Cavaciuti-Wishart, E., & Heading, S. (2024, January 10). Re: These are the biggest global risks we face in 2024 and beyond [Electronic report from World Economic Forum]. Retrieved from http://weforum.org/publications/global-risks-report-2024/
Cashman, K. (2012). The pause principle: Step back to lead forward. San Francisco, CA: Berrett-Koehler Publishers, Inc.
Dweck, C.S. (2008). Mindset: How we can learn to fulfill our potential. New York, NY: Ballentine Books.
Hargrove, R. (1999). Masterful coaching. Available at http://www.rhargrove.com
James, E.A., Milenkiewicz, M.T., & Bucknam, A. (2008). Participatory action research for educational leadership: Using data-driven decision making to improve schools. Thousand Oaks, CA: Sage Publications, Inc.
The Teachership Academy
by
Robert Moreno & Jeff Sivils
The word “Teachership” may be unfamiliar to those who we have not yet had the pleasure of working with, however that term carries with it years of dedication from its committee and cohorts and a continuing dedication to expanding the reach of action research in the classroom.
The Teachership Academy was founded in 2006 thanks to the efforts of its administrative liaison, Dr. Lydia Tena, dean of the northwest campus of El Paso Community College in El Paso, Texas. The academy was born from the idea that investment in faculty focusing on continuous refinement of the classroom through action research was a vital, yet at the time, missing component of the many programs and opportunities the college offered.
From its inception, the Academy was designed to grow and evolve with each subsequent cohort. Initially, Phase I was designed by the committee. The goal of this phase was to expose the faculty cohort to the plethora of emerging methodologies and techniques in pedagogy. To accomplish this, the founding committee set out to identify professionals from around the country who were as passionate about the idea as they were. Many hours of research went into locating and contacting these individuals in hopes of bringing them into our institution to provide in depth sessions to the newly formed cohort which would open them up to new avenues of increased student engagement in their classrooms. These speakers would bring the cohort teaching tools that they could use the very next day in their classrooms. This served to provide the faculty with instant measurable improvements in their students’ demeanor and performance in their courses.
As the academy grew, the committee put great emphasis on the feedback received from each cohort member at the end of each session. This coupled with a continuing commitment to keep the session content relevant and up to date meant the dynamic nature of the cohort experience from one year to the next lead to faculty spreading the word to their colleagues and further growth of the academy and increased awareness of action research and its place at the collegiate level.
With the demand for what the academy offered increasing, the next logical step would be the creation of Phase II. This addition of a second phase allowed the faculty who completed Phase I to have an opportunity to continue their action research studies in the classroom. With increased sample sizes and increased courses to work with, the faculty were able to further explore what kind of positive outcomes resulted and develop a more robust project and data to share with peers. The implementation of Phase II proved to not only benefit the faculty and their students, but also to expose increasing amounts of faculty to action research.
The possibility of a Phase III has been discussed, however that remains an idea for the next area of growth withing the academy. The running sentiment is serving on the committee is the unofficial third phase. In reality, those who serve on the Teachership Academy steering committee are the faculty who are the most invested in positive outcomes it strives to achieve.
Those who serve on the Teachership Academy steering committee dedicate multiple hours a week to planning sessions, logistics, and content as well as serving as mentors to that year’s current cohort. Having hard working committee in academia is not completely uncommon, however, to have one consisting of faculty who do not receive a stipend, release time, or any other compensation can be a unicorn. The Teachership Committee has always been proud to tout the dedication and participation of the committee and cohorts comes without incentives. It is the commitment to the academy’s goals and desire to be better in the classroom that drives those who have participated.
To further celebrate the work our past cohort has done and the value of their work, the academy launched a peer reviewed journal. Titled “Teachership Academy Journal of Action Research”, this journal has its first volume out and we are anticipating the publication of a second in Fall, 2025. While there is still a need to solicit outside reviewers, the editorial board is comprised of current committee members. The Teachership Academy is proud of this latest expansion.
