Sample Action Research Report THE NATURE AND IMPACT OF AN ACTION RESEARCH PROFESSIONAL DEVELOPMENT PROGRAM IN TIRUNELVELI DISTRICT

Sample Action Research Report

THE NATURE AND IMPACT OF AN ACTION RESEARCH PROFESSIONAL DEVELOPMENT PROGRAM IN TIRUNELVELI DISTRICT

Focus

The purpose of this study is to document the nature and impact of sponsored action research professional development program for teachers, principals, and other staff in Tirunelveli District, Tamil Nadu.  

The Program

This professional development program began in 2010 and to date, has involved nearly 300 staff in conducting research about their own practices. During their participation in this program which runs from June 2010 to April 2011, practitioner researchers formulate a research question and carry out an inquiry related to this question over the course of the school year. A few individuals have participated in the program for a second year and have either continued with the study begun during the first year or have conducted a new study. The researchers meet once per month for a half or full day in small groups of 4-10 people that are facilitated by two experienced action researchers. Although a few people in the same group might be from the same school, the groups are all interschool in composition and are structured around either levels of schooling (e.g., middle school) or around broad themes (e.g., technology, Languages, integrated curriculum, race and gender equity). Most of the facilitators are teachers or other instructional staff who have participated in the program in previous years. Six days of released time per year are provided for each participant, paid for by a combination of district funds from different program areas. The total cost per action researcher for this released time and for supplies and materials to support their research is approximately Rs. 1000 per researcher. Seminars are held about every six weeks for the group facilitators that provide guidance and support in the facilitation of the research groups. Researchers complete a written report of their studies that are then published by the DEO and distributed to all of the schools in the district. Categorized abstracts of all of the studies have been made available on the disstrict's web page and the complete studies are available from the DEO office to those who request them. An annual action research conference held in Tirunelveli provides program participants with an opportunity to share their research with a statewide audience from colleges and universities, districts, and the state department of Education. The DEO office has produced four theme-based videos of participants discussing their action research that have been shown on local cable TV. All participants receive district professional development credits for this program.  

Research Questions

·         What is the nature of the action research process in this program? What happens in the action research groups over the course of a year? What are the key aspects of the organization and facilitation of the groups? What are the obstacles that researchers experience?

·         What is the role of knowledge previously produced in the program in informing the research of participants? What happens to the knowledge produced through action research once a study is completed?

·         How has the program affected the way that participants think about their practice?

·         How has the program influenced the practice of participants?

·         How has the program influenced student learning?

·         How has the program influenced the culture of particular schools?

·         Is there any evidence of the influence of individual studies beyond the specific classrooms and other learning venues in which they were conducted?

Methodology

Interviews were conducted with 74 individuals who had conducted action research in this program as well as with 10 individuals who had also facilitated action research groups. We interviewed both individuals who were participating in the program during our study (once in September 2010 and once in February 2011) and those who had completed the program in previous years. Originally we had planned to interview the principals of all of the action researchers, but because of logistical problems in scheduling these interviews, we ended up interviewing only 2 principals. In order to minimize the likelihood that participants would withhold information critical of the program, most of the interviews were conducted by project staffs who were not affiliated with the school district. Confidentiality was maintained for teachers with regard to the interviews.

We also read and analyzed all of the studies that had been done in this program since 2006 as well as 4 videos that were produced for local cable TV. Here we examined both the substance of the research that had been conducted and researchers' comments about the process of doing action research.

Two action research groups, a group on race and gender equity and a group on assessment were the focus of our efforts to document in depth the nature of action research in this district. Mrs. Gayathri, Project Officer co-facilitated both of these action research groups. A variety of data provided the basis for our documentation efforts including detailed field notes that were recorded by Gayathri at each of the 10 meetings for each group, interviews with the 12 researchers who participated in these groups, an examination of the published studies of the 12 participants, and artifacts that were associated with the group meetings such as handouts and feedback sheets completed at the end of each meeting by all participants.

Findings

1. The nature of this program as a professional development activity.

Our analyses indicate that the following are the critical features of this program as a professional development activity.

Ø  It is a voluntary program in which teachers assume ownership of the professional development process (e.g., choosing their own research question, data collection and analysis strategies, etc.). Because teachers can choose their own research issues and can connect their research to their current concerns and work situations, they develop a personal investment in the process that is often missing from professional development activities for teachers.

Ø  There is a recognition of and respect for the knowledge that teachers bring to the activity and for teachers as professionals. This was communicated by the provision of released time (providing space for thinking and working away from the hectic pace of the normal workday), comfortable meeting venues away from school, the particular way in which meetings were conducted that embraced teachers' struggles and provided intellectual challenge, and the opportunities made available for teachers to present and/or publish their work.

