early years action research project ideas

Doing your own action research project

• December 14, 2021

Are children at your setting moving enough?  Do they enjoy plenty of physically active outdoor play?  The Newham Outdoors and Active practitioners spent eight months working through an action research project in order to identify the best ways to get their children moving and in touch with their own bodies.  Here’s how you could do the same thing in your setting.

Action research is research that is undertaken as a response to a recognised area of need.  It usually takes place in the workplace (eg your setting, or your home if you’re a childminder) and involves reflection, open ended questions and challenging your own existing practices.

Step 1: Where are we now?

The Outdoors and Active programme began with  explorations  into what was meant by the term physical development, and how it differs from physicality.  These important documents and books and will help you form ideas about what high quality outdoor physicality should look like in your setting:

• Every Child A Mover by Jan White  (Early Education, 2015) was a key text for us and is highly recommended as a guide to planning and making changes
• The Well Balanced Child by Sally Goddard Blythe (Hawthorn Press 2014).
• The British Heart Foundation guidance on  physical activity for walkers  and for  non-walkers  is essential reading.
• Exercising Muscles and Minds by Marjorie Ouvry (NCB 2003) provides an excellent overview of the connection between movement and cognition

The next action is to establish what is currently happening outdoors, so that you can identify gaps in provision.  We did this using several  audit tools :

• Jasmine Pasch’s  BoingWhooshRolyPoly  outdoor activity observation
• Play Learning Life’s  Outdoor Play  observation 
• Learning through Landscapes’  EYFS Moving and Handling  audit.

Each of these audits should be repeated at least three or four times, at different times of the day and in different weathers, in order to gain a complete picture of physical development opportunities as they currently stand.

Taking time with colleagues to analyse the outcomes of these surveys is important, not least to avoid travelling a pre-determined route in your action research.  Challenging your own and others’ established practices, views and conventions is a key element of action research.

Step 2: Where do we want to be?

Drawing up a vision for physical development and physicality is the logical step, once a clear picture of current practice has been established.  Take time to gather colleagues together; working towards a vision is almost impossible without the support and back up of everyone who’ll be affected by it.  Share the outcomes of the initial auditing stage, considering any gaps in provision that have become apparent. 

• What do you aspire to for children’s physical health and wellbeing?
• What should outdoor play look like at your setting?
• What do you want children to be able to do outdoors?  Note – not what do you want them to have!
• How will you manage provision of physical risk and challenge?
• What might the barriers be to achieving your vision?

Create a short statement that encapsulates your shared aspirations for physicality and physical development outdoors.  The statement should be clear and concise, but practical and achievable.

Step 3: How can we get there?

Once a vision statement has been agreed, it’s time to create an action research query that will guide your investigations outdoors. 

• Your query shouldn’t be too broad (“How can we improve physicality outdoors?”) or too narrow. 
• Whilst the beauty of action research is that you’re never going to be absolutely certain about the outcome, you should couch the question in terms that suggest confidence in a positive outcome – “How will increasing access to outdoor play in all weathers improve the frequency of physical activity?”.
• Take care not to generate a query that could have a simple “yes” or “no” answer.  So ask “In what ways can we help parents understand the importance of physically active play?” rather than “Can we support parents…?”.
• Choose an action research query that can be supported by evidence and data, so that once it’s complete, you can make a strong case for long-term change.  Quantitative and qualitative data are both valid and important to capture.

An action plan will help you plot a route through the action research.  It should set out:

• Your vision statement
• Your action research query
• Measuring success – how you’ll compare outcomes with your initial audit data
• Key collaborators

Short-term actions – what do you want to test/achieve in the next 6 weeks?

• List the steps you plan to take, building in regular time for reflection and tweaking of the project.
• What resources might you need?  Where will you source them?  What budget is there?
• Who will help?  Who needs to know?
• What kind of enabling environment do you want to create?  What sort of atmosphere will it have?

Medium term actions – after reflection, what can you do over the following 3 – 4 months?

As above, plus:

• How will you communicate progress with your key collaborators and other stakeholders?  How will you seek feedback, and how will you incorporate it (where appropriate)?
• What are the management issues?  What are the budgeting issues?
• Essential resources to push the research forward
• Resources you should plan to acquire in the next 6 months in order to sustain change
• Resources wish list – fundraising challenges, perhaps?

Step 4: Making the changes

At the end of your action research period, review progress.  This is a crucial stage; be honest about what worked and what didn’t, and if possible, ask a colleague to work with you to pick out the interventions that need to be implemented permanently.  Gather and present your evidence so that you can make the case for change, along with any requests for a budget allocation or changes in the way outdoors is organised or managed.  Long term, sustainable change is only possible with whole setting buy-in, so keep colleagues fully informed during this important phase.

Step 5: Celebrate

Audit the provision of physically active play, using the same audit tools as step one.  Celebrate the changes – share details with parents and colleagues; talk to children about how they have progressed throughout the action research project period, asking them what they can now do, what they enjoyed trying, what they’d like to do next and sharing photographs and video footage of their journey.

If you’ve made significant changes to the layout, features or resources of outdoors, consider celebrating with a grand relaunch, inviting everyone that helped, parents and local community members, and of course your local authority early years team!

Further reading

Outdoors and active.

Outdoors and Active – an action research project commissioned by the London Borough of Newham – took practitioners from nurseries, schools, PVI settings and children’s

Busy modern lives are having a dramatic impact on the health and wellbeing of our youngest children.  They play outdoors less, spend more time being

Top tips for physicality in the park

Little or no equipment is needed to get children active in the park – not even the play equipment that’s probably already there!  If there is play

Top tips for everyday physicality

Even everyday journeys and mundane chores can be used to encourage children to be more physically active.  Here are some ideas, suggested by the Outdoors

Boing! Whoosh! RolyPoly!

Toddlers need plenty of balance practice once they are up and walking. Each of the three semi-circular canals in the inner ear respond to movement in different

Overcoming barriers

An early task for the Outdoors and Active action researchers was to identify the barriers to taking children out and about beyond the setting.  Only

Taking risks in play

Human beings are “hardwired” to take risks, from birth.  Babies take their first independent breaths; they decide to try crawling and walking and then running;

Loose parts for physicality

Traditional fixed play equipment is not necessary for physicality; if it’s there, then great – use it.  Most of the Outdoors and Active project settings

Landscapes for physicality

Children can have fun and be active in any kind of landscape, but there’s no doubt that the more diverse and intriguing the space, the

Audit your environment

To audit the current provision for physical development outdoors in your school or setting, you can download our three sample audit sheets below. You should

Grab and Go Kits

Some of the childminders involved in the Outdoors and Active project thought that a kit of easy to carry, low cost resources could encourage children

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How to Do Action Research in Your Classroom

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Action Research

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Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

• Changes in classroom practice
• Effects of program restructuring
• New understanding of students
• Teacher skills and competencies
• New professional relationships
• New content or curricula
• What problem do you want to solve? What information are you seeking?
• What data will need to be collected to help find a solution or answer?
• How will it be collected, by whom and from whom?
• How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice 

After the analysis, summarize what you learned from the study.

• How can you share your findings?
• What new research questions did the study prompt you to research next?
• What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

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Data design initiative, webinar: child assessments: telling stories with data, data basics, data literacy credential, data essentials.

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A Practical Guide to Action Research and Teacher Enquiry

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This accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitioners’ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes.

Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years  offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of the different stages of enquiry. Ten examples of practice are used to clearly illustrate the action research cycle in a variety of settings, and in relation to a range of topics and ages, thereby providing readers with a wealth of tried-and-tested ideas for application in their own settings and projects. These are supported by a range of downloadable resources which can be used as tools to support the planning, reflecting, and evaluation of practitioners’ research activities.

Informative, inspiring, and highly relevant to practice, A Practical Guide to Action Research and Teacher Enquiry will support and scaffold the research activities of early years practitioners, managers, and students.

TABLE OF CONTENTS

Chapter | 4  pages, introduction, part one | 16  pages, action research: theory and practice, part two | 20  pages, the phases of action research, part three | 4  pages, the projects, chapter project 1 | 4  pages, mindful yoga in a nursery school, chapter project 2 | 4  pages, developing the outdoor area to support early numeracy, chapter project 3 | 4  pages, storytelling, chapter project 4 | 4  pages, continuing professional development policy, chapter project 5 | 4  pages, personal, social, and emotional development at lunchtime, chapter project 6 | 4  pages, talking partners at primary, chapter project 7 | 4  pages, parental engagement, chapter project 8 | 4  pages, early writing, chapter project 9 | 4  pages, promoting a love of reading, chapter project 10 | 2  pages, 0–2-year-old room.

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• Humanities, Social Science, Languages
• Early Childhood Education

Doing Action Research in Early Childhood Studies: A step-by-step guide

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• Colour, print bound version of the complete text
• Are you worried about doing your early years action research project?
• Does the thought of choosing the right research question feel daunting?
• Are you concerned about the challenges you might face?

Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.

Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project.

The book's key features include:

• 16 'Steps' that walk you through the process of conducting your action research project
• References to real life research projects to illustrate key ideas, themes, practices and debates
• Advice on creating an action research journal, with sample extracts
• 'Thinking Boxes' in each chapter to encourage you to review and reflect on the chapter's contents as you plan your research project
• Checklists in each chapter of key concepts, processes and themes, together with further resources

Doing Action Research in Early Childhood Studies is an essential resource for students and practitioners of early childhood studies.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

• Humanities & Social Sciences
• Early Childhood Education

Doing Action Research in Early Childhood Studies: A step-by-step guide

• Are you worried about doing your early years action research project?
• Does the thought of choosing the right research question feel daunting?
• Are you concerned about the challenges you might face?

Written in a lively and accessible style, this is the essential step-by-step guide to conducting your own action research project. The book introduces and evaluates different approaches to action research and explores how they can be applied in early childhood settings to create positive change and to improve practice.

Using varied illustrations and case studies of contemporary projects in diverse early childhood contexts, the book addresses specific issues and challenges that you might face when conducting action research in such settings.

Each chapter offers gentle guidance and support at a specific stage of the research process, from choosing your initial topic to formulating your research question, through to sharing the lessons of your project.

The book's key features include:

• 16 'Steps' that walk you through the process of conducting your action research project
• References to real life research projects to illustrate key ideas, themes, practices and debates
• Advice on creating an action research journal, with sample extracts
• 'Thinking Boxes' in each chapter to encourage you to review and reflect on the chapter's contents as you plan your research project
• Checklists in each chapter of key concepts, processes and themes, together with further resources

Doing Action Research in Early Childhood Studies is an essential resource for students and practitioners of early childhood studies.

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Doing action research in early childhood studies : a step by step guide

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• Phase One: Choosing to Change Introduction to Phase One Step 1Choose a social practice to change or improve Step 2Ask a question about your chosen social practice Phase Two: Planning for a Change Introduction to Phase Two Step 3Learn more about the action research family Step 4Learn more about your topic from the literature Step 5Learn more about your ethical responsibilities Step 6Learn about reflection, critical reflection and practice Step 7Map the practicalities of researching in your context Step 8 Plan to make your research rigorous and valid Phase Three:Creating Change Introduction to Phase Three Step 9Form an action research group Step 10 Gather 'base line data Step 11 Create a change and collect data about its effects Step 12 Analyse your data Step 13 Deepen and broaden your data and understandings Step 14 Choose a social practice to change or improve, perhaps guidedby a new research question. Phase Four: Sharing the Lessons Introduction to Phase Four Step 15 Draw conclusions from your analysis Step 16 Share the lessons of your project References Index.
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Success with your Early Years Research Project

• Rosie Walker - University of Worcester, UK
• Carla Solvason - University of Worcester, UK
• Description

‘Action research and Early Years practices go together, as naturally as the new day rising. This book is a celebration of new days. Early Years research is a practice for creative thinking for new tomorrows; the book shows us how to do this, and is to be commended for anyone who wishes to find innovative ways to think and act for all new beginnings.’  -Jean McNiff, Professor of Educational Research, York St John University

Where do you start with a research project? How do you choose a good question? What are tutors looking for in an outstanding project?

This book will help you answer all of the above and that is just the beginning. With examples of real research projects from students just like you, it takes you through each step of the process including:

• Choosing your question and approach
• Making sure your research is ethical
• Gathering and analysing data
• Reaching conclusions
• Putting your findings into practice.

After each example the authors provide commentary on what made each project so good, or what needed more work, helping you see what a good project really looks like.

Suitable for anyone tackling a research project as part of the Early Years course, at foundation or degree level, this book will help you make sure your project is interesting, relevant and impacts on your practice.

A well written book related to early years and research. The book is written with the learner in mind.

I recommend this book for all novice researchers. It provides an accessible yet comprehensive guide to approaching a small scale research project at undergraduate level in Early Childhood.

An accessible text, suitable for new researchers of varying ability levels.

All sections are clear and easy to follow...this makes an invaluable tool for students conducting primary research. Useful diagrams and commentaries to support further.

This book provides useful help and support for the duration of undertaking an individual research project. It allows students to seek clarity for areas e.g. method collection, sample, ethics etc. The concept of the pedagogy of early years is at the heart of this book.

Really comprehensive and practical book - the case study examples were extremely useful. Chapters on choosing the right question and interpreting findings were especially relevant

Helped support dissertation students

A comprehensive overview of the concept of research for students attempting their first research project.

The easy approachable nature of this book will support students undertaking their independent study module.

Great book with reviews from the learners that the book is essential in completing their research task for level 5. The learners found the book a vital tool in their study.

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SAGE Research Methods is a research methods tool created to help researchers, faculty and students with their research projects. SAGE Research Methods links over 175,000 pages of SAGE’s renowned book, journal and reference content with truly advanced search and discovery tools. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more.

With SAGE Research Methods, researchers can explore their chosen method across the depth and breadth of content, expanding or refining their search as needed; read online, print, or email full-text content; utilize suggested related methods and links to related authors from SAGE Research Methods' robust library and unique features; and even share their own collections of content through Methods Lists. SAGE Research Methods contains content from over 720 books, dictionaries, encyclopedias, and handbooks, the entire “Little Green Book,” and "Little Blue Book” series, two Major Works collating a selection of journal articles, and specially commissioned videos.

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IOE academics publish action research guide for Early Years practitioners

20 August 2019

The new book provides step-by-step instructions and real life examples to guide practitioners in planning, implementing and evaluating projects that benefit the children in their care.

A Practical Guide to Action Research and Teacher Enquiry, co-written by Dr Amanda Ince and Dr Eleanor Kitto, has been published today (20 August 2019).

