ACTION INQUIRY, or action research, is a term broadly used to describe professionals studying their own practice in order to improve it.  Applied to teaching, it involves gathering and interpreting "data" to better understand an aspect of your teaching that interests or concerns you.  Action inquiry, as we like to call it, is an important recent development in the broad territory of "teachers' professional development."  Action inquiry offers an alternative to teachers who have been encouraged to look to others, rather than to themselves and their students, for ways to improve their teaching.

WHY IS IT SOMETIMES CALLED "RESEARCH"? Try to avoid your everyday assumptions about "research" as you think about action research. Focus instead on the action part of the term. Action research has nothing to do with lab coats, number-crunching, and stereotypes about "objectivity." The term "research" simply refers to trying to better understand what you are doing in your classroom. Who does action research? As the OPSTF publication "Act, Reflect, Revise: Revitalize!" indicates, action research is done by teachers who are encouraged and supported in the study of their own teaching. Action research has a long tradition in parts of England and Australia, and there is a journal called Educational Action Research. Since 1990, there has been a growing interest in Canada and the U.S. in teacher research and action research.  In the context of preservice teacher education, we will speak of “Action Inquiry” to focus on the personal nature of this approach to better understanding one’s own teaching, while learning to teach.

WHY DO TEACHERS DO ACTION RESEARCH? As you might expect, much action research is carried out by teachers taking programs of graduate study in education. The support of action research by OPSTF is a significant signal that action research does not need to be limited to graduate work. The "climate" of individual schools is crucial to creating an environment that supports action research.

HOW DO I DO ACTION INQUIRY? Like so many things, the process of action inquiry is deceptively simple on paper. The central question is "How can I help my students improve the quality of their learning?" This can be broken down into these four steps:

1. What is my concern in my practice?

2. What am I going to do about it?

3. What evidence will let me make a judgment about what I did?

4. How will I validate any claims about what I have done?

You and Your Action Research Project (Routledge, 1996) is a recent addition to the small but growing list of resources for action inquiry. Jean McNiff, Pam Lomax and Jack Whitehead wrote this book as an introduction that provides specific directions but also goes beyond to ask broader questions. Their book describes four important points about action research (p. 37):

• I am the central person in my research.
• I am asking a real question about a real issue, and I am hoping to move towards a possible solution.
• I am starting from where I am.
• I am trying to bring about some improvement (remember - any improvement is still improvement, no matter how small).

Notice the frequent use of the word "I" in that list of central ideas. That should help you see that action research is a long way from any idea of research that might imply "distance" or "neutrality." Action inquiry happens "in the swamp" where we live our day-to-day successes, frustrations, disappointments, and occasional miracles. This list of central ideas should include an additional understanding that action inquiry is something you do with, not "on," the students you teach.

HOW LONG DOES AN ACTION INQUIRY PROJECT TAKE? Typically, an action inquiry project will take place over several weeks or months of your practice. The length of time needed to observe or demonstrate improvement will depend upon the target of your action inquiry

WHERE DO I START? "What is my concern in my practice?" is where you begin. It should be a concern that YOU can do something about. It should not depend on others. Notice that the word "concern" calls attention to personal values, and you should select some aspect of your teaching that relates to what is important to you about your students' learning. It would be very helpful to discuss your concern with fellow educators in your school, to let them help you focus your concern, and to let their concerns help you find yours. If two or more people have similar concerns, so much the better!

WHAT DO I DO NEXT? Once you find a focus, the next question is "What am I going to do about it?" Ask yourself if there is some relatively modest change you could introduce to your students that would help you help them improve the quality of their learning. "Quality" is a wonderful word because it is so broad - learning has so many different qualities - yet it also points in the direction of improvement. Parents, teachers and students all prefer high quality over low.

You will need to know more before you DO something. You must investigate what others say about your concern and suggestions they may have on alternative approaches. Talk with your students to get a sense of how they see the quality of their learning. Consult with fellow educators and, most importantly, examine the professional literature on teaching and learning.

HOW DO I FIND OUT IF I MADE A DIFFERENCE? The next question is, "What evidence will let me make a judgment about what I did?" It could be evidence written by students for you, or it could be some improvement in their written work or in the classroom environment. This is where action inquiry starts to pay off, because it makes us look at our teaching through something other than the relatively soft and friendly eyes of our own memories.

