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being a practitioner enquirer 2011

LStenhouse Model

From http://html.rincondelvago.com/lawrence-stenhouse.html

Being a practioner enquirer

 

I am really keen on practitioner enquiries based upon the work of Stenhouse (1975), Hopkins (1988), and the Action Research

movement.

 

Bassey defines its purpose as to:

 

 "create new knowledge and understanding for us, to help us know something we did not previously know"(Bassey, 1995)"

 

Stenhouse knew that there really is,  "no curriculum development without teacher development" and that teachers engaged in solving real problems in their classrooms was a powerful model of improvement. (Top down curriculum developers beware!)

 

I was also much influenced by the Collaborative Action Research Network whose view are summed up by their website, where,

CARN sets out to generate:-

Visibility
  • for action research that requires critical inquiry into past, current and future practice
  • for research that involves active involvement with practitioners and participants
  • for inquiry where practitioners actively contribute to the generation of knowledge and theory
  • for approaches where community development works to engage with and support critical, collective action for social justice
  • for approaches to professional development that takes into account the context of institutional practices and structures as well wider political, social and cultural forces
  • for action research that aims to bring about change both inside and outside of institutional spa

 

Have a look at these "practitioner research" issues from a CARN Confernece in Australia in 2010 and see how relevant they are to you as we struggle with the issues of practitioner research. How many do you face as a practitioner researcher? Which are less problematic for you?

 

Here I want to construct a collaborative model of how we collectively conceieve and experience the methodology of being a "practioner enquirer".

 

My major questions are  "

 

What differences are there by being a practioner-enquirer rather than a paid profesional researcher?

 

Are both doing the same job?

 

What are the advantages of the practitioner over the professional?

 

What differences does it make?

 

What differences does it make to, for instance?

 

  • The purpose of the enquiry?
  • The involvement of participants?
  • The power relationships?
  • The tests for truthfulness?
  • The kinds of generalisations?

 

See Stenhouse artcle on BERA site

 

See Stenhouse on Infed

 

 

What are your experiences of "practitioner enquiry"?

 

 

 

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being an practitioner enquirer

Posted by Christiana Kefala at Mar 08, 2011 02:47 PM
This difference in terms of a practitioner enquirer and a professional researcher has only very recently been an issue I was troubled with. When I was thinking of my dissertation I had initially decided to research whether there was difference in academic achievements of private and public school students. I was told this was not an action enquiry, which baffled me for a while. What I ve come to understand is that a practitioner enquirer will work WITH the students, WITHIN the classroom, will examine how certain actions, methods, techniques and so on affect the actual practice of students and/or teachers. The enquiry is ongoing and adds knowledge on and develops his/her particular context. Participants will probably be more actively involved.
A researcher on the other hand does not have a ‘hands-on’ role. He/She is more passive in collecting information that might or might not make an actual difference practically in certain contexts. Also, a professional researcher will produce results that are publically accepted and open for review. The practitioner will use his work to create change that will have direct impact on him, the students, the school but not necessarily impact that can be generalized along a very broad spectrum.
Enquiring about the students’ voice with regards to how, when and what type of praise they prefer has given me a new insight about being an practitioner enquirer. It has been an on going enquiry up to this point which I hope will allow me and my colleagues to use praise more effectively with our students.

being an practitioner enquirer

Posted by Ian at Mar 08, 2011 05:57 PM
You say:
When I was thinking of my dissertation I had initially decided to research whether there was difference in academic achievements of private and public school students. I was told this was not an action enquiry, which baffled me for a while.

For me Practitioner Researchers take action as a result of their research. Simply creating knowledge (here of whether there is a difference ) is not good enough for practitioners.

It is also not possible as a part timer to create strong evidence of whether there is a differnce as the practitioner enquirer looks at only one case and not hundreds (whioch this topic requires)

being an practitioner enquirer

Posted by Ian at Mar 08, 2011 06:00 PM
Christine say "A researcher on the other hand does not have a ‘hands-on’ role"

Yes. For me I think she means hands on takin g action/ doing/ undertakeing practice. The pure researcher creates only knowledge and is not that intersted in taking action as a result, personally with the subjects of the research.

Your opwn practice

Posted by Ian at Mar 08, 2011 06:04 PM
Your own practice is at the core of practitioner research- or the practice of your group of co- researchers.