Often, the authors explain, a practitioner identifies specific issues in their environment, practice or processes that are affecting the children they educate or care for. However, they may lack the tools or confidence to make the changes needed.

This book aims to fill that gap by guiding the reader through the stages and processes of an action research project cycle.

A clear rationale between each stage is provided, with potential issues and opportunities for various approaches highlighted. The authors provide an impact evaluation framework as well, which coaches the reader on how to catalogue and evidence the difference their research has made, once the initial cycle has begun.

The book closes with ten case studies of projects from a variety of early childhood settings and that cover a range of topics and age groups. These real-life examples may act as inspiration for the readers’ projects in the future. 

A Practical Guide to Action Research and Teacher Enquiry is based on a knowledge exchange (KE) that the two academics have been conducting with Early Years practitioners in London and the South East of England over the last five years.

One participant said of the KE, “I have found the whole process very beneficial. It has been a real eye opener and it has not only made me think about one aspect of development but look at the whole environment.”

Dr Ince and Dr Kitto are also leading an online course Facilitated Action Research in the Early Years from 7 October 2019 to 6 July 2020, which will support participants to develop their own action research project over ten sessions. The course platform enables ongoing dialogue between participants and facilitators through forum discussions, video and live debates.

Amanda Ince is the Programme Leader for the Early Years Education MA and the Primary Education MA . Eleanor Kitto is the Programme Leader for the Early Years Initial Teacher Training employment pathway and mainstream pathway PGCEs.

• A Practical Guide to Action Research and Teacher Enquiry, Routledge
• Dr Amanda Ince
• Dr Eleanor Kitto
• Department for Learning and Leadership

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Action Research

This model was created by Dr Tim Clark,  Executive Head – Early Education & Childcare at BS3 Community Development, The Southville Centre  to use with his team when embarking on their setting’s action research.  Download the PDF here.

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• Action research: The benefits for early childhood educators
• This article introduces the purpose, process and benefits of engaging in action research in early childhood settings.
• Engaging in action research is an effective form of professional learning for educators.
• Action research is authentic because it allows educators to respond to issues of importance unique to their own settings.
• Educators have ownership over their action research projects, resulting in ‘transformative’ rather than ‘transmissive’ professional learning.
• Using action research in early childhood settings invites collaboration between educators, families and community.
• The focus of an action research project can be personalised to respond to educators’ interests and passions.
• The cycle of action research invites a sustained engagement in a particular aspect of educators’ work, providing many opportunities to question and reflect on the research topic.

Publication

Miller, M. (2017). Action research: The benefits for early childhood educators. Belonging: Early Years Journal , 6 (3) , pp. 26- 3 2 https://eprints.qut.edu.au/114335/ 

Action research in action

‘Before I began my academic journey, I would have never viewed myself as a real researcher; that was someone far more professional than me- possibly a woman in a white coat! Yet, with my new knowledge, training and unpacking my beliefs about researchers, I came to realise that maybe I could be in fact one of the best children’s researchers. Self-study action research granted me the opportunity to become curious about research and an area of my practice that I could possibly improve or change (Whitehead, 2009). I have always been passionate about educational relationships, reflection, and the voice of the child’. This is Lydia Murphy’s summation of what the action research paradigm means to her. Lydia completed her BA and MA in Maynooth University and is now pursuing her PhD in Dundalk IT.

Over the past few weeks we have seen some fascinating insights into how some people have approached action research; we have seen that in fact action research is an extremely appropriate and valuable way to approach research in educational settings, especially early childhood settings. When I (Máire Corbett) was completing my MA at Pen Green, Northamptonshire/ University of Leicester, I was first exposed to the notion of action practitioner research. I recall how authentic it felt, and how immensely practical. Being deeply involved, with the potential to change practice and document that process, in a robust manner, backed up by reading and reflection was a personal experience. I always liked the idea that as McNiff, Lomax and Whitehead (1996; 111) in their book You and Your Action Research Project, say ‘action research is participatory, and others are involved as co-researchers’ and also that they say (ibid: 61 that ‘you are researching your work with others’. For me, this means that research is really being ‘done with’ rather than ‘done to’ colleagues, families and most especially children. Lydia has mentioned about her passion for capturing the voice of the child. In so many ways there is no better way to do that than being there, in the setting every day, knowing and allowing for all the various influences on what might be happening and reflecting deeply on how what we do impacts children and families and how we can do that better. And of course, identifying what we do well, so we can continue doing that is also very important.

In the first post of the series, Kathleen Tuite, from Early Childhood Ireland, likened the process to the Plan, Do, Review cycle, used by High Scope settings. She described the ‘essential steps of action research: identifying the problem, devising an action plan, implementing the plan, and observing and reflecting upon the process.’ In her post, Early Years tutor Sylwia O’Rourke referred to ‘the strong ethical stand; a compulsory requirement of every research project and, in my opinion, of being a professional Early Years educator. Regular dealing with children and families calls for a strong moral compass and by the same token-develops one. Quality care and education guidelines combined with practical experience, where we continually come across ethical dilemmas, assist us in developing a robust sense of moral code and ethical conduct’. Ethics is a fundamental consideration for any research. Being involved with the children, families and colleagues gives a unique insight into the lives of these people and enables the researcher to be understanding and sympathetic, while also conducting robust research.   Debbie Mullen, from Early Childhood Ireland, told the story of her first introduction to the concept of action research. She describes some of the projects she has undertaken since, using this paradigm and says ‘action research supports educators understanding of what they do, how they do it and why they do it. They also can continue to build on the action research processes that works for their setting’.  This cyclical aspect of action research was also referred to by Janis Power, setting Manager and educator in the last Scéalta blog post. She describes the project she did, on the use of creative reuse of materials from ReCreate. She mentions how she discovered she wasn’t giving children their voice as much as she thought she was and discovered this through reflection and action. She also refers to the fact that even when the write up was done, the research and changes continued in her setting.

And the last word is Lydia’s: My story ends here, with more unanswered questions.

This is the nature of action research; as questions are answered, more emerge to be teased out, planned for, reflected upon and changes made….and so it goes!

Lydia Murphy has worked in Our Nursery community service for over fifteen years. She has completed her MA and BA (Hons) in Early Education in Maynooth University. Now pursuing a PhD in Dundalk IT. She has a particular interest in the Bio-ecology of Human Relationships. She strives daily to lean into Love and Compassionate Care in my educational practice! She has a particular interest in pushing the borderlands of educational research, seeking a strengths-based provision for children and their families. When she’s not engaging in research, she loves to meet with friends or relax into meditation.

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Doing Your Early Years Research Project: A Step by Step Guide

Here you can watch videos of the author discussing important chapter topics in more detail; read a selection of scholarly journal articles which support each chapter, chosen to deepen your knowledge and reinforce your learning of key topics; and download editable templates  that can be integrated into your own research project to assist with practical project milestones., click on the post-it notes below to get started..