Ø  The activity takes place in a nurturing and supportive environment over an extended period of time. The groups provided teachers with emotional support and a chance to think deeply about their practice with colleagues, situations that many thought were missing from their everyday work lives. The authentic nature of the communication in the groups (e.g., people "really listening" to each other) was an important aspect of the group experience for teachers.

2. Obstacles and difficulties experienced by teachers while doing action research

Although most interviewees stressed the positive nature of the experience, some shared with us difficulties that they had encountered during the process.

Ø  Some interviewees felt that there are increasing outside pressures on teachers from the district that intensified their time problems. Some teachers said that they had little time to do things like collect and analyze data, write a research report, etc. because of these increased demands. The implementation of new standards, benchmarks, and assessments in the district with regard to several curricular areas is an example of an outside pressure cited by teachers.

Ø  Few teachers felt that the time frame of nine months is too short to conduct action research and write a report about it. The district has begun to allow a few teachers to continue for a second school year in the program.

Ø  In some of the larger groups, there was occasionally a problem where there was not time during a given session to let everyone report on their progress and get feedback from the group. It is important to keep the groups small enough so that all researchers can have adequate time during every group meeting to discuss their progress.

3. What happens to the knowledge produced in this program?

We found that interviewees had little knowledge of the action research studies published by the district before they joined an action research group. A few teachers who were located in schools where others had participated in the program had read and used studies, but the vast majority of action researchers had not. Several teachers reported using previous action research studies to inform their research after they joined the program and found out about the published studies. The practice of distributing bound volumes of the studies to each school and the annual action research conference were not effective by themselves in building more awareness and use of the studies. During the course of our research, several other strategies were added. Our interviews revealed the following ways in which participants shared their research with others:

·         A number of teachers were asked to talk about their research at school staff meetings. One principal copied a teacher's study and put copies in all of the staff mailboxes. A few teachers were asked to go to other schools to discuss their research. Several teachers discussed their research at professional development sessions they conducted within the district. Several teachers also discussed their research in teacher education classes at the MS University, Tirunelveli in subsequent years.

·         The district produced four TV shows that involved teachers talking about their research. These were shown repeatedly on local cable. The district Staff Development Quarterly as well as the newsletter from the Tirunelveli action research network featured a teacher's research study in each issue. During the course of our study, abstracts of all studies done since 2006 were put on the district's web page under different categories. A bound version of these abstracts, Voices from Nellai, was also distributed throughout the school district and was catalogued in the school libraries.  

4. How has the program influenced how participants think about their practice and their actions?

We found much evidence that participation in this program influenced the ways in which teachers think about their work and their teaching practice. Although there was variation in the effects reported by different individuals, the following themes emerged in our data:

Ø  Many teachers reported that their participation in the program helped them develop more confidence in their ability as teachers to influence their work and the circumstances in which they practice. They argue that they now feel a greater sense of control over their work and are more proactive in dealing with situations that arise. Action research was an energizing and validating experience for many teachers.

Ø  A number of teachers told us that they are more likely now to talk with colleagues in their buildings about their teaching and that being part of an action research group convinced them of the importance of collaborative work with other teachers. They also said that the quality of these conversations is of a higher quality than before.

Ø  There was a "multiplier effect" in the learning that occurred in the groups. Teachers said that they learned things about teaching that were helpful to them and that caused them to rethink aspects of their teaching from all of the studies conducted by teachers in their group.

Ø  There is overwhelming evidence in our data that teachers became more learner-centered in their practice, in part, as a result of gathering data from their students during their research. Many teachers told us that they are now much more convinced of the importance of talking to their students and listening carefully to them, that they now listen much more closely and effectively to their students than before, and that they have developed higher expectations for what their students know and can do as a result of closely studying them in their action research. Many teachers developed a new appreciation for the knowledge their students bring to the classroom.

5. Is there evidence of any influence of doing action research on pupil learning?

Ø  A 6^th standard middle school teacher utilized manipulatives such as pattern blocks and number tiles in a unit on fractions. Students, who had struggled in the past with fraction concepts, grasped the concepts by the end of the unit as measured by the unit test.

Ø  A kindergarten teacher implemented a new collaborative writing program with the assistance of a Title 1 teacher and an educational assistant and reported that student attitudes toward writing and writing skills improved by the end of the year much greater than they had in previous years. Most students were now writing complete sentences as opposed to the past when only a few students would be writing some sentences by the end of the year, and not every day.

Ø  A social worker, English teacher and the nurse in the district's alternative high school incorporated a service learning component into a required unit on the life of Mahathma Gandhi in an orientation class for all new students. They wanted to see if the addition of service learning could address the problem of students not passing the course because of failure to complete this assignment. They reported that the addition of the service learning project that involved the high school students teaching 6^th graders about Mahathma Gandhi resulted in an increase in the proportion of students who completed the class and in more positive attitudes among students, many of whom had a history of frustration and academic failure in school.