SO WHAT? The final question is, "How will I validate any claims about what I have done?" And the answer has several steps: You prepare a written report, no matter how short, that summarizes your concern, your action, your evidence and your interpretation of the evidence. Then you meet with other teachers to invite them to comment on your report, to offer suggestions for going further and to offer additional interpretations of your evidence. This is perhaps the most challenging step, but you can see how this kind of conversation in schools could begin to improve our "self-help" efforts in the field of education.

Return to Table of Contents

The assignment contains six steps. Pages 4 - 5 provide an overview of the process and a short description of each step. Pages 6 - 20 describe each of these steps in detail. For each step there is a general description of what is required, ideas for beginning the step, what you must submit to your PROF191 instructor, and the due date. For some steps there is also a worksheet to help you complete the task. Suggested readings are listed at the end of each step.

Your instructor will be describing what she or he requires as a submission for each step as well as when work is due. Although all teacher candidates in Prof 191 receive the same assignment booklet, the specific requirements to complete the steps will vary from one instructor to another. As with all good teaching, the approach of the instructor will reflect his or her history and philosophy of teaching as well as the needs of the particular class he or she is teaching. However, all instructors will be grading a final written project due January 28, 2000, as specified later in this booklet.

Step 1. Where do you start? Focusing your inquiry

Begin by asking the question "What is a concern in my practice?" Identify a concern that YOU can do something about, in relation to the quality of student learning. Notice that the word "concern" calls attention to personal values, and you should select some aspect of your teaching that relates to what is important to you about your students' learning. Your action inquiry project MUST have direct relevance to your teaching.

 Step 2. Formulating a question (identifying a topic)

Once you have identified an area of concern you must phrase the issue as a question that will form the basis for your action inquiry. Part of the challenge lies in constructing a "researchable" question that you believe has significance and substance. This question will help you determine what data will be collected and how you will collect it.

 Step 3. Review of literature and resources related to your question

Read relevant literature (books, journals, articles, reports) in order to identify some of the central authors and issues related to your topic. Outline some of the relevant literature. Bring together your classroom experience and theoretical knowledge of the topic.

 Step 4a. Collecting relevant data

Describe suitable strategies for obtaining the data you need to respond to your question. Then decide how and when you will collect the data. Consider (a) the data that describe existing practice, (b) the design and delivery of your new classroom practice, and (c) the data from the altered practice.

 Step 4b. Ethical issues

All research/inquiry involving human participants requires consideration of ethical issues. The crucial question is "How can your inquiry be conducted without compromising the integrity, autonomy and dignity of the students in the class where you are studying your own practices?"

 Step 5. Analyzing and interpreting the data

Analysis and interpretation give meaning to the data and place it into the context of your action inquiry.

Note: Assessment for steps 1-5 will be formative only. Your instuctor will explain what he or she requires and will make suggestions for improvements to be incorporated into the final report. A mark will only be assigned for the work submitted in step 6a.

Step 6. Reporting results

Reporting the results of your action inquiry has three components.

(a) Written report Your written report should include the question, a description of the data collection methods, a summary of the data, and conclusions about improvements in the quality of student learning. The final section of your paper should reflect upon the process of action inquiry, its impact upon your classroom practice, and your views of teaching. Due date: January 28, 2000

(b) Conference during Consolidation Days You will present the results of your action inquiry to a group of peers during Consolidation Week (January 10 - 11, 2000

 Suggested reading

McNiff, J. (1998). Action research for professional development: Concise advice for new action researchers. Mississauga, ON: Ontario Public School Teachers' Federation.

Russell, T. (1996). Action inquiry: Who? Why? How? So what? (See pages 2-3 of this document).

Return to Table of Contents

The Assignment:

Step 1. Where do you start? Focusing your inquiry

Developing a focus provides a foundation for all other aspects of the action inquiry process.

• Start with a current issue, unresolved tension, or foreseeable problem. What is your vision of an improved or changed situation? What do you want to know about this issue that you don't already know?
• Think about a particular student or students, teaching strategy, or unit of work and how you might change it if you had more information.
• Think big, but start small. Ensure that your action inquiry project is manageable. You can always expand it later.
• Remember that your action inquiry is focused on producing follow-up action that results in improvement.