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1st Edition

A Practical Guide to Action Research and Teacher Enquiry Making a Difference in the Early Years

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Description

This accessible guide will be an invaluable resource for early years practitioners looking to make a positive difference in their settings by using action research or teacher enquiry. Guiding readers through the practical steps, issues, and potentials of conducting research in a variety of early childhood settings, the book will increase practitioners’ confidence, enabling them to bridge the gap between recognising room for improvements and instigating necessary changes. Divided into easy-to-follow sections, A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years  offers clear definitions and explanations of action research along with explanations of how it can be applied in early years settings to effectively and efficiently improve outcomes for children. Chapters outline a clear rationale for engaging in action research, highlight purposes and potentials of various approaches, and provide a helpful step-by-step discussion of the different stages of enquiry. Ten examples of practice are used to clearly illustrate the action research cycle in a variety of settings, and in relation to a range of topics and ages, thereby providing readers with a wealth of tried-and-tested ideas for application in their own settings and projects. These are supported by a range of downloadable resources which can be used as tools to support the planning, reflecting, and evaluation of practitioners’ research activities. Informative, inspiring, and highly relevant to practice, A Practical Guide to Action Research and Teacher Enquiry will support and scaffold the research activities of early years practitioners, managers, and students.

Table of Contents

Amanda Ince is Programme Leader for the MA in Early Years Education and the MA in Primary Education programmes at the UCL Institute of Education, UK. Eleanor Kitto is Programme Leader for the Early Years Initial Teacher Training programme at the UCL Institute of Education, UK.

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• Undergraduate level study

Early Years Research Project

By Guest, March 21, 2006 in Undergraduate level study

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Hi guys its Emma again,

Just got a new assignment for my HND, studying the topic early years research on topic of our choice.

I ahve problem though, haven't got a clue what topic to look at, i was considering the idea of play and the role of the adult, could anybody give any ideas of ther subjects??

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hi sounds interesting, two tips I found useful when choosing a topic was to spend some time in the library just looking at articles choose the topic that makes you want to read more and choose the topic that you can find plenty of info on I know these might seem obvious tips but when you have to do as much reading as you are about to it needs to be something you can get your teeth into and enjoy reading about.

another thing if your planning eventually to do the 3rd year top up degree maybe consider a topic that you can expand on in more depth for your dissertation

for my research project I looked at the impact of Nursery education funding on nurseries which led me down lots of paths thinking about free play verses adult led and it was facinating and I had lots of discussions on here about it. I then went onto the degree and for the dissertation looked at the transition from reception to year one (thinking about the changes from free play to formal teaching how children cope and so on) I was able to use lots of articles and research material from the research project to my dissertation without repeating or copying my original ideas which saved me some valuable reading time

Happy reading hope you find an interesting topic

You could do what I'm told is called 'the second assumption', (although it was never referred to this when I did my teacher training.) Basically - in case you don't already know - it's about when to intervene in children's play & when to take a back seat. E.g. intervening if child is in a dangerous situation OR in order to extend child's learning. This links to the adult role in 'scaffolding' the child's learning by Piaget or Bruner or some other big shot.

• 2 weeks later...

Guest honeyw1

Hi I am new to this so hope I do this ok.

I am currently studying a Foundation Degree in Suffolk and we are doing an Introduction to Research. Our topic is to be chosen for us by our tutor and we have to do a critique of the research. Does anyone have any advice or can recommend a good book as I am feeling very nervous about this module.

Any help would be greatly received

Doing your Early Years research Project by Guy Robert Holmes is a fantastic book, recommended by my tutors too. It is easy to read which isn't often the case with research books.

Honeyw1, Where are you studying? I am at Suffolk College doing a BA hons in Early Learning, I after previously doing the Foundation Degree. I am currently writing my dissertation.

As far as topics go as you will have to spend a great deal of time reading around the subject and then writing possibly 10,000 words on it it has to be something you are interested in.

I would have to agree with Alison as I researched the transition at my school for the foundation degree and am now looking into practitioners views about the transition for a BA this meant I have a bank of research information already and have read around the area extensively.

P.S If it all goes wrong and you don't get the response you were hoping for the forum is a great place to look for help....

I am studying at West Suffolk College. I started the Foundation Degree in September so coming to the end of my first year phew!

I just find this module particularly boring and because I am so uninterested I know it is going to make it more difficult.

I will try the book you suggested thank you

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Designing an Experimental Action Research for DepEd Personnel: A Comprehensive Guide

The Department of Education (DepEd) in the Philippines has been actively promoting research among its personnel to enhance teaching practices and improve educational outcomes. Experimental action research has emerged as a valuable methodology for educators to systematically investigate and address challenges in their classrooms and schools. This article provides a comprehensive guide to designing an experimental action research study specifically tailored for DepEd personnel, offering insights and strategies to help educators conduct meaningful and impactful research within their professional contexts.

Table of Contents

The Significance of Experimental Action Research in Education

Experimental action research combines elements of traditional experimental design with the practical, problem-solving focus of action research. This approach enables educators to implement and evaluate specific interventions or strategies in their teaching practice while maintaining a rigorous research framework. For DepEd personnel, experimental action research offers several advantages:

• Evidence-based decision-making : By conducting systematic research, educators can make informed decisions based on empirical evidence rather than relying solely on intuition or anecdotal experiences.
• Professional development : Engaging in research enhances educators’ analytical and critical thinking skills, contributing to their ongoing professional growth.
• Improved teaching practices : Through the research process, educators can identify effective strategies and interventions, leading to enhanced teaching methods and student outcomes.
• Contribution to educational knowledge : By sharing their findings, DepEd personnel can contribute to the broader body of educational research, potentially influencing policy and practice beyond their immediate context.
• Addressing local challenges : Experimental action research allows educators to focus on specific issues relevant to their unique educational settings, ensuring that solutions are contextually appropriate.

Key Characteristics of Experimental Action Research

To fully understand the nature of experimental action research, it is essential to recognize its distinguishing features:

• Problem-focused : The research addresses specific educational challenges or issues identified by the educator.
• Intervention-based : A planned intervention or strategy is implemented as part of the research process.
• Systematic : The research follows a structured approach to data collection and analysis.
• Reflective : Researchers engage in ongoing reflection throughout the process, adjusting their approach as needed.
• Cyclical : The research often involves multiple cycles of planning, action, and reflection.
• Collaborative : While individual educators can conduct research, collaboration with colleagues often enhances the process and outcomes.
• Action-oriented : The ultimate goal is to effect change and improve educational practices.

Alignment with the Basic Education Research Agenda

Before embarking on an experimental action research project, DepEd personnel should familiarize themselves with the Basic Education Research Agenda outlined in DepEd Order No. 39, s. 2016. This agenda identifies priority research areas that align with the Department’s goals and objectives. When designing their research, educators should consider how their study can contribute to one or more of the following thematic areas:

• Teaching and Learning : This theme covers various aspects of instruction, curriculum, assessment, and learning outcomes. Research in this area might focus on innovative teaching strategies, the effectiveness of new curriculum implementations, or methods to improve student engagement and achievement.
• Child Protection : Studies under this theme could address issues such as bullying prevention, student well-being, or the implementation of child protection policies in schools.
• Human Resource Development : This area encompasses research on teacher training, professional development, and strategies to enhance the skills and competencies of DepEd personnel.
• Governance : Research in this theme might examine school leadership, policy implementation, or strategies to improve educational management and administration.

By aligning their experimental action research with these priority areas, DepEd personnel can ensure that their studies contribute meaningfully to the Department’s overall research goals and strategic objectives.

Steps in Designing an Experimental Action Research Study

1. identifying the research problem.

