A Guide to Action Research

Enhancing Professional Practice of Teachers in

Highland College
Bahir Dar

Nov. 2024

Research and Community Service Coordination

office
 A Guide to Action Research
Enhancing Professional Practice of Teachers in Highland
College

Bahir Dar

November,2024
Contents

Introduction..................................................................................................1
What is Action Research?...............................................................................1
Types of Action Research.....................................................................................4
Who is a Critical Friend?......................................................................................4
How is Action Research different from Conventional Research?........................4
Process of Action Research.........................................................................5
Stage 1 Planning.......................................................................................6
Stage 2 Acting..........................................................................................6
Stage 3 Observing....................................................................................6
Stage 4 Reflecting....................................................................................6
Doing the Action Research..........................................................................6
Stage 1 Planning...........................................................................................6
Problem identification...........................................................................................6
Reconnaisance..........................................................................................8
Action research question.......................................................................................10
Action plan...............................................................................................12
Stage 2 Acting...............................................................................................13
Qualitative data collection method........................................................................13
Quantitative data collection method......................................................................15
Stage 3. Observing.......................................................................................15
Thematic analysis.....................................................................................15
Descriptive analysis..............................................................................................15.
Stage 4 Reflecting.........................................................................................18
Action Research Proposal Structure..........................................................20
Action Research Report Structure.............................................................21
Ethics and Integrity.....................................................................................22
Referencing and Citation............................................................................22
References.....................................................................................................28
Annexures.....................................................................................................30

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Introduction
As one of its game changing initiatives, the Highland College, recommends every
teacher to produce at least one action research paper in a year related to teaching and
learning. The Highland College aimed to promote a culture of research-based teaching
and learning in schools.’
These initiatives align with growing international interest in teacher action research
because action research provides opportunities to integrate theory and practice in a
classroom and a single school. It provides teachers a forum to collaborate and work
towards studying and addressing issues of common concern. Enhancing research
capacity among teachers empowers them in playing key roles in the educational
system. Teachers have first-hand knowledge in understanding their own practices
and identifying areas for improvement.
In this context, this guideline was developed to help facilitate teachers in
Highland College to carry out action research in the classrooms and Colleges’
to achieve self-improvement and enhance student learning. It contains relevant
information on the conceptual understanding, processes and procedures necessary
for the successful conduct of action research.
1. What is Action Research?
Literature shows a variety of definitions for Action Research (AR) by different authors.
However, the definitions are found to be fundamentally similar in nature,
highlighting important aspects of education, such as improved student learning
and teacher effectiveness as the core purpose of AR. AR is defined as:
1. a process in which practitioners study problems scientifically so that they
can evaluate, improve and steer decision making and practice (Corey, 1953, p.6).
2. a systematic study that combines action and reflection with the intention of
improving practice (Ebbutt, 1985, p.156).
3. a form of collective self-reflective enquiry undertaken by participants in social
situations in order to improve the rationality and justice of their own social or
educational practices, as well as their understanding of these practices and the
situations in which these practices are carried out

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 (Kemmis & McTaggart, 1988, p. 5).
4. a systematic inquiry done by teachers to gather information about, and
subsequently improve, the ways their particular educational setting operates,
how they teach, and how well their students learn (Mills, 2000).
5. an enquiry, undertaken with rigour and understanding so as to constantly refine
practice; the emerging evidence-based outcomes will then contribute to the
researching practitioner’s continuing professional development (Koshy, 2005,
p.1).
For the purpose of this guideline, AR is defined as a systematic process of self-
reflective inquiry on teaching learning practices in the classroom and school by a
teacher or in collaboration to improve one’s own educational practices and student
learning.
• To better understand the concept of AR, it is important to know that AR is:
 not what usually comes to mind when we hear the word ‘research’.
 not just simple problem-solving but involves problem-posing.
 not about doing research on or about other people but done by particular people
on their own work.
 not the usual reflection that teachers do but it is more evidence based and systematic.
 not a library project where you find information on a topic of your interest.
 not about learning why we do things, but rather how we can do things better.
2. Types of Action Research
AR can be carried out by an individual teacher or in collaboration with
colleagues to address common issues that concern them. A summary of the types of
AR is shown in Table 1.