With your associate teacher, class or individual students

• Discuss with your associate teacher student learning and teaching in your subject area.
• Examine the components of the program.
• Are there students with exceptionalities?
• Does the classroom reflect a "rich" environment?
• Talk to the students about their learning experiences; look at their notebooks and texts.
• How much time is spent on formal and informal instruction?
• Raise some questions and try to place them in context. Consider why these questions are important to you. Has something happened, have you noticed "something," or have you read something that makes these questions pertinent?
• Is there an area of your subject in which you have a special interest or would like to know more about?
• Is there an area of your subject in which your associate has a special interest?
• Discuss your action inquiry assignment with your associate teacher.
• Remember, your action inquiry project must have direct relevance to your teaching.

 Note: It is not appropriate to criticize your associate teacher or their choice of practices. It is appropriate to describe the classroom setting, your role in it, the interests and aptitudes of the students, the nature of the curriculum, and what you see as issues of particular interest to you. Reference to a particular student must be through a pseudonym only.

 With the other PROF 191 candidates

• Talk to your peers about the questions you are raising. Is anyone else interested in exploring similar (NOT necessarily the same) questions?
• Work with one or more "critical friends," that is, listeners who can ask sensible questions but will not try to provide answers.
• Use the "Action Inquiry: Generating Questions From Your Observations" worksheet as a guide.
• Briefly describe the program in your classroom.

 Suggested reading

MacAskill, E. (1998). Getting started. In Delong, J., & Wideman, R. (Eds.), Action research: School improvement through research-based professionalism (pp. 16-17). Mississauga, ON: Ontario Public School Teachers' Federation.

Hannay, L. (n.d.). Getting started. In Halsall, N. D., & Hossack, L. A. (Eds.), Act, reflect, revise: Revitalize (pp. 72-74). Mississauga, ON: Ontario Public School Teachers' Federation.

Action Inquiry: Generating Questions from Your Observations

1. In this [music/mathematics/geography/technological education/etc.] program I notice that ... ?

2. Why do some students ... ?

3. I notice that the classroom environment is/has... ?

4. Is it important to ... ?

5. I wonder why ... ?

6. I wonder how ... ?

Return to Table of Contents

Step 2. Formulating a question (identifying a topic)

Once you have identified an area of focus, it is necessary to phrase the issue as a question that will provide the focus for your inquiry. Part of the challenge lies in constructing a personal question that you believe has significance and substance. This question will help you determine what data will be collected and how you will collect your data.

• Start by brainstorming a list of questions that address the area of focus you have selected. Review the resulting list of questions. Select the one you feel is the most important to your issue.
• Begin to narrow your area of interest.
• Continue to observe in your class, gather samples of student work, and talk to students about their learning.
• Keep your question open-ended. Start with phrases such as: What happens when ...? How do ...? What is the role ...? What procedures ...?
• Consider your first attempt at question-writing as a first draft, then revisit what has consistently intrigued you in your role as a teacher. Does the question respond to this issue?
• Remember that question-writing is part of the learning process. No question will be perfect the first time it is written. You may have to leave your question in rough form and return to it later to revise it after a period of reflection.
• Share your question with others who may play a significant role in the inquiry process. Does the question make sense to them? Do they understand the focus?

 With the other PROF 191 candidates

• Meet regularly with the other candidates in your school to share questions and concerns.
• Share your findings from reading of articles and book chapters.
• Share references that may be of use to others.
• Meet with candidates who are studying a similar or related question.
• The "Action Inquiry: Articulating Your Questions" worksheet is designed to help you with this step.

 Action Inquiry: Articulating Your Questions

1. What are the questions you would like to explore?

2. What do you already know about the topic?

3. What difficulties are the students experiencing? How do you know?

4. Why is this problem occurring?

5. What modifications to the program or your teaching might help?

6. What are you learning about this topic through discussions with

(a) your associate teacher?

(b) your faculty liaison?

(c) PROF 191 peers?