The initial step in designing an experimental action research study is to pinpoint a specific problem or challenge in the educational setting. DepEd personnel should consider issues that directly affect their teaching practice or student outcomes. To identify a suitable research problem, educators can employ various strategies:

• Data analysis : Examine student performance data, attendance records, or behavioral reports to identify patterns or areas of concern.
• Self-reflection : Critically analyze personal teaching experiences and challenges encountered in the classroom.
• Peer consultation : Engage in discussions with colleagues to identify common issues or shared concerns.
• Literature review : Explore current educational research to identify gaps or emerging issues relevant to the Philippine context.
• Stakeholder input : Seek feedback from students, parents, or community members to understand their perspectives on educational challenges.

Examples of research problems suitable for experimental action research might include:

• Low student engagement in a particular subject area
• Difficulties in implementing a new curriculum or teaching approach
• Challenges in addressing diverse learning needs within a classroom
• High rates of absenteeism or tardiness among students
• Limited parental involvement in students’ education

2. Formulating Research Questions

Once the research problem has been identified, the next crucial step is to formulate clear and focused research questions. These questions serve as the foundation for the study, guiding the research design and data collection processes. Effective research questions should be:

• Specific and well-defined
• Aligned with the identified problem
• Feasible to answer within the constraints of the study
• Relevant to DepEd’s educational goals and priorities

When formulating research questions, consider the following types:

• Descriptive questions : These aim to describe a phenomenon or situation. Example: “What are the current patterns of student engagement in mathematics classes?”
• Comparative questions : These explore differences between groups or conditions. Example: “How does the use of cooperative learning strategies compare to traditional lecture methods in terms of student achievement in science?”
• Relationship questions : These examine connections between variables. Example: “What is the relationship between parental involvement and student academic performance in elementary grades?”
• Causal questions : These investigate cause-and-effect relationships. Example: “To what extent does the implementation of a targeted reading intervention program improve the reading comprehension skills of struggling readers?”

3. Designing the Intervention

The intervention is a critical component of experimental action research, as it represents the action taken to address the identified problem. When designing an intervention, DepEd personnel should consider the following factors:

• Alignment with DepEd policies : Ensure that the intervention complies with existing educational policies and curriculum guidelines.
• Feasibility : Consider the available resources, time constraints, and practical limitations within the school setting.
• Potential impact : Select an intervention that has the potential to meaningfully address the research problem and yield measurable outcomes.
• Ethical considerations : Prioritize student well-being and ensure that the intervention does not disadvantage any group of learners.
• Evidence base : Draw upon existing research and best practices to inform the design of the intervention.
• Scalability : Consider whether the intervention could be scaled up or replicated in other contexts if successful.

Examples of interventions suitable for experimental action research in the DepEd context might include:

• Implementing a new instructional strategy, such as flipped classroom or project-based learning
• Introducing a peer mentoring program to support struggling students
• Developing and implementing a culturally responsive curriculum
• Implementing a parent engagement initiative to increase involvement in student learning
• Introducing technology-enhanced learning tools in specific subject areas

4. Selecting the Research Design

The choice of research design is crucial in experimental action research, as it determines how the study will be structured and conducted. DepEd personnel should select a design that aligns with their research questions, available resources, and practical constraints within their educational setting. The three main types of experimental action research designs are:

• Pre-experimental design :
• Involves a single group of participants
• May include a pre-test and post-test to measure the effects of the intervention
• Example: One-group pretest-posttest design Advantages:
• Simple to implement
• Requires fewer resources Limitations:
• Limited control over extraneous variables
• Difficult to establish causality
• Quasi-experimental design :
• Includes a control group but lacks random assignment of participants
• Example: Nonequivalent control group design Advantages:
• Allows for comparison between groups
• More robust than pre-experimental designs Limitations:
• Potential for selection bias
• Cannot fully control for all confounding variables
• True experimental design :
• Involves random assignment of participants to experimental and control groups
• Example: Randomized controlled trial Advantages:
• Strongest design for establishing causality
• Minimizes the impact of confounding variables Limitations:
• May be challenging to implement in educational settings
• Ethical considerations regarding withholding interventions from control groups

When selecting a research design, consider the following factors:

• Feasibility within the school context
• Ethical implications of the chosen design
• Alignment with research questions and objectives
• Available resources and time constraints
• Potential threats to internal and external validity

5. Determining the Sample

Selecting an appropriate sample is crucial for ensuring the validity and generalizability of research findings. DepEd personnel should consider the following factors when determining their sample:

• Sample size : Determine the number of participants needed to achieve statistically significant results, if applicable. Consider using power analysis to calculate the required sample size.
• Sampling method : Choose an appropriate sampling technique based on the research design and objectives. Options include:
• Random sampling: Each member of the population has an equal chance of being selected
• Stratified sampling: The population is divided into subgroups, and samples are taken from each
• Cluster sampling: Groups or clusters within the population are randomly selected
• Convenience sampling: Participants are selected based on their availability and accessibility
• Selection criteria : Establish clear inclusion and exclusion criteria for participants based on the research questions and objectives.
• Representativeness : Ensure that the sample adequately represents the target population to enhance the generalizability of findings.
• Ethical considerations : Obtain informed consent from participants (and parents/guardians for minors) and ensure fair treatment of all participants, including those in control groups.
• Attrition : Account for potential participant dropout by oversampling or employing strategies to minimize attrition.

6. Developing Data Collection Methods

Effective data collection is essential for the success of experimental action research. DepEd personnel should select appropriate methods that align with their research questions and design. Common data collection methods include:

• Surveys and questionnaires :
• Useful for gathering large amounts of standardized data
• Can be administered in person, online, or through paper forms
• Consider using validated instruments when available
• Classroom observations :
• Provide direct insight into teaching practices and student behaviors
• Can be structured (using observation protocols) or unstructured
• May require training observers to ensure consistency
• Interviews :
• Allow for in-depth exploration of participants’ experiences and perspectives
• Can be conducted individually or in focus groups
• Require careful planning of questions and interview protocols
• Student assessments :
• Measure academic performance and learning outcomes
• Can include standardized tests, teacher-created assessments, or performance tasks
• Consider both formative and summative assessments
• Document analysis :
• Examines existing records, such as student work samples, lesson plans, or school policies
• Provides contextual information and historical data
• Digital data collection :
• Utilizes technology to gather data, such as learning management systems or educational apps
• Can provide real-time data on student engagement and performance

When developing data collection methods, consider the following:

• Triangulation: Use multiple methods to collect data on the same phenomenon, enhancing the validity of findings
• Reliability: Ensure consistency in data collection procedures across time and between different collectors
• Validity: Select methods that accurately measure the intended constructs or variables
• Feasibility: Consider the time, resources, and expertise required for each method
• Cultural sensitivity: Ensure that data collection methods are appropriate for the cultural context of the participants

7. Planning Data Analysis

Before implementing the study, researchers should plan their data analysis approach to ensure that the collected data can effectively address the research questions. The data analysis plan should consider:

• Quantitative data analysis :
• Descriptive statistics: Measures of central tendency (mean, median, mode) and variability (standard deviation, range)
• Inferential statistics: T-tests, ANOVA, regression analysis, etc.
• Effect size calculations to determine the practical significance of findings
• Qualitative data analysis :
• Thematic analysis: Identifying, analyzing, and reporting patterns within qualitative data
• Content analysis: Systematically coding and categorizing qualitative data
• Grounded theory: Developing theories based on patterns observed in the data
• Mixed methods analysis :
• Integrating quantitative and qualitative data to provide a comprehensive understanding of the research problem
• Techniques such as data transformation, typology development, or case study analysis