This year’s Phase I cohort is off to an incredible start. Having 4 sessions during the Fall 2024, semester they have had the opportunity to learn from some of the best people currently working in the action research area including Dr. Margaret Riel. We are grateful for her continued contributions to our academy and look forward to the collaborations in future. We hope to continue growing and crafting more collaborations. If you would like to learn more please feel free to reach out to Dr. Jeff Sivils (jsivils@epcc.edu) or Robert Moreno (rmore140@epcc.edu).
Skills and Competencies to Support the Teaching of Action Research
by
Teri Marcos, Ed.D.
We may often think of research as grounded in proving, or disproving, a hypothesis. Yet the opposite can be true of action research in that it generally uses a reflective practitioner approach. As both action researchers and instructors of action research, we may need to unlearn everything we embraced within our K-12 experience as students complying to the expectations and specifications of traditional scientific research designs to earn a grade in a particular subject that required a research project. For example, as we reflect on our science curriculum and expectations for research during our elementary grade school Science Fair project we remember that it most likely required a 7-step research design, including a hypothesis. As action researchers we may need to unlearn that approach while embracing problem solution and problem exploration within reflective practice that is supported through a review of literature, a research or action plan that includes carrying out the plan and writing up the results. Action planning and implementation subsequently both ground reflective practice and assist the action researcher to make decisions based on data with perhaps completely unexpected results. This is the ‘process’ of conducting a study within an action research design.
What is action research?
There are many definitions of action research. While in the 1980s and 90s action research emerged as a “popular way of involving practitioners, both teachers and supervisors, so that they better understand their work,” (Glanz, 2014, p. 16), Corey (1953) noted that “action research is undertaken by practitioners in order that they may improve their practices” (p. 141). Therefore, according to Glanz (2014), “action research, a type of applied research, is conducted by practitioners to improve practices in educational settings” (p. 16). Glanz additionally notes that, “action research differs from traditional research in three ways:
1. Action research is often less sophisticated than traditional methods that incorporate, for example, complicated statistical techniques.
2. Action research is utilized primarily by practitioners to solve specific problems.
3. Findings from action research are often not generalizable to other groups and situations” (p. 17).
Benefits of Action Research
A synopsis of Glanz’ seven noted benefits of action research follows. These can have immeasurable benefits if properly used:
– Creates a systemwide mindset for organizational improvement (that he calls a professional problem-solving ethos)
– Enhances decision making – greater feelings of competence in solving problems and making instructional decisions. Action research provides for an intelligent way of making decisions.
– Promotes reflection and self-assessment.
– Instills a commitment to continuous improvement.
– Creates a more positive organizational climate with objectives and goals as foremost concerns.
– Impacts directly on practice.
– Empowers those who participate in the process. Organizational leaders who undertake action research may no longer, for instance, uncritically accept theories, innovations, and programs at face value.
If we understand the definition of action research, and too, its benefits, how do we, as instructors of action research, skillfully and competently teach action research and facilitate learning for our action research students enrolled within our programs?
A 2023 study aimed to provide a model of action research skills for teachers. It used a descriptive survey method, as well as a questionnaire tool. The study reported that action research skills for teachers are determined by the following: 1-Problem identification skill 2-Information gathering and hypothesis formulation skill 3-Conducting action research skill 4-Report writing skill. The study recommended making use of the action research list and designing educational and training programs for teachers with the aim of developing these skills for their education and intensifying the study of action research in teacher preparation programs (Al-Ghadouni, 2023).
The Skills and Competencies of an Action Research Instructor
An action research instructor…
– teaches problem identification as well as generating, refining, selecting, implementing and evaluating possible solutions. Instructors of action research can approach their teaching of action research by demonstrating inquiry within their classroom. Teaching from an inquiry framework engages authentic knowledge within the classroom space to create new knowledge across groups. It is as authentic as the experiences of the group and as grounded as the work and service they perform. Ask framing and planning questions that are grounded in values and in our consciousness around a personal passion or feeling of injustice. Those experiential places from which good research emerges are often places that we can define as what we absolutely love about our work or juxtaposed to a given situation where we feel angered in that we perceive that an injustice has occurred.