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 Table 1. Types of Action Research

Individual teacher
Collaborative AR School-wide AR
AR
Single issue May include few Issues common to all in
in the teachers or the school such as the
classroom, groups interested in concern on parental
(classroom addressing a common involvement,
Focus management, classroom issue, trying out organizational structure.
instructional one strategy in different
strategies, use of classes or
materials, student subjects or common
learning, and so on) departmental issues.
Mentor Mentor /critical friend
Mentor /critical friend
/critical friend Access to ICT and
Access to ICT and physical
Access to ICT and resources physical resources
Possibl physical resources Proactive participation of the
Release time and substitute
e
Leadership teachers school community
suppor
t and Leadership Leadership
and and
require administrative administrative supportadministrative support
d support Principal researcher
from within the school
Self- Self-improvement in the Self-improvement in the
improvement in delivery delivery of curriculum,
the delivery of curriculum, instruction instruction and
of curriculum, and assessment assessment
instruction and Enhanced team-work Enhanced team-work and
assessment and collaboration collaboration
Improved Develop a professional Strengthened
Potentia
student learning learning community professional learning
l
outcome Effective school policy community
impact
and procedure Effective school policy and
Improved student learning procedure
outcome Improved student
learning outcome
Information about Disagreements on process Disagreements on process
Drawback the research and
s findings may not be 3
shared
(Adapted from Ferrance, 2000)

3. Who is a Critical Friend?

Generally, AR involves a teacher researcher who takes up dual roles as teacher and
researcher, participant student and a critical friend. Having a critical friend is
advantageous in developing professional wisdom in the teacher researcher.
The idea of a ‘critical friend’ or ‘critical colleague’ is a ‘partner’ who can give advice
and is working with the teacher–researcher in the AR. Instead of perceiving
their role as an advisor or consultant, the ‘critical friends’ see themselves as the
‘friend’ of the teacher–researcher (Stenhouse, 1975). In the words of Costa and Kallick
(1993), a critical friend is “a trusted person who asks provocative questions, provides
data to be examined through another lens, and offers critique of a person’s work as a
friend”.
The critical friend is there for a teacher researcher throughout the AR process. The
purpose of having a critical friend is to ensure that the researcher does not make
narrow or biased interpretations of data. The critical friend takes a proactive role in
promoting the learning capacity of teachers in reflective enquiry in a supportive
and cooperative manner. However, a critical friend should also respect and
maintain the teacher researcher’s autonomy in constructing knowledge related to his
or her practice.
4. How is Action Research different from Conventional Research?
Often the understanding of AR is perceived to be similar to that of conventional or
traditional research process. This belief intimidates teachers in carrying out AR
although many feel the need to study and improve upon their teaching- learning
practices. The following table presents the differences between AR and conventional
research.

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 Table 2. Comparison between Action Research and Conventional Research

Action Research Conventional research

To take action and effect To develop and test educational
Purpose positive change in the specific theory and derive generalizations.
school that was studied.
Teacher researcher identifies A wide range of methods
Problem problems during the teaching- (surveys, interviews, scientific
identificatio learning processes through experiments, literature) are used to
n general observations and self- identify a problem.
reflection.
Literatur Less extensive literature review. Extensive literature review.
e review
Participants Students and/or members of the Random or representative
school community preferably with large populations
Research Flexible, context driven Structured research design
design and adaptable research which has been validated.
design.
Simple theme based analysis Complex analysis (T-test,
Data analysis supported by descriptive statistics ANOVA, regression) on large scale
(frequency, mean, percentage) on
data.
small scale data
Application Findings are used by the teacher The findings are usually
researcher immediately in the generalized for broader application.
of results
classroom or school.
(Adapted from New South Wales Department of Education and Training, 2010)
5. Process of Action Research
AR is a form of applied research. It is an evolving and dynamic process of
transforming the practices of teachers. Therefore, in order to carry out AR
effectively, the teacher researcher needs to have a thorough understanding of the AR
process. Most models of AR propose a cyclical and spiral four stage process, namely
planning, acting, observing and reflecting.