When planning data analysis, consider:

• Alignment with research questions and design
• Appropriate software tools for analysis (e.g., SPSS, NVivo, R)
• Necessary skills and expertise to conduct the planned analyses
• Strategies for handling missing data or outliers
• Approaches for interpreting and presenting results

8. Addressing Ethical Considerations

Ethical considerations are paramount in educational research. DepEd personnel must ensure their research adheres to ethical guidelines and protects the rights and well-being of participants. Key ethical considerations include:

• Informed consent : Obtain voluntary agreement from participants (and parents/guardians for minors) after providing clear information about the study’s purpose, procedures, risks, and benefits.
• Confidentiality and anonymity : Protect participants’ identities and ensure that data is stored securely and accessed only by authorized personnel.
• Minimizing harm : Assess and mitigate potential risks or discomfort to participants, including psychological, social, or educational risks.
• Fairness and equity : Ensure fair treatment of all participants, including those in control groups, and consider the equitable distribution of benefits from the research.
• Respect for autonomy : Allow participants the freedom to withdraw from the study at any time without penalty.
• Cultural sensitivity : Respect cultural norms and values of participants and their communities.
• Data management : Develop a plan for secure storage, retention, and disposal of research data.
• Conflicts of interest : Disclose any potential conflicts of interest that may influence the research process or outcomes.

Researchers should familiarize themselves with DepEd’s ethical guidelines for research and obtain necessary approvals before proceeding with their study. This may involve submitting a research proposal to the Research Ethics Committee (REC) established by DepEd, as mentioned in DepEd Order No. 16, s. 2017. The REC is responsible for evaluating research proposals for ethical compliance and ensuring the protection of research participants, particularly students and vulnerable populations.

9. Creating a Timeline and Work Plan

A well-structured timeline and work plan are essential for the successful implementation of experimental action research. DepEd personnel should create a realistic schedule that outlines key milestones and activities, including:

• Preparation phase (1-2 months):
• Literature review and problem identification
• Research design and methodology development
• Obtaining necessary approvals and permissions
• Pre-intervention phase (1-2 weeks):
• Participant recruitment and consent procedures
• Baseline data collection (pre-tests, initial surveys, etc.)
• Intervention implementation (varies based on research design, typically 1-3 months):
• Implementation of the planned intervention
• Ongoing data collection and monitoring
• Post-intervention phase (2-4 weeks):
• Final data collection (post-tests, follow-up surveys, etc.)
• Initial data organization and cleaning
• Data analysis (1-2 months):
• Quantitative and/or qualitative data analysis
• Interpretation of results
• Report writing and dissemination (1-2 months):
• Preparation of research report or article
• Presentation of findings to stakeholders
• Development of action plans based on results

When creating the timeline, consider:

• The academic calendar and potential disruptions (e.g., holidays, exams)
• Time required for obtaining approvals and permissions
• Realistic estimates for data collection and analysis
• Flexibility to accommodate unexpected challenges or delays

10. Securing Resources and Support

Before initiating the research, DepEd personnel should ensure they have the necessary resources and support to carry out their study. This may include:

• Administrative support :
• Obtain approval from school administrators or district officials
• Secure necessary permissions for conducting research within the school
• Financial resources :
• Identify potential funding sources, such as the Basic Education Research Fund (BERF)
• Develop a budget for research expenses (e.g., materials, equipment, data analysis software)
• Human resources :
• Identify team members or collaborators, if applicable
• Arrange for additional support staff or research assistants, if needed
• Material resources :
• Secure necessary equipment or technology for data collection and analysis
• Obtain or develop intervention materials
• Time allocation :
• Negotiate release time or adjusted schedules to accommodate research activities
• Plan for time management to balance research and regular teaching duties
• Professional development :
• Identify and participate in relevant training or workshops to enhance research skills
• Seek mentorship from experienced researchers or academics
• Stakeholder support :
• Engage with colleagues, students, and parents to build support for the research project
• Communicate the potential benefits of the research to the school community

By securing adequate resources and support, DepEd personnel can enhance the feasibility and impact of their experimental action research projects.

The Basic Education Research Fund (BERF)

The Basic Education Research Fund (BERF) is a significant resource for DepEd personnel conducting research. As outlined in DepEd Order No. 16, s. 2017, the BERF provides financial support for approved education research proposals. Key points about the BERF include:

• Eligibility : Regular/permanent teaching and non-teaching personnel of DepEd are eligible to apply for BERF grants.
• Funding amounts : The maximum grant amount varies based on the scope of the research:
• Nationwide or covering at least two regions: Up to PHP 500,000
• Region-wide or covering at least two divisions: Up to PHP 150,000
• Division-wide, district-wide, or covering at least two schools: Up to PHP 30,000
• School/CLC-wide action research: Up to PHP 30,000
• Application process : Researchers submit proposals to the appropriate research committee (National, Regional, or Schools Division) for evaluation and approval.
• Fund utilization : BERF can be used for research-related expenses such as supplies, domestic travel, communication, printing, and other necessary costs. However, it cannot be used for equipment, software, salaries, or overseas travel.
• Reporting requirements : Grantees must submit progress reports and final research outputs as specified in their agreement with DepEd.

DepEd personnel interested in applying for BERF should consult the detailed guidelines provided in DepEd Order No. 16, s. 2017 for specific requirements and procedures.

Integrating Learning Action Cells (LACs) in the Research Process

Learning Action Cells (LACs), as described in DepEd Order No. 35, s. 2016, are an important school-based continuing professional development strategy that can be integrated into the experimental action research process. LACs provide a collaborative platform for teachers to discuss and address educational challenges, making them an ideal setting for various stages of the research process:

• Problem identification : LAC sessions can be used to brainstorm and discuss potential research topics, helping researchers identify relevant and pressing issues in their school context.
• Research design feedback : Researchers can present their proposed research designs during LAC meetings to gather input and suggestions from colleagues.
• Intervention development : LACs can serve as a collaborative space for developing and refining intervention strategies based on collective expertise and experiences.
• Data collection support : Fellow teachers in LACs can assist with data collection efforts, such as conducting classroom observations or administering surveys.
• Preliminary findings discussion : Researchers can share initial findings with their LAC group to gain insights and interpretations from colleagues.
• Dissemination of results : LAC sessions provide an excellent venue for sharing research findings and discussing implications for teaching practice.

By integrating LACs into the research process, DepEd personnel can enhance the collaborative nature of their studies and increase the potential impact of their findings on school-wide practices.

Research Partnerships

DepEd encourages research partnerships to enhance the quality and impact of educational research. As outlined in DepEd Order No. 16, s. 2017, potential research partners include:

• State universities/colleges and other academic institutions : These partnerships can provide access to additional expertise and resources.
• Development partners : Organizations focused on education development can offer valuable perspectives and support.
• Non-Government Organizations (NGOs) and Civil Society Organizations (CSOs) : These entities often have on-the-ground experience that can inform research design and implementation.
• Other Government Agencies / Local Government Units (LGUs) : Collaborations with other government bodies can help address broader educational and social issues.
• Indigenous Cultural Communities (ICCs) : Partnerships with ICCs are crucial for research involving Indigenous Peoples Education.

