A Selection of Quotations Related to Action Research

compiled by Andrew Forgrave

---

We must find a way of bridging the traditional divide between educational theory and professional practice.
Jack Whitehead, Action Research, Principles and Practice, McNiff, 1988, ix

 

...my own work within the politics of educational knowledge would suggest that it is largely up to teachers to gain the initiative within the academic community by strengthening the explanatory power of their accounts of professional practice.
Jack Whitehead, Action Research, Principles and Practice, McNiff,1988, x

The strength of the action research approach to professional development rests upon a creative and critical dialogue between members of a community which includes teachers, academics, parents, industrialists, and politicians. We move ahead through creative leaps of imagination. We learn from our mistakes in detailed criticisms of our positions.
Jack Whitehead, Action Research, Principles and Practice, McNiff,1988, xi

Teaching may be regarded as a means of improving schooling, by focusing on generalized issues of the management of curriculum or class, or it may be seen as a means of engaging in a critical process of action reflection which is in itself education.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, xiii

...the view of a teacher as implementor of ideas is a very popular view of educational research, and has been the overwhelmingly predominant theory as the basis of teacher competence. By sticking to this view, however, the assessors of educational efficiency are missing the most obvious point: that teachers are being encouraged, systematically and deliberately, to de-skill themselves.... this view of teachers in classrooms denies them a self-image of reflective educators, and turns them simply into highly skilled technicians,
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, xiv

...educational research as split into its contributory disciplines of philosophy, psychology, sociology, and history. Research in this tradition tended to be done on other people, rather than in a collaborative enquiry with them. Teachers' hopes of coming to grips with their everyday practical class problems were being deceived by the current insistence on this being the only acceptable view of research.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, xvi

The clever man will tell you what he knows; he may even try to explain it to you. The wise man encourages you to discover it for yourself, even though he knows it inside out.
Revans (1980), quoted in Action Research, Principles and Practice,McNiff, 1988, 52

In my days as a skilled technician, I stood on the sidelines, directing the game and scoring. I was an observer and a manipulator of other people's experience. Now I join in the game. I win and I lose; I live and I learn.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 52

There never has been such a need for the teaching profession to go public, either in a political sense, with appraisal, accountability, disputes about pay and conditions, all contributing to present the image of a profession afraid and weak; or in a moral sense, when we are poised on the brink of great sociological changes, such that the teaching professional could take a vigourous lead in determining the future....the greatest revolutions start with individuals, and this teaching revolution must start with individual teachers in their own classrooms who are attempting to make sense of their own practice.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 52-53

Acquiescence is not a characteristic of an action researcher. He is resourceful, committed, tenacious, and above all, curious. He will not be satisfied with a given system if he sees elements of the system as unsatisfactory. He will seek to change it. In doing so, he refuses to be a servant, but becomes an acting agent. He rises above the role of a skilled technician and becomes an educator.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 50

Built into action research is the proviso that, if as a teacher I am dissatisfied with what is already going on, I will have the confidence and resolution to attempt to change it. I will not be content with the status quo...
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 50

...that professions employ methods and procedures based on theoretical knowledge and research;...that the members of the profession have an overriding commitment to the well-being of their clients;...that, individually and collectively, the members of the profession reserve the right to make autonomous and independent judgements, free from external nonprofessional controls and constraints, about the particular courses of action to be adopted in any particular situation.(Emancipatory action research suggest s an image of the teaching profession which incorporates these features in a distinctive way.),
Wilf Carr & Stephen Kemmis, quoted in Action Research, Principlesand Practice, McNiff, 1988, 49

1. What did the children do?
2. What were they learning?
3. How worthwhile was it?
4. What did I, the teacher, do?
5. What did I learn?
6. What do I intend to do now?,
Open University "Curriculum in Action", quoted in Action Research,Principles and Practice, McNiff, 1988, 47-48

Education is `...essentially something which must be tailored toits recipient; [it] must come from the pupil himself[/herself]' and the taskof educators is to `...make sure that this growth is not inhibited,or that it is, more positively, encouraged'.
Mary Warnock (1977), quoted in Action Research, Principles andPractice, McNiff, 1988, 49

The notion of education as a commodity is essentially political, that is, has to do with power and who is wielding that power. It is a view that says the person who has the most power has the most of everything, including the most education. Education becomes a desirable STUFF, like money or property or clothes. If this is a prevailing attitude, teachers will be caught up in the net. The end product of their work will be functional, utilitarian, geared towards perpetuating a society founded on possessions, and believes that wealthy is healthy. This seems still to be a prevailing attitude in many areas of our educational system.
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 49-49