Stage 1: Planning
Ask questions and
identifies the Stage 4: Reflecting
problem Ascertains whether the
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 intervention/ strategy
worked out or not Stage 2: Acting
Implements action plan
and simultaneously
reflects

Stage 3: Observing
Monitors, collates,
analyses data and
shares findings
Figure 1: Action Research Process

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Stage 1 Planning
First stage planning- In this stage, the teacher researcher asks questions and identifies
the area of practice that he or she wants to change or improve upon. Upon identifying
the area, he or she takes stock of the situation by carrying out a reconnaissance
(situational analysis, competence and literature review) to develop the AR question.
The AR proposal framework should be used at this stage and a description of the data
collection methods provided.
Second stage planning- At this stage, the action plan is developed. It can be presented
in a matrix form indicating the activity and the time lines. This is the activity plan
which will be implemented in the acting stage.
Stage 2 Acting
The teacher researcher implements the action plan and simultaneously reflects on
the process and modifies the plans as and where necessary. The teacher
researcher collects and compiles data while documenting the modification(s)
made.
Stage 3 Observing
The teacher researcher observes the action process, the effects of action (intended
and unintended), the circumstances of and constraints on action, the way
circumstances and constraints limit or channel the planned action and its effects,
and other issues which arise (Kemmis, McTaggart, & Retallick, 2004).
In this stage, the teacher researcher also monitors, collates, analyses data, and shares
findings with co-researchers or colleagues for interpretation.
Stage 4 Reflecting
Reflection is based on the analysis and findings to ascertain whether the
intervention or strategy worked and to better understand the reason(s) why it did or
did not work. This could lead to the next cycle.

6. Doing the Action Research

Stage 1 Planning
Problem identification
The problem identification is essentially a process of identifying an area of

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 focus to study. It is written as a statement which links an idea to an action. It refers to
the state of affairs or situations ones wishes to change or improve on. The following is
the criteria for problem identification. The problem or area of focus should:
1. involve teaching and learning and should focus on one’s own practice.
2. be within one’s locus of control.
3. be something that one feels passionate about.
4. be something that one would like to change or improve (Mills, 2011, p. 41).

Given below are two examples of a problem statement:

1. Students are dissatisfied with the methods by which they are assessed.
Scenario 1:
Mr. Dorji teaches Mathematics in class IX. He conducts regular class tests as one
of the ways to assess the impact of his teaching. Despite all his efforts, most students
in his class expressed dissatisfaction with the method of the class tests he
conducted. Upon realizing the situation he felt the need to change and improve
upon his teaching and assessment methods.
2. Parents are unhappy with the way the parent-teacher meetings are
conducted.
Scenario 2:
In a certain school, parent-teacher meetings are conducted to make decisions on
school activities and share information about the school. Parents are normally
informed of the meeting a day earlier to the meeting. Parents either gather in the
school ground or the school multipurpose hall for at least two hours. Often it is
the school management and teachers taking turns to lecture parents on the same
issues repeatedly. Many parents have expressed frustration over the way these
meetings are conducted. A group of teachers share the parents’ concerns and aspires
to conduct AR projects to address the problem.

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 RECONNAISSANC
E
Situation
al
Analysis

Literatur Competen
e” ce

AR Question
Figure 2: The Reconnaissance (Maxwell, 2003, p.9)

Reconnaissance

Reconnaissance is preliminary information gathering. It consists of analysing the

situation in which the problem is identified, competence of the teacher researcher
and participants, and relevant literature to produce research questions that will
lead to improvement. All the three components are interconnected to clarify,
review and strengthen the formulation of AR questions. The three components
are usually completed over the same period of time.
Situational analysis
When a teacher wants to improve upon or change his or her practices, he or she
needs to critically assess the realities of the current situation he or she is in.
In a classroom situation, the following are the suggested key components to reflect upon
during the situational analysis:
• Information about the class (e.g. grades, strength, gender, etc)
• Teacher researcher’s (and others’) observation and comments on the
situation
• Participating students’ achievements
• Behaviour and attitudes of participating students
• Cultural and social mix of the participating class
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 • Participants’ previous experiences
• Timetable organisation
• Opportunities and challenges
Competence
The teacher researcher needs to analyse his or her personal competency, and that of
the critical friend and participating students. Analysing the competency helps
identify the area of improvement. Given below are some suggested question cues for
the researcher to use.