Surely, the most important thing is to create new and better practice through the knowledge that you gain from the research.

This is the prime objective of practitioner research- making things better.

Your own practice

Posted by Christiana Kefala at Mar 08, 2011 07:42 PM
I totally agree with what you've written above. The topic is too big to ever fit the time scale but even if it did the results wouldn't really have any impact on my practice, my colleagues or my students. I have a question though: when you say "making things better", is it possible to make things better on a broader (ie: nation wide) level as a practitioner? I would believe not, am i right?

Your own practice

Posted by Ian at Mar 08, 2011 08:28 PM
Simply because it is small scale does not mean that you cannot make a difference to your practice environment nor does it mean that you cannot inform other practitioners on how they might to proceed make things better.

Thus creating generalizable knowledge for others is alos an importnat aspect of your practitioner research.

Ineed, I would argue, that your research, in the context of your discussions with practitioners is very powerful. How many of you have read any of Galtons work between 1981 and the present day? So how important was his research in changing practice. Yours enters into our discussions.

Your own practice

Posted by Halina Tucker at Mar 16, 2011 07:04 PM
Ian, I totally agree with you.
As I see it, the researcher finds something out based on ,perhaps, general need or due to some specific topic identified because of some catalist incident. However, the result of this research, although useful, may not necesserily turn into practice. This is generally due to the ever present problem of funding! It does not matter how many white papers or green papers are published, the obstacles of reaching the people who are suppose to benefit are often too many.
On the other hand, the practitioner researcher can make a tremendous difference to the enviroment or people who he/she is working with. The information I have found out through my own research has helped me tremendously in improving my own practice by further understanding the difficulties my students face. Passing this understanding on to my fellow teachers helped them to further understand the pupils and why they find certain aspects of learning difficult. Improving this understanding at the 'coal face' has a very positive effect all round.
So small scale can in fact be very important, and although my work may not necesserily be on a huge scale or be ever published for the wider public, iot may in fact percollate to other schools and teachers through staff movements from school to school.
Halina

Your own practice

Posted by Ian at Mar 09, 2011 02:52 PM
What about act small (as a pt practitioner enquirer) and think big (as a change agent for the world)? Is it possible through practioner research?

Your own practice

Posted by Kerri Clover at Mar 08, 2011 07:43 PM
For me I see the benefits of being a practitioner enquirer as being fully emersed in the situation and environment in which you are researching, thus having a greater and deeper understanding and desire to see a beneficial outcome, but at the same time is this a downfall as research is more likely to be subjective?
I suppose it depends on whether the quest is for 'truth' or to make a change that is deemed worthwhile?

Your own practice

Posted by Ian at Mar 08, 2011 08:31 PM
My own view is that your rich detail and deep undertanding of a real context makes it likely to be even more truthful a representation of reality.

Your own practice

Posted by Ian at Mar 09, 2011 02:50 PM
You might search for the thoughts of Eisner on "Objectivity", "Subjectivity".

Eisner talks about procedures that are as objective as possible. Hence the need for a procedures outline that is transparent

Your own practice

Posted by Deborah Woolley at Mar 09, 2011 09:47 PM
I agree and believe as a practitioner-enquirer rather than a paid professional researcher you have a greater understanding of one’s own practice and how to make it better. I therefore see my Action Research as a way to plan, evaluate, reflect and improve my current practice. I believe by doing this I will increase my confidence and awareness and contribute to furthering professional development. However, it is hoped that the research I carry out will provide what Bassey (1999) terms ‘fuzzy generalisation’. This is that other practitioners within the SpLD field may see some truth in the research and use it in their own work with dyslexic students.

Your own practice

Posted by Ian at Mar 10, 2011 12:06 PM
Thats my view too. We should not underestimate the collective experience of practitioners and especially when it is enhanced through systematic data collection and analysis.

This the richness of your description is important as is your professional and experienced judgement. This allows us to see the truthfulness of the account as it is a recognisable and valid one.(Using ecological validaity and face validity as measures).


Our judgements ore transparent as we have exposed our bias, subjectivity, beliefs and values in a professional autobiography.

Your own practice

Posted by Ian at Mar 10, 2011 12:08 PM
Practitioner researchers do not seek to simplify the context that they researfch in or to "control varables" so that they can tinker with one or two. Rather they seek to report everything that contributes to the context in rich detail.