– teaches from an action research model, or blend of models such as: deductive vs. inductive reasoning as applied to research; Stringer’s Action Research Interacting Spiral, Lewin’s Action Research Spiral; Calhoun’s Action Research Cycle; Bachman’s Action Research Spiral; Riel’s Action Research Model; Piggot-Irvine’s Action Research Model; Hendricks’s Action Research Process (Mertler, 2014), and a variety of other models.
– teaches the importance of timeliness. What is currently happening within a selected organization that needs evaluation? Why are things as they are? (Johnson, 2008). Ask your students questions and customize communication. Seek context from your students while inviting creativity. Researchers need excellent communication skills to build trust, transfer knowledge, and present their work in a clear and organized way.
– teaches reflective practices such as is articulated by Argyris and Schon’s Action Science and Reflective Practitioner work (1974). This pedagogic goal, “is to enable students to enhance their personal and professional effectiveness by having greater self-knowledge along with a broader repertoire of cognitive frames, emotional reactions, and behaviors on which to draw. The focus is on students’ ability to reflect on action as a step towards being able to reflect in action” (Taylor et.al., 2008).
– teaches opportunities to better understand a problem through repetition of the action research cycle and prolonged engagement with persistent observation (Mertler, 2014). Help students clarify their assumptions about their research. Be sensitive while accommodating any risks and any anxiety that may emerge.
– teaches opportunities to improve organizational practices while being sensitive to organizational politics within the social systems of the enterprise (Coghlan and Shani, 2008). Critical thinking is key to action research as well as a core academic skill that involves questioning and reflecting on information and knowledge. We teach our action research students to be open to possibilities and to engage possibility thinking from a problem-solving habit of mind.
– promotes students’ interest to build stronger relationships among colleagues within action research students’ organizations. Collaboration is important for action research to be successful. Participants need to be willing to collaborate for change to take place.
– teaches “alternative ways of investing in organizational practices” (Mertler & Charles, 2011, pp. 339-340). Ethical considerations in action research include maximizing opportunities for involvement, openly sharing information with participants, and maintaining confidentiality. Put voice to your values and engage the values of everyone within your course. Action research is values based. Teach with integrity while maintaining objectivity, clarifying confidentiality and addressing fairness.
Pedagogical Competency
Action research instructors have pedagogical competency. This involves learning new teaching methods and becoming better at leading conversations with students. Build group ownership for outcomes and be clear about your intentions. Acknowledge problems and be honest about your competencies as the instructor. Seek new learning opportunities to grow your capacities as lead action researcher. Stay relevant and up-to-date.
Morten Levin (2008) notes, "Action research involves both action and research and any practitioner must have the ability to initiate and support involvement in actions as well as capability to critically reflect on process and outcomes of the action engagement. First, proficiency is needed to concretely and practically work with social change in order to solve participants’ pertinent problems. Second, skills are needed to enable the creation of sustainable cogenerative learning processes involving both problem owners and researchers in the same learning cycle. Third, the researchers must have the capability, either alone or together with the participants, to create knowledge that can be published (communicated in the broader sense) in order to contribute in the ongoing scientific and the broader societal discourses. No other role in social science demands a broader spectrum of capacities, bridging practical problem-solving, reflective and analytical thinking than an action researcher" (p. 669).
Be an excellent knower!
An action research instructor, while skillfully and competently teaching the eight areas noted above, is an excellent knower, doer, and communicator of sound pedagogical competence as related to all things action research within the classroom.
References
Argyris, C., & Schon, D. (1974) Theory in Practice: Increasing Professional Effectiveness. San Francisco, CA: Jossey-Bass.
Al-Ghadouni, A. (2023) A Proposed Model for Action Research Skills for Teachers November 2023, Qassim University, Migration Letters 20(s9):1316-1323.
Coghlan, D., and Shani, R (2008) Insider Action Research: The Dynamics of Developing New Capabilities, in the SAGE handbook of action research participative inquiry and Practice. Thousand Oaks, CA: SAGE. pp. 643-655.
Corey, S. M. (1953) Action research to improve school practices. New York: Teachers College Press.
Glanz, J. (2014) Action research: An educational leaders’ suide to school improvement. Lanham, Maryland: Rowman & Littlefield.