Teacher researcher
• What knowledge and skill does the teacher researcher possess?
• What are the teachers’ feelings and beliefs related to the problem?
• What improvements does the teacher researcher need to help
students?
• What responsibilities does the teacher researcher have?
• What workshops, trainings, seminars has the teacher researcher
attended?
Student
• What is the current level of the students’ knowledge and skills?
• What are the strengths and weaknesses of students?
• What are the areas that students need to improve on?
• What is the students’ level of language competency?
Critical friend
• What knowledge and skill does the critical friend possesses?

Literature review
The teacher researcher reviews literature related to the problem to reflect on the
identified problem through someone else’s lens. Literature review also helps the
teacher researcher identify potential promising practices that might be useful to
address the problem. As a result of the literature review the teacher researcher
attains a broad understanding of the problem and a

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better perspective of the areas for improvements. Eventually it helps frame a relevant
data plan and corresponding intervention methods. Literature review will entail the
teacher researcher to read relevant books, book chapters, journal articles and other
forms of publications to find additional information in addition to the researcher’s
existing ideas
Action research question
As a result of doing reconnaissance, the teacher researcher develops a research
question. There are two sets of criteria that can be used to frame AR question as given
below:
General criteria for developing AR questions:

1. Limit the question to one that is meaningful and doable in the confines of daily
work.
2. Be higher-order questions and not yes or no questions.
3. Be stated in common language avoiding jargons.
4. Be concise and specific.
5. Not already have an answer.
6. Be specific, achievable, strategic and improvement oriented.
Maxwell’s criteria

1. Specific (Can I gather data about this?)

2. Strategic (Will it make a difference to my practice or the situation or both?)
3. Doability (Can I possibly change this in the time given?)
Some examples of AR questions:
How can I collaborate to improve student assessment?
How can I improve the conferencing process using student led conferenc
Will dictation of difficult words help students improve their English spelling
What strategies can I use to become an effective classroom manager?
Would more time spent in cooperative learning groups help students unders

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 The above five questions are all acceptable AR questions. Some questions appear
as a yes or no type questions (question 3 and 5). However, these questions are
action oriented. They are asking the researcher to act or do something for
improvement and are of a higher order.
Formulating an action research question
The following three steps can be followed if one finds it difficult to frame an AR
question.
Step 1.
Identifying the problem – The starting point to formulate an AR question is the
problem statement or problem identification. For example – a problem can be –
‘students do not engage in reading independently’.
Step 2.
Why is this problem occurring? – Try to hypothesize the possible causes of the
problem. List down all that comes to one’s mind.
For example – Lack of knowledge
Lack of resources
Poor study habits
Lack of motivation
Lack of support at home
From the above five possible causes, choose the one that is the main cause. Let us
say the main cause is the lack of motivation.
Step 3.
Brainstorm possible actions - Brainstorm all the possible actions that can be carried
out to address the lack of motivation.
Example – Calling parents every day
Letting students read on computer
Setting up a learning contract to provide motivation.
Providing reading materials

Now choose the best possible action. The best one can be setting up a learning
contract to provide motivation.