They even admit to their own beliefs and values, passions and actions as a key factor in the context.

Why this conversation?

Posted by Ian at Mar 10, 2011 12:49 PM
I am reminded by what I have just said to the current rresearch group (which I copy):
You need to show these criteria
    * a comprehensive understanding of techniques applicable to your own research or advanced scholarship;
    * a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline
    * evaluate methodologies and develop critiques of them

What you are doing - which you call "research" needs to be carefully explianed and justified (with references and argument). What you call research could be "myth", "spin", "promotion", "advertsing", "dogma" , "beleifs", "self engrandisement". Please outline what makes it something called "research"

Why this conversation?

Posted by Ian at Mar 10, 2011 12:57 PM
Ok- I'll rreally focus and repeat the criteria is:

"a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline"

The "technique" is the methodology- not the methodology of a full time professional researcher but the methodology of a part time/ masters graduate/practitioner.

They are different methodologies, in my view and have different justifications.

IMHO

They create different forms of knowledge (ie practical); are based in situ/in context; they are rich in details of the case; they can be informative to other cases that are similar; they encompass different tests for "truthfulness (based on face validity and ecological validity); they admit to subjectivity, bias, and the influence of beleifs and values but are transparent, and adopty procedures that are objective; they major on dissemination directly thorugh practitioner communities.

own enquiry

Posted by Christiana Kefala at Mar 10, 2011 01:45 PM
Earlier on, i described what i think is the difference of a practitioner-enquirer and a professional researcher. So how does my enquiry create and interpret knowledge in the field? I have decide to use a questionnaire, a rather objective tool, to obtain the 'subjective opinion' of students on how, when and if they want to be praised. I therefore hope to obtain results that will evaluate my as well as my colleagues' practice in terms of praising, and through reflection of the results to achieve better and more effective use of praise.

own enquiry

Posted by Ian at Mar 10, 2011 06:23 PM
I guess
You are creating practice based knowledge for practice and actions.

You are not that concerned with cause.

You are decribing the rich context

own enquiry

Posted by Ian at Mar 10, 2011 06:25 PM
You are using a systematic tool (dont undertand why it is Objective) to collect attiatudes and opinions and have a procedure to outline.

sounds cool to me

own enquiry

Posted by Jacqueline Schembri at Mar 10, 2011 04:02 PM
As a practitioner enquirer doing my research for the dissertation I am focusing on trying to improve students' writing skills (story writing) through the use of best-practice research based methods obtained from the literature review. I consider my research best fits the action research approach as I will be working directly with students and also a case study approach as it is a small scale research so I can look into more depth for individual cases. I will use observation and interviews with the students. I believe that in a research of a social nature (like this) results cannot be generalisable. I can never create exactly the same situation under the same conditions. I think that it should have some ecological validity though. I believe that my research could be transferable and other teachers can use it in their context.

own enquiry

Posted by Ian at Mar 10, 2011 06:27 PM
a neat short account

othesr might search for definitions of
generalization,
validity,

own enquiry

Posted by Ian at Mar 10, 2011 06:33 PM
Power in this?

Just to get you to think a bit more.

So jackie is the teacher. She now is the researcher. She reads her adult and teacher friends literture and applies their suggestions. She collects her data and tells her tecaher friends her results and what to do.

jackie has absolute power in research


The studnets are subjects/ victims?

What happned to democracy/ educating for democracy?

How can we justify this? If it is true?

How might we ameliorate the worst excesses?

own enquiry

Posted by Jacqueline Schembri at Mar 12, 2011 08:50 AM
Ian

from your reply I got the impression that my research is absolutely wrong.

I do not see the students participating in this research as victims though as I am just trying to help them to achieve more in their writing.

Can you give me some suggestions to get on the right track ?

Thanks

own enquiry

Posted by Ian at Mar 15, 2011 05:50 PM
Its about educating and the challenging questions are deliberate

Research methodology is not a matter of being wrong. It is about you addressing the issues and justifying your position and appraoch. This is Masters level work. You should be convincing about what you are doing which you say is research. So please answer the questions and justify you approach.

If you do not do this you are not convincing scholars and practitioners that you know what you are doing when you say that you are creating knowlwedge through research.


The worl is complex and challenging.

own enquiry

Posted by Ian at Mar 15, 2011 05:53 PM
So you justify youir research because it is for their (the subjects, victims or whatever we choose to call them) own good.

