EARCOS Teachers Conference
28-31 March 2012
Donna Kalmbach Phillips, Ph.D.
Pacific University, OR USA
“Action research…..requires teachers to be
acutely aware of a sense of process, and to
refine their perceptions to account for that
process…action research raises to a conscious
level much of what is already being done by
good teachers on an intuitive level. It enables
teachers to identify and come to grips with their
practice in a human way that is at once
supportive and critical.”
McNiff, 2008
Action Research…
•Involves a systematic or organized approach to
problem-solving
•Requires active engagement & interaction
•Insist upon reflection, critical analysis & revolving
assessment
•Analyzes systems of power
•Deconstructs taken-for-granted assumptions
•Results in action as a practical outcome
•Results in transformation
•Relies upon democratic ethical principles
•Focuses on a single place of inquiry
Criteria of Trustworthy Action Research
Teacher Action Research: Process Workshops
Framing the
Study
Trustworthy
Action Research
Design
Data Analysis,
Interpretation
Discover an Area of
Focus
Criteria for
Trustworthiness
Data Analysis
Fundamentals
Develop a critical
Question
Research Design
Ongoing Analysis:
Cycle & Strategies
Research Design
Triangulation
Final Data
Interpretation
Literature Review
Researcher
Dispositions
Going Public
………………………………………………………Critical Questions……………………………………………………………
“I’ve got the data,
now what?”
“Interpretation is revelation
based upon information.
But they are entirely different things.
However, all interpretation includes
information.
The chief aim of interpretation is not instruction,
but provocation.”
Tilden (1957)
Data Analysis & Interpretation
rests upon
triangulated, multi-layered
“thick” data
Principles of Data Analysis &
Interpretation
Analysis
…..to take apart, to break down or dissect.
The act of separating data for the purpose of
study; a narrowing of the gaze.
Principles of Data Analysis &
Interpretation
Analysis
1. What seems to be happening in this data?
What is not happening in this data?
2. What is repeated in this data (words,
behaviors, attitudes, occurrences)?
3. What is surprising, perplexing, disturbing in
this data?
4. What information seems to be missing from
the data?
Principles of Data Analysis &
Interpretation
Synthesize
…..the act of putting
back together again,
of integrating pieces;
seeing the data set as
a whole; changing the
lens of inquiry to wide
angle.
Principles of Data Analysis &
Interpretation
Synthesize
1. What patterns emerge across the data? (What are
the repeating themes?)
2. What are the contradictions, dilemmas in the
data? What doesn’t seem to fit?
3. What are the emotional & intellectual reactions to
this data?
4. How does or doesn’t this data answer the CQ?
5. How are systems functioning in this data?
6. What material factors are at play?
Principles of Data Analysis &
Interpretation
Deconstruction
…..to check
assumptions, consider
personal & social
context; to put the lens
of inquiry down, climb
back up the hill to see
what we’ve been
missing.
Principles of Data Analysis &
Interpretation: Deconstruction
1. Study categories of data: what other ways might
these be configured and reconfigured?
2. What are the limitations?
3. What personal assumptions, values, beliefs are
present in the synthesis?
4. What would other voices say about the synthesis?
5. How are systems functioning in this data?
6. What material factors are at play?
7. What is useful & dangerous?
Principles of Data Analysis &
Interpretation: Contextualization
…..the cultural, social,
physical, political
context of the data
Principles of Data Analysis &
Interpretation: Contextualization
1. How are larger issues, values, political
views, systems & structures influencing data
interpretation? (Or how should they
influence interpretation?)
2. How is power at work in the study?
3. Are conclusions mirroring, representative,
in conflict with mainstream discourse?
What does this mean?