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Following the above three steps, one can finally design an AR question as
suggested below:
If I draw learning contract that I will reward students for reading independently,
will the amount of time they spend in reading increase?
Or
How can I help students increase their independent reading time by establishing
a contract of rewarding students?
Action plan

An action plan summarizes the AR thoughts into a plan that will guide the teacher
researcher.
It is presented in a tabular format as give below (Action Plan A) or in a matrix
form (Annexure 11) indicating the activity and timeline. Additional information
necessary for such things as resources required may be inserted under the remarks
column.
Table 3. Action Plan A

Activity Timeline Remarks

Research Third week of February
proposal
preparation
Research Second week of March
proposal
presentation
Ethical clearance Third week of March
Baseline data collection Fourth week of March
Baseline data analysis Third week of April
Interventio Second week of May
Post data collection First week of June
Data triangulation Second week of June
Research report writing Fourth week of June
Action Plan B has been developed incorporating important steps that are required
in applying for the Sherig Endowment Fund. A Flow Chart (Annexure

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 10) has also been created to show the order of process for the application of Sherig
Endowment Fund.
Table 4. Action Plan B

Activity Timeline Remarks

AR proposal preparation Week 3 February
AR proposal presentation to Week 1 March
School AR Committee
AR proposal presentation to Week 2 March
Cluster AR Committee
Baseline or pre-data Week 4 March -Week 1
collection and analysis April
Conduct intervention Week 2 April-Week 4 May
Post-data collection and Week 1 & 2 June
analysis
Research finding Week 1 August
presentation School AR
Committee/Cluster AR
Committee
Research report Week 1 October
submission to the
Ministry of Education

Stage 2 Acting
Put the action plan into action. As the plan is being implemented, collect data and
closely monitor the effect of the interventions. Here, the process of acting is fluid and
dynamic. It is guided but not controlled by the action plan, so minute changes in the
plan can be made but a proper recording of the changes need to be recorded.
In AR, pre-data or baseline data is collected before the introduction of the
intervention to establish the authenticity of the issues. Post-data is collected using the
same data tool(s) at the end of the intervention cycle. This does not preclude the
collection of data in other forms during the process of the intervention. In AR, both
qualitative and quantitative data are collected.
Qualitative data collection method Interviews
Interviews are conducted by the teacher researcher(s) to collect in-depth
information. Interviews can be structured, semi structured or focus group

14
discussions. The kinds of interviews planned and used depend on the nature of the
study and the availability of time and other resources.
In structured interviews the teacher researcher asks a series of prepared questions
to the participants in a pre-determined order. The content and structure of the
questions cannot be changed to suit the changes in the responses. Whereas in
semi-structured interviews, the teacher researcher can modify the questions based on
the responses they get. However the focus still remains on the research problem.
Focus group discussions are conducted with a minimum of four and a
maximum of eight persons by the teacher researcher with the help of an
observer who acts as the time keeper or note keeper. The teacher researcher asks
prepared questions being mindful of respecting and providing equal opportunities
for all the members to participate. At the end of the focus group discussion the observer
must present the recorded discussion to authenticate the shared information.
The interviews need to be transcribed for analysis.
It is important that the interviewer knows how to conduct interviews properly or in a
professional way. If one has no experience or has little knowledge of conducting
interviews, one should read relevant literature to acquire the skills of conducting
interviews.
Observations
In AR, observing participants in action and recording information about others by
viewing their actions and behaviours in their natural surroundings is a common
way of collecting data. Some forms of observations are briefly discussed below:
i. Field notes: Field notes are direct, written observations (dialogue, impressions,
or feelings) about what is occurring that contain rich, detailed information that
create a basis for the study.
ii. Logs: Logs generally record entry times, identify individuals involved, and
detailevents targeting information identified for future study.
iii. Diaries: Diaries are usually unedited accounts of events that also include personal
thoughts and feelings. Acceptable diary formats include written and oral (video or
audio) account of events.
iv. Journals: Maintaining a journal contain information that relates to specific

