Tools for Action Research

CURRICULUM STUDIES

PROCESS OF ACTION RESEARCH

B.Ed. SEM II/BED 202

Action Research: The Process

Action Research is a cyclic process as opposed to the linear process of traditional or conventional research.

Action Research is cyclic in nature because it never leads to a final stage of the research process. It is a continuous process that appears in the cyclic spiral of small research as seen in the given figure:

Each cycle in the spiral leads to a small increment in the professional enrichment of the teacher.

Each cycle can be seen as comprising of the following four phases:

I....dentify

D....esign

E....nact

A...ssimilate

IDENTIFY: 

This phase includes

Ø Sensing of a Problem: Any problem related to practice or theoretical understanding of the practice. The problem is sensed by the teacher in their action context I.e. while practicing in their professional context. 

       For example, a problem may be sensed in their professional activities related to carrying out co-curricular activities.

Ø Defining the Problem: the teacher attempts to get more focussed on their sensed and diffused problem. They try to identify the key variables and relationships between them and define their problem. They may also collect some data from students to get a more clear insight into the problem. The teacher focusses on a problem in the following ways:

l Interview or observe students or get some questionnaires filled by the student related to the problem sensed by the teacher.

l Reflect upon their own observations of daily interaction with the students in a particular situation.

l Review some literature.

Example: the teacher might have observed that the co-curricular activities were not engaging for the students. They may interview the students to get more feedback on their non-engagement in the activities.

DESIGN:

The teacher has defined the problem. It may be as:

What can be done to make co-curricular activities more engaging for

the students?

In this phase

Ø The teacher clarifies the variables involved.

     For example, they clarify what they mean by co-curricular activities and what they mean by student engagement.

Ø They also do a review of the literature.

Ø The teacher then creates or designs a plan of action. This plan of action includes:

l Description of actions that will be taken by the teacher different from their conventional actions to solve their problem,

l The sequencing of actions or organization of actions that will be taken describing the role of teacher and the students.

l A time schedule for implementation of the action plan.

l A plan for observations

l A statement of the outcomes.

ENACT

Ø The teacher in this stage implement their action plan.

Ø They carry out the actions planned in the design phase as per the planned schedule.

Ø They make observations as per the plan- during the implementation of the plan and or after the implementation of the plan.

ASSIMILATE

Ø The teacher evaluates their implemented action by analyzing data and reflecting on their personal observations

Ø The teacher incorporate the new learning in their repertoire of knowledge and skills

Ø They also think of new actions for further improvement.

क्रियात्मक अनुसंधान

Teaching and Learning

 Action Research: Meaning and Definition

क्रियात्मक शोध: अर्थ  एवं परिभाषा

शोध किसे कहते हैं?

शोध से तात्पर्य एक व्यवस्थित एवं तर्कसंगत प्रक्रिया  से है किसके माध्यम से नए ज्ञान को सृजित किया जाता है. सृजित ज्ञान सैद्धांतिक रूप से प्रासंगिक हो सकता है अथवा इस ज्ञान का कोई व्यवहारिक समस्यांमुखी प्रासंगिकता भी ही सकता है. 

Bassey के अनुसार शैक्षणिक शोध व्यवस्थित, आलोचनात्मक प्रक्रिया है जिसके द्वारा नए ज्ञान की रचना होती है जो शुक्षा संबंधित निर्णयों को लेने में सहायक होता है। 

क्रियात्मक शोध का सन्दर्भ क्या है?

शिक्षक एक विशिष्ट सन्दर्भ में कार्य करता है. इस प्रकार के कार्यों को पूरा करने में तीन प्रमुख तत्वों का आपस में अंतर्क्रिया होता है. ये तीन तत्त्व होते हैं

• शिक्षण व्यवसाय से सम्बंधित शिक्षक के व्यक्तिगत अवधारणाएं और सिद्धांत, 
• व्यावसायिक सन्दर्भ (context)के कारक एवं
•  शिक्षक के द्वारा किये जाने वाले क्रिया 

परन्तु यह अंतर्क्रिया गत्यात्मक होती है. 

अनु0 शो0 का संदर्भ यही गत्यात्मक अंतर्क्रिया होती है जिसमें शिक्षक अपने व्यावसायिक सन्दर्भ में इस अंतर्क्रिया से संबंधित समस्याओं का हल ढूंढते हैं एवं उस हल के वैद्यता की जांच करते हैं और अंतत नए ज्ञान का सृजन करते हैं। यह समस्याएं उनकी क्रियाओं से संबंधित हो सकते हैं अथवा उनके अवधारणाओं से संबंधित हो सकते हैं। 

 

शिक्षक शोध को अनुनक्रियात्मक शोध क्यों कहते हैं?