Criteria of Trustworthy Action Research
Categories of Data Analysis & Interpretation
Category of Analysis &
Interpretation
What it looks like
What it is
On the Ground Running:
Daily
Note taking/note making
Ongoing Analysis
Off Road Break:
Weekly or biweekly,
depending upon project
Deliberate organization of
data & analysis of data
Ongoing Analysis
Some emphasis on synthesis,
deconstruction,
contextualization
Weekend Break:
Analytic Memo
Every 2 – 4 weeks depending
upon project. At least twice
throughout project
Ongoing Analysis
Greater emphasis on
synthesis, deconstruction,
contextualization
Yoga Retreat:
End of Project
Some Analysis
Synthesis
Deconstruction
Contextualization
Final Layers of Data
Interpretation
On the Road Running:
Daily or Frequent Ongoing Data Analysis
•Note taking/Note making
Note Taking/Note Making
Grade 6 Literature Circle: Elena, Richard, Moses & Catherine
Text: Bridge to Teribithia/Date: 14 February/Time: 20 minutes
Note Taking
Note Making
C: I hated the way this story ended. Didn’t you? How
come they always make people die? Talks with
hands; leans into group.
C. really gets into reading. She just finished PIG –
maybe she is reading too many books about death?
R: I didn’t like her anyways.
Not a great conversation starter but R. has certainly
read & comprehended the book.
How can I encourage these two to invite the others
into the conversation? This has happened before –
they get off into their own conversation and leave
everyone else behind. R. pushes C. Here’s the rub: it is
good book conversation. It is authentic. How do you
keep this and get everyone involved? Or do I assume
that “being involved” has to be through talk?
C. That’s rude. Leslie was so cool!
R: I thought she was a snob – being from the city and
everything. Hey, why did they cremate her? Do you
think that is weird? Talks to C. only
C. My mom is gonna be crea….
E: Aren’t we suppose to start with the questions on
this list?
She has been looking down until now.
M. sitting and listening.
C: Mmm…I don’t know. Is that what Mr. Ryan said? C.
directs this to R.
Is this E.’s way of getting into the conversation or is
she really concerned
about following directions, being the good student?
How do my questions get in the way of the
conversation? They are suppose to be a scaffold…are
they?
Practice:
Note Taking/Note Making
Video Clip:
Teacher-Student Writing Conference
Directions:
•Divide paper into two columns
•Take notes: Focus on what the teacher
says & the student’s response
Grade 5 Writing Conference
Practicing Trustworthy Action Research
Directions:
•Return to note taking/note making.
•Analyze talk according to Choice Words by
Peter Johnston.
•How does layering analysis with literature
make a difference?
•How is it useful and dangerous?
Strategies for Organizing Data
&
Analyzing Data
by
Charts
Organizing & Analyzing by Events
Researcher’s On-going Analysis Journal:
Record thinking (self-reflexivity), questions, connections, perspectives
Organizing by Literature
Researcher’s On-going Analysis Journal:
Record thinking (self-reflexivity), questions, connections, perspectives
Organizing by Quantitative Charts
Charts + Narrative
Researcher’s On-going Analysis Journal:
Record thinking (self-reflexivity), questions, connections,
perspectives
Organizing by Data Type
Student
Post-Multi- Survey
dimensional Responses
Fluency
Scale
A
Not
administered
yet
SelfEvaluation:
Fluency
Rubric
podcast
Says she is a
G,G,O,O,
reader some
G,G
of the time
but only when
reading by
herself.
Recognizes
different kinds
of readers in
the class.
Doesn’t like to
read aloud.
Post SelfEvaluation
Fluency
Rubric
Podcast
Post
Survey
Podcast
Antidotal
Notes
O,D,O NW,
NW, O
Not
completed
yet
Chose a
rhyming
book for
the
podcast
because,
“This will
sound
good.”