15
 events, answer questions, or analyses information. Generally, journals serve as
an event reminder during the analytical and evaluative phases of research.
v. Checklist: Checklists are structured observation tools used when specific,
predictable results are expected. Items on the checklist help the observer
remain focused on key points by asking for the frequency, absence, or presence
of specific events. Category, numeric, graphic, and pictorial rating scales help the
observer record information.
Quantitative data collection method Questionnaires
In AR the teacher researcher administers questionnaires when they have a large
number of respondents and when individual and small group interviews are not
possible. Questionnaires may include open-ended items where the respondent
creates their own answers or closed-ended items where respondents answer to a
limited number of responses.
Class test
Class tests are conducted by the teacher researcher(s) to collect pre-data and post-data
to evaluate the effects of the interventions.
Stage 3 Observing
To carry out the stage of Observing, the teacher researcher needs to be sensitive to
the research context, be responsive, flexible, and open-minded, because action will
always be limited by constraints of reality, and all of these constraints will never be
clear in advance. At this stage the collected data is collated, analysed, and findings
shared with a critical friend and other colleagues for interpretation.
Suggested below are two methods of data analysis:
Thematic analysis
For qualitative data such as interviews, field notes, and observation notes, thematic
analysis is used to analyse data. Thematic analysis refers to qualitative data
interpretation and analysis in accordance with the research topic and question.
After coding and classifying data, themes can be generated under

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 main and sub-categories. The triangulation technique can be used to code and
classify themes.
Triangulation is the use of multiple sources of data (Figure 3) for bringing different
kinds of evidence into some relationship with each other so that they can be compared
and contrasted (Elliott & Partington, 1975) for validity and objectivity of the study. Pre-
data and post-data are used in the triangulation process.
Survey

Findings

Interview Observation
Figure 3. Triangulation

Example of thematic data analysis of an interview

Segmenting (can be done with words, phrases or sentences) and coding (labels
or tags assigned for themes) are usually used while analysing interview scripts. Colour
coding is used to categorise themes. For example red for theme A and blue for theme B.
The following example is taken from Davison Zireva:
Interviewee script - In my group the three of us do not understand most of the
things (LU). It’s only Chipo who understands and writes answers for us (LAP).
When we ask him to help us on how to get the answers, he says that at break we
must give him some food (CH). If we don’t the next day he writes answers quietly
(LAP). I am nervous to ask you a question in the hearing of the whole class (PA). One
day the class laughed at me (CD) when I asked.
The segments of the sentences have been labelled as LU(lack of understanding), LAP
(lack of participation), CH (conditional help), PA (personal anxiety), CD (classroom
discipline).

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 The segments are then categorized into themes as shown below:

Theme Sub-theme Excerpts from Interview

Lack of active - Only Ayele understands and writes
Ineffectiv participation answers for us
e Conditional help - He writes answers for us
- When we ask him to help us ... he says at
grouping
break we must give him some food
Ineffectiv Lack of understanding - Three of us do not understand most of
e Class indiscipline the things
learning - The class laughed at me when I asked
facilitatio
n
Presence Nervousness - I am nervous to ask you a question in the
of anxiety hearing of the whole class

Descriptive analysis adapted(Zireva, 2013, p.40)

Descriptive analysis is used to describe and explain the quantitative data using
frequencies, mean, percentage, and standard deviation in a meaningful manner.
Summary of findings can be presented as tables, pie charts, and line graphs. A simple
descriptive analysis can be done using the spreadsheet.
Example of a descriptive analysis
The following diagram has been generated using a spreadsheet. The quantitative
pre-data and post-data of the average score of reflective writing is compared. To
describe or summarise the data, three elements need to be captured. Firstly, location of
the information needs to be provided to give direction to the reader. Referring to
the table or figure are the words used to refer to the location. Secondly, the
generalization or understanding of the table or figure needs to be highlighted. For
example, what does the score of 45 in pre-test and 60 in post-test mean? Thirdly, a
concluding statement is written to explain the implication or the final judgement of the
information. The description of table, figure or any quantitative data is called a data
commentary.

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Example of a data commentary

Average score of reflective writing

80 60
60 45
marks

40
average

20
0
Pre-data (baseline) Post-data (final)

Figure 4: Reflection Paper (Dr. Sonam Rinchen, PPT)

Figure 4 shows an average score of students’ reflective writing during the pre- test and
post-test. The graph shows an increased trend. The average score has increased from 45
to 60 after the intervention indicating the effectiveness of the same.
Stage 4 Reflecting
According to Boud et al. (1985), reflection is a generic term for those intellectual and
affective activities that individuals engage in to explore their experiences leading to
new understanding and appreciation. This is the final stage of the cycle where the
teacher researcher evaluates the research process and the effectiveness of the
interventions. Depending on the conclusion about what has been achieved and what
needs to be done, the researcher identifies possible ways of moving forward into the
next cycle.
One possible model suggested for reflection is the Borton’s (1970) framework to guide
reflective activities (Figure 5). The framework asks questions around ‘What?, So
What?, and Now What?.’
It is also important to keep in mind that reflection in AR takes place in all stages of
the AR.

