[xmca] Action Research: Generalisable learning

This is an ongoing discussion the the action research list that ought to be
of interest to several of us.
mike

---------- Forwarded message ----------
From: Jack Whitehead <edsajw@bath.ac.uk>
Date: Aug 7, 2007 3:28 AM
Subject: Re: [arlist-l] Generalisable learning
To: Action research list <arlist-l@lists.scu.edu.au>

[ Converted to plain text. -- B. ]

On 6 Aug 2007, at 23:35, David Tripp (by way of Bob Dick) wrote:

  However, as the purpose of action research is improved practice,
  when- and where-ever improved practice is achieved and others get
  to know about it, they tend to try it too, and so the practice is
  generalised as it moves from "it happened once here" to "it
  happens, here, there and everywhere!" and that's so much more
  relevant and important in terms of the method than categorical
  generalisation of other kinds of research.

I do like the idea that practice is generalised as it moves is the way David
describes above. You can follow this kind of generalisation from Chapter 6
Kevin Eames' narrative of his action research in one school from 1991:

CHAPTER SIX - ACTION RESEARCH AS A FORM OF PROFESSIONAL KNOWLEDGE IN A
WHOLE-SCHOOL SETTING

This chapter deals with another aspect of my practice as an action
researcher, and moves beyond my own classroom to my work with colleagues at
Wootton Bassett School. In contrast to the two preceding chapters, the focus
has shifted back to my own practice, although at the time of writing, in the
autumn of 1991, I had been seconded to work with the advisory service of
Wiltshire LEA. The account I give here, therefore, is not concerned with the
current advisory work in which I was involved, but with events which had
taken place some time before.

at:
<http://people.bath.ac.uk/edsajw/KEVINPHD/kechap6.pdf>
http://people.bath.ac.uk/edsajw/KEVINPHD/kechap6.pdf

into Jacqueline Delong's action research between 1996-2002 into her work as
a Superintendent of Schools in Ontario, generating a culture of inquiry in
support of teacher action research in a whole school board in her narrative
of her"

HOW CAN I IMPROVE MY PRACTICE AS A SUPERINTENDENT OF SCHOOLS AND CREATE MY
OWN LIVING EDUCATIONAL THEORY?

at

<http://people.bath.ac.uk/edsajw/delong.shtml>
http://people.bath.ac.uk/edsajw/delong.shtml

and into Moira Laidlaw's action research between 2000-2006 in China's
Experimental Centre for Educational Action Research in Foreign Language's
Teachers, hosted by Ningxia Teachers University, at:

<http://people.bath.ac.uk/edsajw/moira.shtml>
http://people.bath.ac.uk/edsajw/moira.shtml

When David describes ' the purpose of action research is improved practice',
I'm not sure if knowledge-creation is included in what is meant by 'improved
practice'. I tend to make a distinction between the questions I ask in
researching to improve my educational influences with my students in
questions such as, 'How do I improve my practice?' and the educational
knowledge I generate as I explain my educational influences in my own
learning, in the learning of others and in the learning of the social
formations in which I live and work. I stress the importance in action
research of both improving my practice and of enhancing the educational
knowledge-base through my contributions to educational theory. In my
understandings of generalisability in action research I use the idea that
practice is generalised as it moves in the way David describes, I also use
an idea of generalisability when I see that ideas generated in one context
by an action research are being acknowledged as !
of use in the narrative of another action research who is working and
researching in a different context.

Love Jack.

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Received on Tue Aug 7 07:12 PDT 2007