6. Is there evidence of the influence of individual studies beyond the classrooms and other learning venues in which they were conducted including on school culture?

Although our analysis shows that most of the impact of the studies seems to be on those who conduct them and on their individual classrooms, we did find some evidence of an impact beyond the individual classroom. Examples of this broader impact include:

Ø  In several schools where a number of staff has participated in the program, interviewees claim that there is more and better communication among the staff about substantive issues of teaching and learning. In one particular school where a number of teachers had been involved in the program, many of the studies done were distributed and discussed by the staff. One of these studies was concerned with the use of portfolios in the school and discussion about it caused a rethinking of how portfolios were being used throughout the school. In several studies, improved coordination and communication among support staff and between support staff and classroom teachers were reported to be a result of action research.

Ø  One study led to a change from homogeneous to heterogeneous grouping in the teaching of 6th grade reading in a middle school.

Ø  One study led to the modification of a house wide discipline policy in a middle school to address social class and race related inequities in the previous system.

Impact on the Attitudes, Beliefs, and Practices of Teachers and on Student Learning: According to the interviews, these teachers did not appreciate feeling powerless over their teaching situations, and the oft-stated reason for participating in the research program was to gain some control over policies that affect them most closely.

Ø  Every school is struggling with the idea of cross-categorical. Every school is addressing that issue in a different way. [Ms. Sumathi, Asst. Teacher, GHSS, Toothukudi]

Ø  I don't like people in authority telling me what to do. I revolt because someone is telling me  This is what all of us need--to have input. So we can all be happy and all do the best job we can. I think the biggest impact [of my study] would be to present what I'm going to do to someone who has some power to do something about it. [Mr. Kannan, Head Master, Subbiah Mat. Hr. Sec. School, Tiruchendur]

Impact on Practice: Many participants appreciative of this chance to take time to systematically study professional practice hoped that their thoughtful documentations of practice and research-based theories would influence district policy.

Ø  My expectations were to be able to create a project that I was interested in, then guide it the way I would like it to go. Also to be in control of what importance the results have. [I'm not as] interested in what other people would gain from this information. . .more interested in what I'm going to gain from the information. [TK1:25-25])

Impact on Attitudes and Beliefs: Participants repeatedly commented on how the ability afforded by the regular research group meetings to share the discomfort and frustration they face as special educators was, in the end, productive. Having a forum for sharing their concerns and uncertainty allowed them to move beyond complaining toward what they characterized as a more thoughtfully analytic and ultimately more productive response to the frustrations and concerns many of them had initially deemed insurmountable.

Ø  It was a good experience. It freed up time for us to concentrate on the things we complain about anyway and to do something productive about it. It was positive. [TL2:275-281]

Ø  I think that [my research] makes me stronger and better able to formulate what my needs are so that I don't just sound like I'm complaining. I feel like I'm getting a clearer idea of how things could be better, and what I think we need to do. [TR1:156]

Cultivating Reflective Practice: Participants commented on how involvement in the action research process was personally and professionally motivating.

Ø  I wish that it were possible that every teacher was involved in action research. It would be great. I hope to do it every year because I'm finding a huge difference just in my own self, in my own self-confidence, my wanting to grow and develop and not stay the same. It's easy to get into a routine, to do things a certain way, to not change. This helps to move me along. (TF1: 157]

Ø  Doing AR has really made me more reflective. I think when I first started teaching I was a lot more reflective. Then you get kind of in a rut of just dealing with your day-to-day stuff. To me it's been nice to get back to reflection and thoughtful decisions. That has affected my practice, pretty drastically I'd say [TI1: 101-101].

Strengthening the Professional Community

A number of the teacher researchers commented specifically on how meeting regularly with peers around issues of importance to them lessened professional isolation and provided much-needed collegiality. Although none claimed that all members of their research groups were in uniform theoretical or practical agreement, a number of the researchers reported that having the time to share ideas in a respectful dialogic environment helped broaden their perspectives about how special education programming can and should play out across sites.

Ø  I've learned a lot about special education and the special education teachers' feelings for it. It will actually help my practice when I'm thinking about and when I'm dealing with a special ed teacher. I [understand] some of their views and may be more accepting or more aware at least of the differences and the problems that they encounter. It will help me professionally with the interactions with some of my colleagues. [TK1:69-69]

Impact on Student Learning: The impact of the action research went beyond the individual teacher to affect student learning. Several teachers felt that the satisfaction they gained from conducting their research indirectly impacted their students in positive, if undocumented ways:

Ø  I think that the wonderful thing about classroom action research is that no matter what you do to evaluate your own teaching or make changes, its going to impact the students and make life better for them. (TM3)

Frustrations and Roadblocks: Some participants expressed their frustrations in spite of the steps taken by the facilitators. 