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 What?

1. What is the problem?

2. What was my role in the
situation?
3. What was I trying to achieve?
4. What actions did I take?
5. What was the response of
others?
6. What feelings did it evoke in
myself and in others?
7. What was good or bad about the
experience?
Figure 5. Process of reflection
8. ...
So What? Now What?
1. What does this tell me? 1. What do I need to do in order to
make things better?
2. What was going through my mind as
I acted? 2. What broader issues need to be
considered if this action is to be
3. What did I base my actions on? successful?
4. What other knowledge can I bring to 3. What might be the consequences
the situation? of this action?
5. What could I have done to make it 4. ...
better?
6. What is my new understanding of the (Questions adapted from Brighton
situation? University, n.d.)
7. What broader issues arise from the
situation?
8. ...

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 The following diagram shows the whole process of AR.

RECONNAISSANCE
Situational Analysis

Literature” Competence

AR Question

Act & Observe

Act & Observe

Figure 6: The Reconnaissance and AR Spiral linked by the AR Question after Kemmis &
McTaggart
(1988) (Cited in Maxwell, 2003, p.12)
7. Action Research Proposal Structure
Having a proposal is necessary for carrying out AR in a formal context, and to avail
funds and support required during the research process. Developing a proposal
helps the researcher think through the process of research and to address the
research objective.
An AR proposal is developed consisting of the following components:
5. Title: Related to the AR question (It should not be in a question form)
6. Introduction: Short paragraph on the background or context of your AR
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 7. Aims and objectives of the AR
8. Reconnaissance: Situational analysis, literature review and competence
(Capture problem formulation under situational analysis).

22
9. AR question: State the AR question
10. Data plan (Methodology): Describe the methods of data collection.
11. Intervention plan: Describe the intended intervention methods
12. Ethical clearance: Complete the Ethics Clearance Form (Annexure 2) and
apply for ethical clearance
13. Action plan (Timeline): Describe the activities and state the Timeline
14. References: List the references used using APA style
15. Appendixes: Include necessary materials developed such as questionnaires,
interview questions and budgetary plan if applying for fund.
8. Action Research Report Structure
Action research report is a detailed document on intervention, research process,
methodology, data interpretation, conclusions reached, lessons learnt and changes
made in the researcher’s practice. The report is necessary for documentation,
knowledge dissemination, and publication.
The AR report consists of the following:
1. Title: Related to the AR question
2. Introduction: Short paragraph about the potential benefit of the AR and your
situation. State or outline the model you plan to use in the study.
3. Reconnaissance: Situational analysis, competence and literature review
4. AR questions: State the AR question
5. Data plan (Methodology) and Action plan (Timeline)
Act: What you did including differences from the action plan; clearly show how
you modified your plans as the actions were monitored.
Observe: Present each data set separately as a trend. Compare and triangulate.
Reflect: Did your action improve behaviour or situation? Why do you think
these outcomes occurred? Did your competence improve?