Return to Table of Contents

Step 3. Review of Literature and Resources Related to Your Personal Question

A literature review offers you the opportunity to become familiar with the key concepts related to your area of investigation. It provides the depth of knowledge required to situate your action inquiry assignment in the context of work that has already been completed by other teachers. A critical component of any review is the clarification of operational definitions.

Much of this step will likely be accomplished during the on-campus weeks while you have access to the library. You should explore the literature relevant to your question and classroom experience by:

• Reading book chapters, articles, journals and reports.
• Doing an ERIC search, using either the CD-ROM in the library or the website at: http://ericir.syr.edu/Eric/
• Watching relevant videos (available in the library).
• Talking to experts.
• During the on-campus weeks your PROF191 instructor may arrange for you to receive help with approaches to an information search from a librarian.

A Structure for Thinking

One useful approach for exploring and interpreting the literature considers three aspects of a review:

1. Describe the practices and attitudes in your classroom in relation to this topic. Be specific in your description.

2. Outline some changes you would like to implement in your classroom.

3. Discuss the theoretical issues related to your question, identify some of the central authors and their work in the field, and outline some of the relevant literature.

Return to Table of Contents

Step 4a. Collecting relevant data

Once you have established a focus and identified a question, you must decide upon suitable methods for data collection. You will collect two sets of data. First, you will collect data that allows you to begin answering the question you posed in Step 2. Second, you will collect data to determine the effect of your changed practice.

The first data set will:

• Confirm that you have identified a legitimate question.
• Provide insights into the nature of the issue(s) underlying your question.
• Suggest changes to your practice. The review of the literature and resources will provide further information that will inform decisions about changing your practice.

Consider the following questions:

• What scope of inquiry is manageable for you?
• What do you expect will happen as a result of your action inquiry? How? When?
• In what setting will you collect the data?
• What events are occurring in this setting?
• What people are involved?
• What interactions are occurring?
• What physical evidence is available?
• How do you plan on managing your data gathering ?
• What resources are required to undertake the data gathering?

The worksheet "Action Inquiry: Drafting Your Plan" is designed to help you with decisions about collecting data.

The worksheet "Action Inquiry: Planning Guide" can help you organize your data collection.

Data collection strategies

The second data set will provide information about the effects of your altered practice. It is likely you will use the same methods to collect both the first and the second sets of data. However, you may need to revise or supplement your original data collection methods.

A Structure for Thinking

To help organize your data and prepare for the analysis, here is a useful approach:

(a) describe the inquiry method used

(b) note data that describe existing practice

(c) list the changes to current practice suggested by the data and the review of literature and resources

(d) collect data that describes the effects of your altered practice.

Suggested reading

McNiff, J. (1991). Action research: Principles and practice. London: Routledge. Chapter 6

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge. Chapter 4

Action Inquiry: Drafting Your Plan

1. My personal question is .....

2. Some inquiry methods I can use include .....

3. The method I have chosen is appropriate because .....

4. Potential sources of data are .....

5. I will work with .....

6. I plan to begin collecting data .....

7. I have to remember to .....

Action Inquiry: Planning Guide

1. With my group of students I must remember to .....

2. I must have the following data:

3. The best time during my teaching day to talk to my associate teacher about my inquiry is .....

4. The best time during my teaching week/day to work on my inquiry with

students is .....

5. By [ _________ ] I will have completed .....

6. By [ _________ ] I will have completed ......

Return to Table of Contents

Step 4b. Ethical issues

Many effective teachers regularly collect information in order to evaluate on an ongoing basis their students' learning, and then modify their teaching practices accordingly. But if any of the findings of this evaluation go outside the classroom (as the results of your action inquiry may) there are ethical issues that must be addressed (Donoahue, Cole, Earl & Hookey, 1998).

Regardless of the degree of formality or the scale of the your inquiry, there are some common principles to which all professional inquiries should ascribe. These principles ensure that information and techniques are not misused, intentionally or unintentionally. More importantly, they ensure that the individuals involved (your students) are not exposed to harm or risk.