As a result they will be able to write better.

There is nothing wrong with this per se.

we now know what knowledge you are creating, for what purpose, and the power relationship to do this.


Presumably you might seek to tell other teachers about your new knowledge about writing

own enquiry

Posted by Peter Lindsell at Apr 13, 2011 07:30 PM
The pupils taking part in my action enquiry perceive themselves to be privileged because of the attention that they are getting - They feel 'special'

Practitioner Researcher

Posted by Morag Scally at Mar 12, 2011 06:33 PM
Some very thought provoking comments on this thread.

I view the role of participant researcher as a crucial step in the empowerment of the education profession to place themselves firmly within the broader research traditions. By using our systematic procedures and evaluating current methodologies for research we really are going into the core of our work in education.

I see my role as practitioner researcher as key in my professional development by encouraging me to observe practice without being biased as to the outcome. It allows me to not feel judged about the quality of my teaching and to embrace the options out there. My current research follows a small scale case study and is using video observation and informal interview and analysis from myself and participating student, to create new knowledge about effective inclusive practice.

I think that a paid professional researcher does not have the in depth contextual expertise to delve into the root of the issue.

This research is really helping me evolve my perception of my role towards one of a participant / guide within the learning.

Practitioner Researcher

Posted by Ian at Mar 15, 2011 05:56 PM
Jessica see empowerment of the teaching profession (and not pupils, parents or others)

I agree that an outsider might not have the depth of undertanding. Its a good point but of course this depth has to be illustated in teh account. If it lacks that dpeth and insight it surely misses the opportuinity. It has potential for inclsuing the insider insights but it is not necessarilly an automatic

creating knowledge

Posted by Jessica Jacob at Mar 14, 2011 03:59 PM
Would enquiry about theatre continuum and if the best practice will pose as evidence for movement toward continuum. for example, group a has virtually no inclusive practice except for the carers as the mainstream individuals. Much of that is because the clients are personally unprepared to interact with large groups of diverse individuals. They are recently dealing with the reality of their situation and just having activities catering and adjusted to their needs is enough for them. I have observations, incidents and experiences with the members that in my journal I was able to reflect on the behaviours that were evident of their lack of readiness for total inclusion.
Whereas, other theatre organiations present different models. Much of my research is based on mixture of observaitons, reflective Journaling, case incidents, interaction and meeting plans, having also prepared a questionnaire for one of the groups to assess whether their programme is making an impact for the students. This to determine how to better service to ensure more inclusive theatre continuum.
Am I going in the right direction with the justification and methodology of action research? I have been looking at legislative rights of the disabled to make connection with the process and possible move forward to inclusion in Theatre and general. Should I stay focused on the theatre?

creating knowledge

Posted by Jessica Jacob at Mar 14, 2011 04:02 PM
How am I creating new knowledge? am I?

creating knowledge

Posted by Jessica Jacob at Mar 14, 2011 04:02 PM
How am I creating new knowledge? am I?

creating knowledge

Posted by Ian at Mar 15, 2011 05:59 PM
The right direction for your methodology section is found in the headings here http://midwhebonline.org.uk/[…]/methodology

Being a practitioner enquirer

Posted by Hilary Ebden at Mar 20, 2011 01:04 PM
For me i can see many advantages to being a practitioner, for example the motivation to analyse and find new ways of working and improving my practice are strong as I believe good practice should always be evolving as our understanding of how children learn and the workings of the brain are further understood. The analysis made and considered then should make an impact not just on the reserchers prctice but cascaded throughout the school and shared with the school community. However on the downside as a practitioner you are much less objective and the results will be somewhat skewed by that.I hop that if I take this last point into considerartion, use colleagues and my reading of other reserch some of this bias can be addressed. I am hoping that by at least stopping and looking at the evidence gathered. Considering it in detail and the impact it has made on learning and involvmenet with the children will prove of some value !!Lastly as an Early Years practitioner the involvement with the children and the data is inevitiable as there are limited ways of effective gathering evidence, with 3 year olds. The ones I have chosen i hope will give me the widest range of evidence.
Hilary Ebden

Being a practitioner enquirer

Posted by Ian at Mar 22, 2011 01:34 PM
Effect, change, imporvement is more importnat than knowing how for Hilary?