When engaging in research partnerships, DepEd personnel should:

• Clearly define roles and responsibilities of all partners
• Ensure alignment of research goals with DepEd priorities
• Address ethical considerations, particularly regarding data sharing and publication rights
• Formalize partnerships through Memoranda of Agreement (MOA) or similar documents

Implementing and Evaluating the Research

Once the research design is complete, DepEd personnel can proceed with implementing their experimental action research study. Throughout the implementation process, researchers should:

• Adhere to the planned methodology : Follow the established research design and data collection procedures to ensure consistency and reliability.
• Maintain detailed records : Keep thorough documentation of the intervention implementation, data collection processes, and any deviations from the original plan.
• Monitor progress : Regularly assess the progress of the study, identifying any challenges or unexpected outcomes that may require adjustments to the research plan.
• Engage in ongoing reflection : Continuously reflect on the research process, considering how the intervention is affecting participants and whether the data collection methods are yielding useful information.
• Analyze data systematically : Follow the predetermined data analysis plan, ensuring objectivity and rigor in the interpretation of results.
• Draw evidence-based conclusions : Base conclusions on the empirical evidence collected, acknowledging any limitations or potential biases in the study.
• Develop actionable recommendations : Formulate practical recommendations for future practice or further research based on the study’s findings.

Dissemination and Utilization of Research Findings

The final step in the experimental action research process is to share and utilize the findings effectively. DepEd Order No. 16, s. 2017 emphasizes the importance of dissemination and utilization of research results to improve learning outcomes and governance processes. DepEd personnel can disseminate their research through various channels:

• School-based presentations : Conduct workshops or seminars for colleagues to share findings and discuss implications for teaching practice.
• DepEd conferences or research symposia : Present research at regional or national DepEd events to reach a wider audience of education professionals.
• Professional development sessions : Incorporate research findings into teacher training or professional development programs.
• Written reports : Prepare comprehensive research reports for DepEd officials or school administrators.
• Policy briefs : Develop concise summaries of key findings and recommendations for policymakers.
• Academic publications : Submit articles to peer-reviewed educational journals to contribute to the broader academic discourse.
• Online platforms : Share findings through educational blogs, webinars, or social media to reach a diverse audience of educators.
• Community engagement : Present results to parents, students, or community members to foster transparency and collaboration.

To maximize the utilization of research findings:

• Develop clear, actionable recommendations based on the research results
• Work with school leaders to incorporate findings into school improvement plans
• Use results to inform curriculum development or instructional strategies
• Share best practices identified through research with other schools or divisions
• Collaborate with policymakers to translate findings into policy recommendations

Monitoring and Evaluation of Research Initiatives

DepEd Order No. 16, s. 2017 emphasizes the importance of monitoring and evaluating research initiatives to ensure their quality and impact. The Policy Research and Development Division (PRD-PS) at the central office, in collaboration with regional and division offices, is responsible for monitoring research management processes and initiatives. Key aspects of monitoring and evaluation include:

• Progress tracking : Regular monitoring of ongoing research projects to ensure adherence to timelines and methodologies.
• Quality assurance : Evaluating the rigor and quality of completed research studies.
• Impact assessment : Assessing the influence of research findings on educational practices and policies.
• Feedback mechanisms : Gathering input from researchers and stakeholders to improve research management processes.
• Annual review : Conducting yearly assessments of the effectiveness and efficiency of research policies and practices.

DepEd personnel engaged in research should cooperate with these monitoring and evaluation efforts, providing requested information and participating in feedback processes to help improve the overall research ecosystem within DepEd.

Technical Assistance for Researchers

DepEd recognizes the importance of supporting its personnel in conducting high-quality research. As outlined in DepEd Order No. 16, s. 2017, technical assistance is available to researchers at various stages of the research process. This support is provided by research managers at different levels of DepEd:

• Central Office : The Policy Research and Development Division (PRD-PS) offers guidance on national-level research initiatives and provides support for complex research designs.
• Regional Office : The Policy, Planning, and Research Division (PPRD-RO) assists researchers within their region, offering contextualized support for regional priorities.
• Schools Division Office : The School Governance and Operations Division (SGOD) provides localized assistance to school-based researchers.

Technical assistance may include:

• Guidance on research design and methodology
• Support in data analysis techniques
• Advice on ethical considerations and obtaining necessary approvals
• Assistance with literature reviews and accessing relevant educational resources
• Mentoring from experienced researchers within DepEd

Researchers are encouraged to reach out to the appropriate office for support throughout their research journey, from proposal development to the dissemination of findings.

Special Considerations for Indigenous Peoples Education Research

When conducting research involving Indigenous Peoples (IP) learners, Indigenous Cultural Communities (ICCs), Indigenous Knowledge Systems and Practices (IKSPs), and Indigenous Learning Systems (ILSs), DepEd personnel must adhere to specific guidelines outlined in DepEd Order No. 16, s. 2017. These guidelines ensure that research is conducted ethically and respectfully, honoring the rights and cultural practices of indigenous communities:

• Free, Prior, and Informed Consent : Researchers must obtain consent from the community through customary governance processes before planning or conducting research. This consent-seeking process should be free from coercion and should clearly explain the research’s purpose, potential impacts, and benefits.
• Community Involvement : ICCs should be actively involved in the research process, from planning to dissemination of results. Their perspectives and traditional knowledge should be respected and incorporated.
• Cultural Sensitivity : Research methods and data collection tools must be culturally appropriate and respectful of community norms and values.
• Intellectual Property Rights : The IKSPs and ILSs of the community should be recognized as their communal property. If the research directly discusses or focuses on these, the community should be acknowledged as co-authors and co-owners of the research.
• Benefit Sharing : Researchers should discuss and agree with the community on how the research findings will be shared and used, ensuring that the community benefits from the research.
• Language Considerations : When possible, research materials and communications should be provided in the community’s native language.

By adhering to these guidelines, researchers can ensure that their work respects and benefits indigenous communities while contributing valuable insights to the field of Indigenous Peoples Education.

The Research Management Cycle

Understanding the research management cycle is crucial for DepEd personnel engaging in experimental action research. This cycle, as described in DepEd Order No. 16, s. 2017, involves several key stages and involves different committees at various levels of DepEd:

• Call for Proposals : The National Research Committee (NRC) and Regional Research Committees (RRCs) issue periodic calls for research proposals, typically at least once a year.
• Proposal Submission : Researchers submit their proposals to the appropriate committee based on the scope of their study (national, regional, or division level).
• Evaluation : Proposals undergo initial screening by the secretariat, followed by a more rigorous evaluation by the research committees using standardized criteria.
• Approval : Approved proposals receive formal notification and may proceed with implementation.
• Implementation : Researchers conduct their studies according to the approved proposal and timeline.
• Monitoring : Research managers at various levels track the progress of ongoing studies and provide technical assistance as needed.
• Submission of Results : Researchers submit their completed studies to the appropriate committee for review and acceptance.
• Dissemination and Utilization : Findings are shared through various channels and used to inform educational practices and policies.

The roles of the different research committees in this cycle are as follows:

• National Research Committee (NRC) : Oversees national-level research initiatives and provides overall direction for DepEd’s research agenda.
• Regional Research Committees (RRCs) : Manage research activities within their respective regions and evaluate proposals with regional scope.
• Schools Division Research Committees (SDRCs) : Support and evaluate school-based research initiatives within their divisions.

By understanding and engaging with this cycle, DepEd personnel can navigate the research process more effectively and contribute to the Department’s culture of evidence-based decision-making.