• As appropriate, inform the principal of your associate school, your associate teacher, parents and students about your action inquiry plans.
• Respect the participants' rights to anonymity and confidentiality.
• Don't let the demands of your personal professional inquiry interfere with the curriculum.
• Remember your obligation to report conclusions that conflict with personal views.
• Share your findings with the participants and others who have helped with the action inquiry.
• If you are collecting data or artifacts from students, have parents and students sign a letter of consent (see sample on Page 18). If you are not sure, check with the principal and your PROF 191 instructor.
• The letter of consent must specify the nature of the data and/or artifacts you will be collecting. Permission must also be obtained if you are planning to retain the data and/or artifacts, or if they will be shown to other persons in any form (e.g., exhibited as a poster or included as samples in your professional portfolio).

• Note: Because of the complexity of the ethical issues involved and because Queen's University has not granted consent, you are not permitted to videotape, audiotape or photograph students for this assignment.

Involving students in action inquiry

Given the right opportunity and the appropriate guidance, students can play a powerful role in school-based action inquiry. With some teaching, students can gain valuable experience and develop practical skills as they gather information on their own learning, from other students, or from parents and community members.

• Encourage active and meaningful participation from students. Help students to understand how they are contributing in a significant way.
• Consider ways of linking students' involvement to the curriculum of the school.
• Because it will be a learning experience for students, ensure they receive sufficient guidance.
• Find ways to give students leadership roles in the process. Could students serve as trainers? Interviewers? Data analysts?
• Keep students informed about the outcomes of the inquiry process. If they have participated in a meaningful way, they will be very interested in the results.
• Find ways to recognize the efforts of students who assisted in the inquiry.

Suggested reading

An important discussion of the ethical issues resulting from action inquiry is found in:

Donoahue, Z., Cole, A., Earl, L., & Hookey, M. (1998). Some research design issues in action research. In Delong, J., & Wideman, R. (Eds.). Action research: School improvement through research-based professionalism (pp. 86-88). Mississauga, ON: Ontario Public School Teachers' Federation.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge. Pages 34-35.

 Title of your study: _________________________________________________________

• I agree to participate in a programme of inquiry conducted through the Faculty of Education at Queen's University.
• The purpose of the study is to ............... and has been explained to my satisfaction.
• The data/artifacts that will be collected are .........................
• I understand that participants' names will be coded to maintain confidentiality.
• I understand that, upon request, I may have a full description of the results of the study after its completion.
• I understand that the data from this study may be published.
• I understand that I am free to withdraw from this study at any time without negative consequences.
• I understand that if I have any questions or concerns about this study I may contact instructor _________________________ at (613) 533-6000 ext. ___________ or Dean Rosa Bruno-Jofré (613-533-6210).

I HAVE READ AND UNDERSTOOD THIS CONSENT FORM AND I AGREE TO ALLOW MY SON/DAUGHTER TO PARTICIPATE IN THE STUDY.

Student's name (PLEASE PRINT): ____________________________

Signature of parent/guardian: ________________________________

Date: ______________ Telephone number: ____________________

I HAVE READ AND UNDERSTOOD THIS CONSENT FORM AND I AGREE TO PARTICIPATE IN THE STUDY.

Signature of student: _____________________________________

Date: ______________________

Telephone number: _________________________

Return to Table of Contents

Step 5. Analyzing and interpreting the data

Analysis and interpretation give data meaning and place it specifically in the context of your action inquiry. In this stage it will be necessary to step back and critically analyze the data you've gathered.

• Keep the original question in mind when analyzing the data.
• Consider how you will minimize bias as you collate, summarize and interpret the results.
• Review all of the data collected.
• What significant points are revealed?
• What patterns, trends and associations appear?
• How do data from different sources compare and contrast?
• Interpret the results. What conclusions can you draw from the data? Are the results what you expected?
• What do the findings mean to you?
• Ensure that all of the inferences are grounded in the data. Can you easily support all of the conclusions with the evidence?

Avoiding and reducing bias

Participants in any inquiry have different perspectives and bases of experience. Without proper precautions, misunderstandings about the meaning of questions or the relevance of the data can occur.

• Share your data gathering strategies and instruments with peers to learn their interpretations.
• Try out your questions or techniques in advance with a representative from the same response group. Did they interpret the questions in the way you intended?
• Use multiple data gathering techniques and sources.
• Look for other studies that present different perspectives on the issue in question.
• Don't make prejudgements on the data. Wait until all the data have been collected and reviewed before drawing conclusions.
• Keep a reflective journal to record observations about the inquiry process as a way of uncovering assumptions about the issues under study.
• Consider "disconfirming" evidence seriously.