Researcher’s On-going Analysis Journal:
Record thinking (self-reflexivity), questions, connections, perspectives
Practice Data Set:
Grade 5
Building Community
The Researcher’s Journal
The discussions that followed the classroom meeting were probably the worst overall. Three of
the five groups bickered throughout the discussion time. As a result of this, two groups (Mouse
“A” and Mouse “B”) had minimal discussion. The Applewhites had no discussion because they
could not resolve their intrapersonal conflicts. The Hatchet group was unable to have a discussion
because there was only one member present. Dark Hills Divide was the only group having a
productive discussion. I asked the counselor to observe The Applewhites group and noted that
the environment was so tense that it was impossible to hold a discussion. One member was so
bossy that she alienated the other members. Another member was unprepared and distracted
the group. The other two members stirred the pot and argued with the other two. The counselor
questioned whether the literature circle jobs are too complex and whether the groups are too
large. He suggested pairing students up with one task to do – a task that they can be successful
at. I am having the same thoughts after witnessing the extreme interpersonal conflicts and off
task behaviors. Many of these students cannot get past their bickering to hold a discussion. I was
discouraged to find that despite teaching behavior skills, these discussions are usually not a
productive use of time for four of the five groups. Once again, I find myself asking, is it the task
itself or the lack of behavior skills or something I am not even accounting for that causes the
problems? Are the books not engaging? Should I have allowed choice? How do I account for
context of these kids’ lives?
Weekend Break (Reflective Pause):
The Analytic Memo
•Ongoing Analysis with greater emphasis
on synthesis, deconstruction,
contextualization
•Formal Data Analysis
•Completed 2 – 4 times throughout
project
Why an Analytic Memo?
The analytic memo is a space to…
•Modify the AR design
•Recheck & possibly modify CQ
•To change course if needed
•To practice trustworthy action
research through self-reflexivity,
multiple perspectives, and making
strong connections
Process for the Analytic Memo
1. Read through all organized data,
including note taking/note making &
research journals
2. Read with literature at your side
3. Read for repeating patterns, ideas,
themes
4. Cluster, mind map accordingly
5. Develop synthesis statements or
synthesis questions
Teacher Talk does not appear to exist
in a vacuum: the environment,
occasion, assignment, my mood, and
the student all can influence my talk
(and a student’s response).
Synthesis
Statement or
Question
Relevant
Influencing
Supporting Data Literature
Further
Questions
Plan of Actions
(Interventions)
Teacher Talk
does not appear
to exist in a
vacuum: the
environment,
occasion,
assignment, my
mood, and the
student all can
influence my
talk (and a
student’s
response).
Note data for
Jenna, Jorge,
Mike & Lelah:
It seems as if
teacher talk is
just one piece of
this energized
moment (or flat
moment): how
can I begin to
track these
other factors
that complicate
the dynamics of
talk?
Develop a chart
with these
categories:
Physical
Interruptions
My mood
Student’s mood
Assignment
Use of Talk.
Have rating
scales.
Quick way to
track & analyze
data next period
Note
taking/Note
making:
Jan 10, 12, 25,
30
See conference
notes for the
same days
Johnston:
Choice Words
Dynamic
Classroom
Lenz Taguchi,
Going Beyond
Theory/Practice
Divide
Next Step:
Critical Colleague Response &
Dialogue.
Document.
Critical to the Analytic Memo
Practice Trustworthiness:
•Use raw data
•Employ the expertise of the literature
•Seek multiple perspectives (critical
colleague, students, parents, others)
•Practice self-reflexivity: pursue significant
questions, stay open, resist conclusions
•Make strong connections
•Return to Critical Question
The Analytic Memo:
An Excerpt
Directions:
•Read through the memo.
•Be this teacher-researcher’s critical colleague.
•What questions do you have for her? What do
you want to know more about?
•Discuss the memo: How does (or doesn’t) it
represent trustworthy action research?
