Action research for developing literary criticism in middle school

Action Research

As a middle school teacher of English, I can use action research in a number of different ways. Sagor (n.d.) points out that there are seven steps to action research that can be used in my own professional practice. These seven steps include selecting a focus, clarifying theories, identifying research questions, collecting data, analyzing data, reporting results, and taking informed action (Sagor, n.d). The primary means by which I will use action research in my own professional practice is through the tools of literature and language arts. I will select a focus first, which will be to analyze texts with the class in order to develop the foundations for literary criticism. Clarifying theories will require simple overview of methodologies and modes of inquiry. Research questions will be text-specific but will include references to core issues like politics of race, class, gender, and power. Research questions will apply the theories to select bodies of literature including poems and short stories. Data collection will include references to key passages of text that substantiate research hypotheses. Then, analyzing the results of that inquiry will require intensive classroom discussions and debates. These debates coincide with take-home assignments and in-class tests. Reporting the results of those tests and assignments is the penultimate step of the action research process in my classroom. Finally, taking informed action means applying what has been learned through a study of literature to current events.

The role of action research in evidence-based educational practice is to show students how to use evidence-based practice in their own lives, and also to show the educator the importance of evidence in practice. Action research is "a powerful form of learning," (McNiff, 2013). This is because nothing is taken at face value. We learn by doing, and not by following rote activities. Action research substantiates evidence-based practice but can also be the foundation for evidence-based practice. Collaborating with others in the creation of action research is similar to conducting a peer review, with the goal being learning and development. As McNiff (2013) points out, one of the goals o faction research is evidence-based practice. Case knowledge is developed, based on personal experience and personal inquiry. Each year, students engage in the material, and I visit anew the same material. Evidence-based practice entails continual revisiting and renewal of inquiries.

The strengths of action research are that it empowers the educator and the student, to allow for self-directed learning. The self-directed nature of action research makes it more suitable for retention and overall academic success, rather than simply success on standardized testing. Action research engages the student and reveals the why and how of learning, not just the what of learning. An educator who uses action research is creating a fun, interactive, and supportive learning environment that can encourage all students to participate in the learning process. Another strength of action research is that the students and teachers are actors, and not passive recipients.