Return to Table of Contents

Step 6. Reporting results

Because the main purpose of action inquiry is to act on important findings, you will need to make decisions about the implications for practice of your results. Consider how to report the findings to others, this may help encourage broader actions to occur.

• Consider how your teaching is informed by and benefits from the results and conclusions. However, also remember that it is acceptable to "fail" in the sense of concluding that you did not improve your practice or student learning. Whether or not there is improvement, it is essential to interpret what did happen.
• Determine who, aside from yourself, may benefit from learning about the results.
• Relate your findings to the literature and experiences of others beyond your school.
• Consider what short-term and long-term actions can be taken.
• Use innovative reporting strategies that may be suitable for different audiences.
• Reflect on the questions that emerge from your study or still need to be answered in follow-up inquiry.

What you must submit

Reporting your action inquiry has two components. A written report and a presentation.

(a) Written report

• Your paper should be approximately ten pages double-spaced and report on the following steps: Focussing your inquiry, formulating a question, reviewing the literature and resources, collecting relevant data and analyzing and interpreting data.
• In a final section of the report you will reflect upon the process of action inquiry, its impact upon your classroom practice, and your views of teaching. How has this action inquiry changed your views of teaching? What have you learned about being a teacher?
• Due date: January 26, 2001

Note: Candidates must submit two copies of the final report. One will be returned and one will be retained, on behalf of Queen's University, by the course coordinator.

(b) Conference during Consolidation Days You will present the results of your action inquiry to a group of peers during Consolidation Week in January, 2001)

Return to Table of Contents

Return to Table of Contents

Grading Policy

A grade of PASS will be awarded when all of the elements of the action inquiry assignment are judged to be at the beginning level or better.

A grade of HONOURS will be awarded when (a) four or more of the steps are judged to be at the developing or advancing level.

Return to Table of Contents

Introductory Readings

Delong, J., & Wideman, R. (Eds.). (1998). Action research: School improvement through research-based professionalism. Mississauga, ON: Ontario Public School Teachers' Federation.

Halsall, N. D., & Hossack, L. A. (n.d.). Act, reflect, revise: Revitalize. Mississauga, ON: Ontario Public School Teachers' Federation.

·  J A good place to start if you have no experience with action inquiry.

McNiff, J. (1998). Action research for professional development: Concise advice for new action researchers. Mississauga, ON: Ontario Public School Teachers' Federation.

·  J Essential reading.

McNiff, J. (1991). Action research: Principles and practice. London: Routledge.

McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.

·  J Excellent introduction to action inquiry.

Return to Table of Contents

Further Readings

Carson, T. R., & Sumara, D. J. (Eds.). (1997). Action research as a living practice. New York: Peter Lang.

Hollingsworth, S. (Ed.). (1997). International action research: A casebook for educational reform. London: Falmer Press.

Hollingsworth, S., & Sockett, H. (Eds.). (1994). Teacher research and educational reform. Chicago: National Society for the Study of Education.

Lomax, P. (Ed). (1996). Quality management in education: Sustaining the vision through action research. London: Routledge.

McNiff, J. (1993). Teaching as learning: An action research approach. London: Routledge.

McNiff, J., Whitehead, J., & Laidlaw, M. (1992). Creating a good social order through action research. Bournemouth, UK: Hyde Publications.

O'Hanlon, C. (Ed). (1996). Professional development through action research in educational settings. London: Falmer Press.

Russell, T. (1995). Reconstructing educational theory from the authority of personal experience: How can I best help people learn to teach? Studies in Continuing Education, 17(1&2), 6-17.

Russell, T. (1996, January). Learning about teaching from self-study of a university course on action research. RefLecT, 2(1), 40-45.

Whitehead, J. (1993). The growth of educational knowledge. Bournemouth, UK: Hyde Publications.

Zuber-Skerritt, O. (Ed.). (1996). New directions in action research. London: Falmer Press.

Return to Table of Contents

Action Inquiry and Action Research on the World Wide Web