Cycles of Ongoing Data
Analysis
Data Collection/AR Memo 1
•Data may appear disconnected; unable to
write synthesis questions or statements
•Need to refine CQ
•Discover gaps in data
•Need to refine data collection strategies
•Requires adapting teaching/interventions
Data Collection/AR Memo 2
•Data is likely more focused
•Synthesis statements are likely questions
•May still refine CQ
•Connects data more closely to literature
•Further refines data collection strategies
focusing on emerging themes, patterns
•Actively seeking multiple perspectives
•Further refines teaching/interventions
Data Collection/AR Memo 3
•Data richer, multi-layered leads to more
connections across data sets & to literature
•Enriched & expanded themes & questions
•Refined data collection to target specific
areas
•Continue to refine teaching/interventions
•Actively practicing trustworthiness
Yoga Retreat:
Final Data Interpretation
Actively practicing:
Synthesis
Deconstruction
Contextualization
Revisit, review & reread ongoing analysis
& memos
Create mind maps,
charts, timelines
and/or generate
categories
Expand
Interpretations
Apply layers of
interpretations
Return to Critical
Questions
Draft Synthesis
Statements
Practice active
deconstruction
Revisit, review & reread ongoing analysis
& memos
Create mind maps,
charts, timelines
and/or generate
categories
Practice active
Apply layers of
contextualization
interpretations
What is ignored, lost
or disregarded?
How do I know this ?
Add Data
Expand
Interpretations
How do I know this?
Delete categories
Apply layers of
interpretations
Deconstruct &
Contextualize Data
Apply layers of
interpretations
Different perspectives
Participant Voices
Expert Consultation
Contextualization
Draft Synthesis
Statements
What do I still
wonder?
Apply layers of
interpretations
Return to Critical
Question
How are
questions
limitations?
How are
questions areas
to explore?
Draft Synthesis
Statements
Final Check:
Critical
Colleagues
Evaluate
Interpretations
for
Trustworthiness
Data Analysis & Interpretation:
Summary of Process
•Collect data
•Organize data
•Analyze, synthesize, deconstruct, contextualize
data
•Pause…reflect during formal spaces of ongoing
analysis: Analytic Memo
•Cycle through above process 2-4 times
•Final Data Interpretation
Going Public
Key points I want to
make
Connecting Points
from the data
Connecting points
from the literature
Questions I still have
from this study
Writing Your Story: Traditional
•Abstract
•Introduction
•Literature Review
•Clarifying AR Project (Who, what, how,
where, when & limitations)
•Road Map: Research design/Methodology
•The Story of the AR Project
•Further Reflection & Continuing Questions
Sharing Your Story: Alternatives
•Digital Witness
•Narrative, poetry
•Drama
•Illustrated Timelines
•Artwork, graphica
•Poster Presentations
•Snapshots
Venues for Sharing
School
EARCOS
Open Source Journals
Practitioner’s Journal
Conferences
Web Site
Online Publications
Blogs
Newsletters
Critical
Questions
Becoming a
Teacher
Action
Researcher
AR Design
AR Data Analysis
AR Data Interpretation
Going
Public
What I will
do in my AR
Project?
Collect Data Set
Interpretation Scaffold
Observations
Artifacts
Interviews
Revisit, review:
reread ongoing data
analysis & memos
Prewriting
Audience
Key Points
“Thick
Description”
“Results”
Lingering
Questions
What data
will I collect?
Researcher’s Journal
Discover an
area of focus
How will I
collect the data?
Literature
review
How will I
organize
the data?
Clarify
Critical
Questions
AR Plan
&Timeline
Create mind maps,
charts, and/or timelines;
generate categories
On-Going Analysis
Organize and read
the data
Think about the data
Chart, free write,cluster
process the data in the
researcher’s journal
Use AR question as
guide
Going Public
Expand your interpretation
Apply layers of
interpretation
Return to the questions
Write AR memo
Draft synthesis statements
Questions
Critical Questions
Draft synthesis
Statements
Web page
Blog
Conferences
Practitioners’
Journals
Newspaper &
Letters
Action
Research
As
Practice
Why#4
doKnowing
Action Research?
Theory & Research
Gives Teachers
an Authoritative
• Speaking
from your own
experience is
• Critical.
Voice
• Speaking from your own experience with
supportive data is
Persuasive
.
• Speaking from your own experience with
supportive data framed by theory & research
is
Powerful
Doing Action Research keeps YOU In the
Conversation
• Don’t know theory/research perspectives?
• Don’t engage in research of your own?
Someone is positioned to TELL YOU.
(You listen.)
• Know the theory/research perspective?
• Have research & data of your own?
You ENGAGE, DEBATE
(You Decide.)