1. Planning 1. What is your concern?
2. Why are you concerned?
3. What do you think you could do about it?
4. What kind of evidence could you collect to help you make somekind of judgement about what is happening?
5. How would you collect such evidence?
6. How would you check that you judgement about what has happenedis reasonably fair and accurate?,
Barret and Whitehead, 1985, quoted in Action Research, Principles and Practice, McNiff, 1988, 57

Each of the essays in this volume [NSSE #93 Pt.1] also contributes its own perspective on the essential characteristic of the emerging concept of teaching. Variously calling it teaching as research, as inquiry, as learning, or as reflective practice, the authors attempt to capture the essence of a new way of thinking and talking about teaching by using an all-encompassing label, a core metaphor, or a captivating slogan. Many of the authors recognize the dangers inherent in this essentializing, however. Like the slogans and metaphors of the progressive education movement such as "learning by doing," "teach the child, not the subject," "education is growth," almost any practice imaginable can be justified. Every metaphor fails at some point, every label limits thought, and every slogan invites abuse.
Jonas F. Soltis, The New Teacher, Teacher Education and Reform,NSSE#93, Pt. 1, 247

The concept of staff development is changing from what was once conceived as an externally organized, formal program, toward any process in which a teacher (working individually or in a group) systematically attempts to understand herself, her students, the school context, and/or new practices in order to improve her teaching. The process may be initiated and conducted by the teacher(s) with or without the help of an external facilitator. Within this newer conception, teacher inquiry or action research may be though of as professional staff development.
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 186

The current cognitively based conception of the teacher describes a person who mediates ideas, constructs meaning and knowledge, and acts upon them, The ideas may stem from many sources such as staff development, other teachers, readings in research, theory, and literature, or reflection on experience. New understandings are constructed on the basis of these ideas as the interact with existing understandings. It is these understandings that drive the teacher's practice.
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 187

The collaborative process appears to be a very useful form of staff development for teacher inquiry. While teachers may be interested in participating in such a process, they may find it difficult to initiate. An important function of the outside facilitator, then, is that of motivating a group of teachers to participate in such a process, and providing and arranging for the initial structure of the group dialogues. The concern about collaborative staff development and research involves issues of power an d control in a situation in which a university or other outside expert works with classroom teachers. The relationship must be sensitively handled by all parties, so that the teachers feel equality in participation,
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 191

The inquiry process described here asks teachers to become actively involved in understanding and justifying their own practices, to consider directions in which they might change, and to talk about their practices with their colleagues. This requires the development of a highly trusting atmosphere, in which the participants acknowledge their own expertise and are willing to risk experimenting with new ideas and practices.
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 195

.. I believe it is possible for collaborative research to be conducted in ways that lead to equal power relationships among the participants. However, the role of the staff developer must change from the top-down provider of information to that of facilitator who establishes an atmosphere that is conducive to conversation in which all participants share their expertise.
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 198

A concluding lesson from this analysis is that school systems need to acknowledge and support the individual teacher inquirer so that she does not end up being ignored and perhaps ostracized by her fellow teachers. Further, the administration or teacher leader or other facilitator should attempt to help teachers work toward a norm that redefines the role of teaching to include reflection, inquiry, and attitudes of continual change.
Virginia Richardson, Teacher Inquiry as Professional StaffDevelopment, NSSE#93, Pt. 1, 199

10 Coping Strategies
1. Don't Give Up
2. Enlist the Help of Colleagues
3. Keep a Positive Attitude
4. Be Prepared to Compromise
5. Be Generous
6. Go Public
7. Join a Local Action Research Group
8. Establish a Reputation for Success
9. Publish Reports in Journals
10. Have Faith in Your Own Personal Knowledge,
Jean McNiff, Action Research, Principles and Practice, McNiff,1988, 144-145

12 Guidelines for Teachers
1) Locate, listen to and articulate your inner voice
2) Practice reflection in action, on action, and about action.
3) Develop a risk-taking mentality.
4) Trust processes as well as people.
5) Appreciate the total person in working with others.
6) Commit to working with colleagues.
7) Seek variety and avoid balkanization.
8) Redefine your role to extend beyond the classroom.
9) Balance work and life.
10) Push and support principals and other administrators to develop interactive professionalism.
11) Commit to continuous improvement and perpetual learning.
12) Monitor and strengthen the connection between your development and students' development,
Fullan and Hargreaves (1991), quoted in Change Forces, Fullan, 1993, 144