She has a doubt about "objectivity" but maybe she overates the objectivity of other types of research?

She covers objewctivity by "evidence", "procedures", "analysis" and end result.

Very intersteing- and different to what other researchers would say.

My experience

Posted by Joy Geary at Mar 20, 2011 08:14 PM
My experience so far has allowed time for reflective thought as well as action. I have always been a practical person but rarely questioned why. The autobiography and subsequent choice for study seem somehow to fit. The literature review shows that there are gaps in research and understanding. I do not expect to fill those gaps but it would be greaat if I could add a small piece of sky to the jigsaw of understanding the models of behaviour for adolescents in the context of a school environment. I have learned a lot from the students so far. I now have to analyse the data effectively and check it's truthfulness by repeating the tests. Working outside the classroom does have the advantage of professional distance but I have had to somewhat manufacture workshops to develop a research element to my work. This initially worried me until I discovered there was a need and the school supported my action. I think I am more the 'victim' than the students!

My experience

Posted by Ian at Mar 22, 2011 01:36 PM
Ha ha

You are the victim. :-)

 I love the idea of a small piece of the sky to the jigsaw

Learning from student voice is another quality (and makes the victim image redundant)

who have you referenced in your methodology discussion

Posted by Ian at Mar 22, 2011 01:38 PM
I hope CARN if you beleive in it. Anyone else? Stenhouse?

who have you referenced in your methodology discussion

Posted by Joy Geary at Mar 27, 2011 01:52 PM
Coming from a community education background I have been interested in the political Participatory Action Research model for social change(Kurt Lewin,Paulo Freire)and how Praxis intervention may become more relevant as the gender differences and similarities explored in my research are analysed. I can see the potential from empowering the individual by involving a co-operative approach to research(John Heron, Peter Reason). However I have to consider the scope for change in the context I am working so I am finding Jean McNiff's approach to individual change and personal reflection informative and how comparable this is to CBT and cognitive change. I wonder how far the double-loop learning process (Chris Argyris)will eventually influence change and it is interesting how this theory seems to be working in practice as the results reverberate amongst colleagues and the students participating, not forgetting... myself.

who have you referenced in your methodology discussion

Posted by Ian at Mar 29, 2011 11:18 AM
fascinating Joy

Thats alos my tradition.


I also worry about to much internal thanking and not enough generalisation though.

What do you think?

who have you referenced in your methodology discussion

Posted by Joy Geary at Mar 29, 2011 08:16 PM
In my view the limitations of time, scope and a (scientific)controlled environment are mitigated if collaboration and sharing knowledge through experience solves a particular problem, improves our understanding or creates a new way of thinking. How do you reach a consensus without sharing the experiences of individuals? (Rigour,validity and bias awareness aside)

BEING A PRACTICIONER ENQUIRER

Posted by Zeljko Kovacevic at Mar 27, 2011 11:00 PM
There is a difference in being a practicioner-enquirer because one is close to the object of research and has the first hand insight into the matter. Although the subjects (students) are not numerous and there are constraints in applying new methods of teaching (time, school policy, chasing results rather than knowledge and skills); practicioner-enquirer work will be more precise and relevant on a small scale. On the other hand, paid professional researcher will work on a larger scale and his/her findings will be more generalized. Professional researchers does not get the feedback directly, they have to rely on statistics and second hand data. Practicioner-enquirer does get the instant feedback and can modify the teaching models and practice, although on a small scale. The job that both researchers are doing is similar, but not the same.
My personal experience with students in my school is various, from total lack of interest to being focused, almost obsessed with the subjects of studies. Such students do seat in the same classrooms, not far from each other. In theory, we will try to meet the requirements of all students equally, but in practice that is not the case. The constraint of time imposed on teachers in which the only measurement of students and teachers success is measured by the grades achieved. Can someone tell me that they are in different situation, being judged on acquired skills and knowledge of the students? I wish I am one of those, but at the moment I am not. Ultimately, we are all chasing the results on which basis we are judged and rewarded. My aim is to satisfy both of the requirements: student’s attainment in skills and knowledge which in turn should result by successful examination results. What are your thoughts?

BEING A PRACTICIONER ENQUIRER

Posted by Ian at Mar 29, 2011 11:22 AM
I agree with that closeness beingh an advantage especially if the closeness adds detaila nd insight.
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