Designing and conducting experimental action research offers DepEd personnel a powerful tool for addressing educational challenges, improving teaching practices, and contributing to evidence-based decision-making. By following the comprehensive guidelines outlined in this article, educators can develop rigorous and impactful research studies that align with DepEd’s priorities and ethical standards.

Key takeaways for DepEd personnel embarking on experimental action research include:

• Align research topics with the Basic Education Research Agenda to ensure relevance and support from DepEd.
• Utilize available resources such as the Basic Education Research Fund (BERF) and technical assistance from research managers.
• Integrate research activities with existing professional development structures like Learning Action Cells (LACs) to enhance collaboration and impact.
• Adhere to ethical guidelines, particularly when working with vulnerable populations or indigenous communities.
• Engage in partnerships with academic institutions, NGOs, and other stakeholders to strengthen research capacity and reach.
• Actively participate in the dissemination and utilization of research findings to improve educational practices and policies.
• Contribute to DepEd’s culture of research by sharing experiences and mentoring colleagues in the research process.

As DepEd continues to promote a research-oriented approach to education, the role of teacher-researchers becomes increasingly vital. By embracing experimental action research, DepEd personnel not only enhance their own professional growth but also play a crucial role in advancing the quality of education in the Philippines. Through systematic inquiry, reflection, and evidence-based practice, educators can drive meaningful improvements in teaching and learning, ultimately benefiting students and communities across the nation.

Copyright Notice :

This article, “Designing an Experimental Action Research for DepEd Personnel: A Comprehensive Guide,” was authored by Mark Anthony Llego and published on August 9, 2024.

Mark Anthony Llego

Mark Anthony Llego, a visionary from the Philippines, founded TeacherPH in October 2014 with a mission to transform the educational landscape. His platform has empowered thousands of Filipino teachers, providing them with crucial resources and a space for meaningful idea exchange, ultimately enhancing their instructional and supervisory capabilities. TeacherPH's influence extends far beyond its origins. Mark's insightful articles on education have garnered international attention, featuring on respected U.S. educational websites. Moreover, his work has become a valuable reference for researchers, contributing to the academic discourse on education.

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Civil Discourse in Action: DU’s Colorado Project Addresses Sustainable Economic Growth

The colorado project is setting its sights on strengthening colorado’s economy through inclusivity and unity..

The Colorado Project seeks to reduce polarization, strengthen democracy and find solutions to the tough issues facing Colorado by harnessing the power of civil discourse. This year-old initiative is housed in the Douglas and Mary Scrivner Institute of Public Policy at the Josef Korbel School of International Studies. In early March,  the Project released a report proposing a strategy for sustainable and inclusive economic growth in Colorado, addressing topics like water, energy, jobs and housing.

“The Colorado Project is an effort for us to bring all Coloradans together to take on the most important questions of our state while committing to the hard work of listening and learning even when we may disagree,” said Dean Fritz Mayer, Korbel School of International Studies who launched the project as a flagship effort for the school based on work he previously led in North Carolina. 

Starting in July 2023, the Project’s 33 members met eight times, virtually and in small groups, to develop recommendations for an economy that lifts all boats when the Colorado economy grows. 

“On the surface, our economy looks good but historically our economic growth hasn’t benefitted every segment of the population the same, particularly people of color and people living in poverty,” says Rebecca Montgomery. She is the former director of democracy and civil discourse initiatives within Scrivner and was the staff facilitator for the Project. “Rural communities haven’t recovered since the recession of 2008. Up until now, leaders have worked on these issues in silos but there is potential for political alignment we are not seeing if we can break out of these silos.”

Landon Mascareñaz believes the group succeeded in doing that. He was a committee member and has been brought on as a consultant to replace Montgomery, who has since left the Project. He currently serves as the chair, State Board for Community Colleges and Occupational Education and is the co-founder of The Open Systems Institute. The civil discourse process used by the Project left him enthusiastic about the Project’s potential and results.

“I had a really incredible experience,” he says. “I loved the partnership, the facilitation and really great ways we could take the content and move it to the next level.”

The group’s members were selected to ensure diverse viewpoints were represented through geography and backgrounds: industry, business, non-profits, rural, urban, racial, water, energy, workforce, housing, land use and others. Only a couple held elected office.       

While civil discourse was the rule of the day, the conversations weren’t easy. The group adopted four rules to keep talks civil:

1. assume positive intent 2. come to every meeting and engage meaningfully 3. keep all conversations confidential 4. base all your contributions in facts, research or practical experience

“We held each other to these values on those constructs we made at the beginning,” says Lisandra Gonzales, one of three co-chairs and chief executive officer of Rocky Mountain Partnership.

These points kept discussions on track, especially when talks became tough, as they did the first day. Ideas about equity and inclusion provided a tall first hurdle.

“How do you deal with racial issues in parts of the state where race is not a prominent issue?” says Steve ErkenBrack, co-chair and chief executive officer of the Buell Foundation. “That was very tense for a bit but we worked through that because we realized it’s all about inclusion. Parts of rural Colorado also feel they have not always been included.”

Gonzales says that talk revealed something else. Definitions are shaped by people’s personal experiences, giving language shades of meaning beyond the dictionary. In the end, she says people generally agreed on what something meant but used different words to describe it.

“Even if you hear something that is off-putting,” ErkenBrack says, “rather than react immediately, make sure the person is really saying that. We all have biases. These biases we all bring to the human experience are not inherently negative, but you have to face them and recognize them in yourself. We ended up with a candid process and there was a unanimity of where we wanted to get.”

Questions were not left to fester unresolved. “If something felt off, we connected to make sure we had real conversations,” Gonzales says. “We didn’t lose anyone for the sake of not having those accountability conversations.”

The issues often emerged from smaller working groups, were introduced to the larger group, discussed, sent back, reworked, reintroduced and accepted, or not, usually by consensus.

“Can you live with this in the end? That’s where we had the ultimate buy-in,” Gonzales says. “Are you comfortable with your name being associated with this? That is the question we were asking.”

ErkenBrack says that the diversity of the group was its strength, especially as the participants came to realize all the issues were interrelated. Water affects business which affects housing, education, land use, etc. Any single issue brought up others, and the commitment from the group was to create a plan that would benefit the entire state, not just part of it.

“You wind up realizing whatever your own background and expertise is, you have to access other expertise,” ErkenBrack says. “You realize the importance of listening to other people’s expertise.”

Gonzales says the group spent a lot of time “sitting in the dialogue” and listening before decisions were made. “What was most inspiring about this process and gives me the most hope, even for the country,” she says, “by bringing together this vast array of people, what we all committed to was the end result. We were respectful of other opinions.”

“You can’t assemble people from all these diverse backgrounds and expect everybody to think like you,” says ErkenBrack. “We live in an environment of policy that is increasingly contentious and emotional. Bringing together several dozen leaders from different fields and reaching a result and consensus document inspired us to take this back to our day jobs and communities - listening to make progress.”

“We built relationships across ideas and differences. That was so powerful,” Mascareñaz says.

The focus now is on getting the report into the hands of thought leaders. Eventually, a new group will be convened for the Colorado Project to tackle a new topic, yet to be identified, certain to be tough, but the discourse civil. 

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Speaking Up in a Safe Space

Scrivner institute of public policy.

• [email protected]
• 303-871-2221
• Josef Korbel School of International Studies 2201 S. Gaylord St. Denver, CO 80208