Collaborative Action Research to Address Learning Inequities

Introduction: Equity Challenges in Diverse Classrooms

A major problem facing many teachers and administrators today is ensuring equality in the level and efficacy of instruction that students from diverse backgrounds and with diverse abilities receive in the classroom. Cultural differences, gender differences, and individual learning styles can all affect the rate at which knowledge presented in a certain manner will be absorbed and utilized by each individual student. Educators must first be aware of these differences and then take steps to ensure that enough diversity is achieved in instructional methods and classroom learning activities in order to adequately and equitably meet the learning needs of each individual student. For a teacher new to the classroom — and even for many experienced teachers who struggle with this aspect of educating diverse student populations — direct collaborative action research conducted by an administrator and/or instructional supervisor can be a highly effective means of addressing the issue.

The Role of Collaborative Action Research

Collaborative action research takes place in the classroom, with the administrator or instructional supervisor observing instructor and student behavior in the classroom setting, then working with the instructor to develop different and more effective practices (Caro-Brice, 2007). Such a method for achieving change requires some measure of foreknowledge regarding both the problem being addressed and possible solutions, as well as a dedication to accurate and comprehensive observation of the specific issues as they play out in the classroom (Mitchell et al., 2009). This paper provides a preliminary action research plan for correcting disparities in learning among different student demographics.

Action research has proven highly effective both in creating greater equality in learning within traditional class structures and lesson plans, and in the design and implementation of new courses and course models (Coles-Ritchie & Lugo, 2010). In order for this level of success to be achieved, however, care must be taken both in the observations made by the instructional supervisor and in the recommendations made through the collaborative process with the teacher. This ensures, first, that the classroom autonomy of the instructor is not negatively impacted, and second, that current knowledge and research is brought to bear on the issue (Caro-Brice, 2007). Equipped with accurate and adequate information, it becomes much easier to handle issues of diversity as well as many other common classroom challenges that create instructional difficulties. It is often a lack of knowledge and/or experience on the part of the instructor that creates the need for action research in the first place (Mitchell et al., 2009).

Step One: Literature Review and Initial Meeting

The first step in the action research plan must be a review of current literature on the issue of classroom diversity generally, and on the specific problems being faced in a given classroom particularly (Coles-Ritchie & Lugo, 2010). This will enable a more productive initial meeting with the instructor and reduce the potential for any accusatory appearances, as all initial suggestions, recommendations, and even definitions of observed problems will rest on a foundation of solid, empirical, and objective research (Coles-Ritchie & Lugo, 2010). This foundation will allow for a more open and direct process throughout the various stages and steps of the collaborative action research implemented to address diversity issues.

After conducting initial research into the area of concern, an initial meeting must occur with the instructor, establishing the need for change in and/or additions to the instructional methods employed in the classroom in order to foster greater equality among the diverse student population. Approaching the instructor with an attitude of providing assistance rather than correcting behavior, approaches, and theories will be far more effective in bringing the instructor on board as a true collaborative partner (Mitchell et al., 2009; Caro-Brice, 2007). It is in this initial meeting that the tone for the duration of the collaborative action research process will be set. It is therefore essential to provide an atmosphere of support and genuine collaboration; real collaboration will be lost — and the efficacy of the research plan and implementation of recommended changes will be diminished — if the teacher feels a significant reduction in classroom autonomy (Mitchell et al., 2009).