Ø  As I was doing classroom action research last year, I started to feel personally that there was a lot of inequity in the way kids are serviced. Our school was pretty much a pull out program last year, and unfortunately, it's even more so this year. I'm angry and upset that after I tried to talk to all these people through my action research about why the pull-out model wasn't working, nothing has changed. My classroom action research started me asking questions, which has probably added to my frustration this year, because now I know how things could be, and I can see so clearly that they are not the way they should be. I remember thinking at the end of last year--NO WAY would I do this again [so much pull out programming], but now it's worse than ever. As a result, nothing has changed for the kids. [TE3]

Impact of Action Research at the School Level: The impact of engaging in action research often went beyond influencing individual teachers and students to affect the collegial and professional relationships between the researcher and school-based colleagues and administrators. In a number of cases the process of doing the action research as well as the research findings also played a role in shaping the policies, practices, and structures of the school.

Impact on Service Delivery: When asked to identify how their action research impacted their school sites, the researchers most frequently identified change in the systems and organization of the school that structure the way in which services are provided to students with disabilities. Descriptions of how the studies resulted in the implementation of these new structures and strategies can be found throughout the interviews and written reports.

Ø  "One of the things we thought of doing differently was to have an adapted or special education section. I think my action research brought out some of the more positive things that come out of an inclusion class, like having positive role models and fewer behavior problems. So, the decision is that we're not going to create a special class, just for the special education students." (TH)

Impact on School Practices and Professional Interactions

Ø  "Last year we had staff tearing their hair out about issues in the building. I think people are feeling better about that. We can continue to meet the needs of our students, but meet the needs of larger populations, making sure that everyone can learn in a safe place." [TC]

Impact on Collegial Interactions Beyond the School

Ø  "One thing that really everyone said was that [special educators] feel totally isolated out there. There are lots of new changes and people don't know where to go [for help]." (TJ)

Implications

Although this study has shown that there are many positive effects on teachers, their teaching, and on student learning as a result of conducting action research, one must be very cautious about using these results to advocate for teacher research as a professional development activity. This research has suggested particular conditions in action research that may be important in producing the desirable influences. While these conditions are consistent with those typically identified in the literature on professional development, they also include factors such as intellectual challenge, respect for teachers, and emotional support that are not often mentioned in the literature. The next phase of this research with funding from NCERT will further explore which of the conditions identified in this research are important by studying action research that has been organized in different ways. Also, although we read about and were told by many participants of the improvements in pupil attitudes, behavior, involvement, and learning that were associated with actions taken during the research in the short run, this link between conducting action research and pupil learning needs further study in terms of the long term effects on both teacher actions and pupil learning.

Products and Dissemination of Findings

1.  Dr. K.S.Ramakrishnan and Dr. P. Annaraja conducted a session at the 2011 March annual meeting of the Tamil Nadu Association of School Teachers. (February, Toothukudi). At this session, we discussed both the program and the design of the research project. No preliminary findings were shared at this meeting.

2.  A symposium on the program and this research project was held at the 2011 annual meeting of the All Indian Association of Educational Research (AIAER) (April). During this session two teachers and group facilitators, Ms. Nandini and Mr. Balasubramanian discussed the program and Dr. K.S.Ramakrishnan discussed preliminary findings of the research.

3.  Dr. C. Bharathi and Dr. S. Gayathri, group facilitators, discussed the program and the findings from this research project on a one half hour cable TV show that has been aired several times on the district's local cable TV channel. (November, 2010)

4.  Dr. S. Elizabeth David conducted a session at the annual "Voices from the Classroom" conference sponsored by the Tamil Nadu teacher research community that included a report of the findings of our research.

Products

1.  Ramakrishnan, K.S. (April, 2011)  Action research as professional development in one urban school district. Paper presented at the annual meeting of AIAER, Gwalior.  

2.  Gayathri, S. (July, 2011) The action research journey: The nature of action research in one urban school district. Paper presented at the annual meeting of CTE, Karaikudi.  

Continuation of this work

Dr. K.S.Ramakrishnan has received funding for a new four year study as part of the National Partnership for Excellence and Accountability in Teaching (NPEAT) funded by the T.N. Department of Higher Education to expand the work completed in this project. In 2012, he will produce a comprehensive review of the research on teacher research as professional development In the following three years, he will conduct case studies to better understand the strengths and weaknesses associated with different conditions for organizing teacher research as a professional development activity. He will examine several additional examples of teacher research organized within a school district, a teacher research program organized by a regional educational laboratory, regional professional development consortium, teacher association, and by a university extension department. He is interested in understanding whether the particular key elements identified in the present research (e.g., group setting, facilitators, etc.) Are necessary for realizing the outcomes discovered in this study or, whether there are other conditions of organization and support that produce similar outcomes.