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Educational Research
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Educational research is essential for the development and change of the learning process. As society and its needs continually change, so too do the needs of educators and students. Improvements are required to keep up with these vital changes. Qualitative research plays an important role in recognising and rendering the necessary amendments. In particular, two forms of this research can be analysed in terms of the contribution they make to the educational process. They are Action Research and Ethnography. To fully understand these approaches, each one must firstly be defined and can then be reviewed by examining the assumptions that are made when each type of research takes place. These are assumptions about the process and outcomes of the approaches. Lastly, each type will be related to an authentic learning situation to understand the contributions that can be made to improve education. How can action research be defined? Firstly, to unravel the principles behind action research, Cohen and Manion (1994) have collated a series of definitions to assist in the conception of the approach. It can be defined as the link between theory and practice. It is not just performing the research but attempting to use the results to make a significant contribution and change to education as a whole. Hopkins (in Cohen et.al. 1994) suggests that it attempts to understand, improve and reform practice by contributing to educational theories. By doing this, changes to practice should occur by influencing other researchers and educators. It not only attempts to improve classroom practice but also influence society on a wider scale as Kemmis (in Cohen et.al. 1994) suggests. The role of the researcher does not just cease when the data is collected and recorded, it continues as the process of reviewing, evaluating and improving practice also persists according to Bell (1987). The research has, or should have, a lasting effect on education and society, assisting those who attempt to research similar areas or problems in the future. Teachers tend to strive to improve instructional strategies and methods naturally by reflecting on lessons and evaluating the outcomes. Kemmis and McTaggart (in Cohen et.al. 1994) believe that action research is similar in process but is more thought out, structured and in depth that what is done at this level. This evaluation allows problem areas in education to be focused upon and consequently changed, hopefully improving the situation. Grundy (in Cohen et.al. 1994, p.231) supports this by stating that it is ‘designed to render an existing situation more efficient and effective.’ The evaluation process allows for a constant improvement to education and its theories by always seeking to change those aspects needing reflection. No process, teaching method or strategy is flawless. Improvements will continually need to be made as society and values change. Cohen et.al. (1994) characterise action research in a number of ways. They believe that it seeks to improve the quality of human actions, contribute to a theory of education, understand the process of change in society as it reflects on education, and be collaborative. The latter refers to the way in which the research takes place. It involves a number of researchers working together with each party having equal rights of participation, decisions, shared responsibility and ownership. These characteristics assist in the development of an understanding about action research and help to illustrate the assumptions that are always made when this type of research approach is chosen. What assumptions are made about action research? When considering these characteristics of action research, one can draw assumptions as to how this research method can be best utilised in education. These are assumptions upon which the approach is based. They regard what is believed about the way the research takes place, the environment in which it occurs and the outcomes and the effects it has in the context of learning. As well as the assumptions previously mentioned, some others are that action research will increase feelings of self worth and confidence of teachers, improve classroom awareness and broaden their views on education according to Noffke and Zeichner (in Cohen et. al.1994). Although these assumptions are made to this approach overall, it can be noticed that these principles or characteristics are not always evident and are subject to change depending of the situation in which the research takes place. All research outcomes are different and many are unintended so when examining these assumptions of action research it should be remembered that they are not always existent in the results. An assumption behind action research is that it seeks to improve the quality of human actions on a large scale. For example, by sharing the results of a study about how students work in a group environment, it will assist teachers who are considering the use of this type of approach in their classroom. The teacher can look at the research and make appropriate changes to improve this setting thus giving the students the best opportunity to achieve their potential. Through a wider view, this example can also attempt to relate the group work in the classroom to a group setting in the work place.
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