Johnson, A. P. (2008) A short guide to action research (3RD Ed.) Boston: Allyn & Bacon.
Levin, M. (2008). The Praxis of Educating Action Researchers, in the SAGE handbook of action research participative inquiry and practice. Thousand Oaks: SAGE. pp. 669-681.
Mertler, C.A. (2014) Action Research: Improving schools and empowering educators. Los Angeles: SAGE.
Mertler, C. A., & Charles, C. M. (2011) Introduction to educational research (7tth ed.). Boston: Allyn & Bacon.
Taylor, S., Rudolph J., & Foldy, E (2008) Teaching Reflective Practice in the Action Science/Action Inquiry Tradition: Key Stages, Concepts and Practices, in the SAGE handbook of action research participative inquiry and practice. Thousand Oaks: SAGE. pp. 656-668.
Some of our Students' AR Studies
Subordinate Perceptions of Executive Organizational Leaders’ Personality Impact on Organizational Psychological Safety, Trust and Well-Being
An Analysis of the Effects of Teaching Social-emotional Learning Skills on Special Education Needs Students' Executive Functioning and Cognitive Skills
Investigating Organizational Leadership Styles and Their Impact on Employee Motivation and Workplace Output in Large-Sized Organizations
Resources
Center for Collaborative Action Research: https://www.actionresearchtutorials.org/
Early Childhood Education: https://nhsa.org/resource/action-research/
Social Publisher's Foundation: https://www.socialpublishersfoundation.org/resources/references-and-links/
Upcoming Conferences
Networking
The Youth Participatory Action Research ARC:
Dr. Michelle Vaughan and Dr. Dane Stickney recently presented a YPAR overview to the Florida Online School's advanced placement research students. The ARC members shared ideas of how the students could leverage YPAR and hope to support the youth in their research this year.
Dr. Dave McPartlan and Stickney presented at CARN's 2024 conference in Sweden with Icelandic scholar Dr. Ruth Jörgensdóttir Rauterberg and youth researchers from Iceland, Karen Rut Gísladóttir and Eva Júlíana Bjarnadóttir. Their YPAR-themed presentation occurred October 25.
Dr. Kostis Sipitanos and Stickney held a symposium on youth action research at the University of Crete on Nov. 1. Renowned action research scholar Dr. Eleni Katsarou served as discussant for the event.
Milahd Makooi, a Colorado teacher, and Emilleo Moralez, a student researcher, joined Stickney in delivering a recent YPAR workshop for a community research collaborative at Eastern Michigan University, co-led by ARC member Dr. Rachel Radina. As non-university members of the ARC, Makooi and Moralez bring important practitioner perspectives to better understand the implementation and impact of YPAR.
Plans for the Participatory Action Research and Popular Education ARNA ARC:
In the spring of 2025, scholars, practitioners, educators, and students from the global north and global south with relevant interests and experiences to incorporate participatory action research and popular education will participate in a 2-hr bilingual (English and Spanish) virtual gathering to share experiences and knowledge with one another. There will be an emphasis on how to enact and embody PAR/PopEd principles in struggle with those most impacted by structural violence during complex social, political, and economic realities locally, transnationally, and globally. Simultaneous live language interpretation will be provided.
- The ARNA 2025 Hybrid Conference - An Artful Experience: The Use of the Arts Throughout the Participatory Action Research Process, will be held in Puerto Vallarta, Mexico, May 16 & 17, 2025. A Call for Proposals can be found at https://arnawebsite.org/conferences/
- The CARN DACH conference information can be found on the CARN website: https://www.carn.org.uk/events/conferences/
- World Education Summit 2025 information can be found at https://www.worldedsummit.com/
The STAR-ARC invites the larger ARNA community to join us in expanding the site and discussing ideas, activities, projects and resources. Members have made the site available in Spanish, developing a blog to encourage feedback and working on an idea to offer STAR Conversations on issues related to teaching action research.
Thanks to all that joined us at the ARNA conference in June, 2024. If you have ideas or professional needs as a teacher of action research, please come and share your ideas. We will evolve with all of you.
Credits:
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