 शुक्षक आने शोध हेतु समस्या की पहचान अपने क्रियाओं में करते है। अर्थात अपने व्यावसायिक गतिविधियों में संलग्न रहते हुए वह समस्या की पहचान करता है। इस बात को समझना यहां आवश्यक है।

शिक्षक की शिक्षण, अधिगम, मूल्यांकन इत्यादि संबंधित आने अवधारणाएं होती हैं जिनके संज्ञान में वे अपने व्यावसायिक गतिविधियों को निश्चित मूरत रूप प्रदान करते हैं। समस्या टैब उत्पन्न होती है जब क्रियाओं में और उनकी अवधारणाओं में मेल नहीं रहता है। ऐसी परिस्थिति में उन्हें आलोचनात्मक ढंग से अपने क्रियाओं की विवेचना कर उन्हें एक नए रोऊ में विकसित करना पड़ता है। क्रियाओं का यह नया रूप उन परिस्थितियों में प्रभावी है या नहीं इसकी जांच भी उन्हें इन क्रियाओं के इम्प्लेमेटेसन द्वारा करनी पड़ती है। 

चूंकि समस्या की पहचान, उसका हल एवं उसकी जांच, सभी क्रियाओं के भाषा में ही हिट है अतः इस प्रकार के शोध को अनु0 शो0 कहते हैं।

क्रि० शो० की परिभाषा क्या है? 

यह शिक्षा के क्षेत्र मे क्रियात्मक अनुसंधान की प्रक्रिया को प्रयोग मे लाने का श्रेय स्टीफन एम० कोरे को हैI उनके अनुसार क्रियात्मक अनुसंधान की परिभाषा निम्नलिखित है-    

“अभ्यासकर्ता अपनी समस्याओं का वैज्ञानिक ढंग से अध्ययन करता है जिससे वे अपने निर्णयों और क्रियाओं को सही  दिशा दे सकें, उसमे सुधार कर सकें और उनका मूल्यांकन कर सके उसे ही क्रिया0 शोध कहते हैं।      

“The process by which practitioners attempt to study their problems scientifically in order to guide, correct and evaluate their decision and action is what , a number of people have called  Action Research” __Stephen M. Corey

क्रि० शो० शिक्षक क्यों करते हैं?

क्रि० शो० करने के निम्न कारण हैं:

• शोध द्वारा अपने व्यावसायिक गतिविधियों एवं संबंधित मान्यताओं को समृद्ध करना।
• नए कौशलो का विकास करना
• ज्ञान का संवर्धन करना।

Definitions of curriculum

CURRICULUM STUDIES

Author	Definition/Conception of Education
William C. Bagley, 1907	A “storehouse of organized race experience” stored in form of certain essential subjects.
Franklin Bobbit1918	Series of things which the children and youth must do and experience……[and develop]..abilities to do things well in that make up the affairs of adult life. P.42
Caswell & Campbell1935	Curriculum is defined as “ all the experiences children have under the guidance of teachers” p. 66
Robert M. Hutchins1936	Curriculum consist of the permanent subjects like grammar, mathematics, logic, rhetoric and reading that helps develop the intellectual virtues of the individualiii
Arthur Bestor1956	Curriculum is simply a list of the essential subjects that can be grouped in five areas of study viz. “grammar literature and writing; mathematics; sciences; history and foreign language” and combined they “provide a standard program of intellectual disciplines in the fundamental disciplines” iv
Smith, Stanley & Shores,	A sequence of potential experiences is set up in the school for the purpose of disciplining children and youth in the group ways of thinking and acting. This ser of experiences is referred to as the curriculum
Eight Year Study 1942	Curriculum is understood as “the total experiences with which the school deals in educating young people”.
Ralph Tyler1956	Curriculum refers to “all of the activities of the students which is planned by and directed by the school to attain its educational goals.”
Philip H Phenix1962	Education…is a guided recapitulation of the process of inquiry which gave rise to the fruitful bodies of organized knowledge comprising the established disciplines …..Hence curriculum “should consist entirely of knowledge which comes from the discipline”.
Broudy, Smith & Brunette1964	“….curriculum consists primarily of certain content organized into categories of instruction” p. 79
Maurtiz Johnson1967	“….a structured series of intended learning outcomes” p. 127
	“
Popham & Baker1970	“…all planned learning outcomes for which the school is responsible” p. 48
Westbury & Stiener1971	Curriculum is understood as a means to “inquiry into the devices and modes for actualizing the interaction of the commonplace curriuluar elements: subject, students, milieu and teacher” p. 261
Paul H. Hirst1974	“……….a plan of activities deliberately organized so that tpupils will attain by learning certain educational ends or objectives” p. 132.
J.G. Saylor & W. M. Alexander 1974	“……a plan for providing sets of learning opportunities to achieve broad goals and related specify objectives for an indentifiable population served by a single school centre” p.6
Ronald C. Doll1978	“The curriculum of the school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations and values under the auspices of the school” p. 6
G.M. Inlow1973	“….a body of value-goal-oriented learning content” p. 42
Tanner &Tanner1975	Curriculum is “..that reconstruction of knowledge and experience systematically developed under the auspices of the school to enable the learner to increase his or her control of knowledge and experience”  p. 38.