23
 6. Conclusion: Briefly summarize main findings, suggest future cycle or
research project ideas
7. Reference: List the references used in your study using the APA style of
referencing
8. Appendixes: Includenecessarymaterialsdevelopedsuchasquestionnaires and
additional materials used.
9. Ethics and Integrity
Ethics and integrity are an integral part of any research. It is important for a researcher
to know and adhere by the research ethics. Therefore, a teacher researcher needs to be
mindful of respecting the participants of the study. No participants should be
harmed as a result of the AR process and outcome. This is to ensure that human
dignity is upheld and respected.
In the same manner, integrity is a fundamental value for any research. The teacher
researcher must be honest with himself or herself and others as it is about self-
reflection and self-improvement. Ethics clearance needs to be sought from relevant
authorities in your school, while informed consent also needs to be obtained from the
research participants (students) and from parents especially if the participants are
minors.
10 Referencing and Citation
In a continuous learning environment, it is important to uphold academic integrity
and avoid plagiarism. Plagiarism in any form is an academic offence because
knowledge is an intellectual creation and it must be appreciated and respected.
Unethical and irresponsible use of any materials without proper acknowledgement is
an unacceptable behaviour in the academic world. At the international level
plagiarism is considered as an academic crime and liable to punishment.
Hence, to guide the teacher researcher carry out research with ethics and integrity, it
is important for the researcher to use academic writing style. In this guideline, teacher
researchers are recommended to use the APA style of referencing which is one of
the referencing styles commonly used in educational institutions in Bhutan.
The following material on citation and referencing is based on the 6th edition of the
Publication Manual of the American Psychological Association (APA) and it is not
a comprehensive guide. For all rules and requirements of APA

24
citations, teacher researchers are suggested to consult the 6th edition of the Publication
Manual of the American Psychological Association which is freely available
online.
APA style requires that information be cited within the text and in a reference list at the
end of the paper. The reference list should be on a new page, double spaced, and use
the hanging indent method (all lines after the first one are indented).
In-text citations
APA uses the author-date method of citation. The last name of the author and the date
of publication are inserted in the appropriate place of the text.
One work by one author:
In one developmental study (Smith, 2016), children learned... OR In the
study by Smith (2016), primary school children... OR
In 2016, Smith’s study of primary school children…
Works by multiple authors:
When a work has 2 authors cite both names every time you reference the work in
the text. When a work has three to five authors cite all the authors’ last names the first
time the reference occurs and then subsequently include only the first author followed
by et al.
For example:
First citation: Masserton, Slonowski, and Slowinski (1989) state that... Subsequent
citations: Masserton et al. (1989) state that...
For 6 or more authors, cite only the name of the first author followed by et al. and the
year.
Works by no identified author:
When a resource has no named author, cite the first few words of the reference entry
(usually the title). Use double quotation marks around the title of an article, chapter,
or Web page. Italicize the title of a periodical, book, brochure, or report. For
example:

25
 The site seemed to indicate support for homeopathic drugs (“Medical Miracles,”
2009).
The brochure argues for home schooling (Education Reform, 2007).
Treat reference to legal materials such as court cases, statutes, and legislation as works
with no author.
Two or more works in the same parenthetical citation:
Citations of two or more works in the same parentheses should be listed in the
order they appear in the reference list (i.e., alphabetically, then chronologically).
Several studies (Jones & Powell, 1993; Peterson, 1995, 1998; Smith, 1990)
suggest that...
For specific parts of a source, Always give the page number for quotations or to
indicate information from a specific table, chart, chapter, graph, or page. The word page
is abbreviated but not chapter.
For example:
The painting was assumed to be by Matisse (Powell, 1989, Chapter 6), but later
analysis showed it to be a forgery (Murphy, 1999, p. 85).
If, as in the instance of online material, the source has neither visible paragraph nor
page numbers, cite the heading and the number of the paragraph following it.
This allows the reader to locate the text in the source. For example:
The patient wrote that she was unimpressed by the doctor’s bedside manner (Smith,
2006, Hospital Experiences section, para. 2).

Secondary source citation:

The information one gets of Pema through Dorji’s work. In the end text
reference list, the entry of the reference will be that of Dorji.
For example:
According to Pema’s study (as cited in Dorji, 2014), …..
In the end text reference list, the entry of the reference will be that of Dorji.

26
Reference list citations
In general, references should contain the author’s last name, publication date, title, and
publication information. Include the issue number if the journal is paginated by issue.
For information obtained electronically or online include the DOI:
DOI - a unique alphanumeric string assigned to identify content and provide a
persistent link to its location on the internet. The DOI is typically located on the first
page of the electronic journal article near the copyright notice. When a DOI is used in
your citation, no other retrieval information is needed. Use this format for the DOI
in references: doi:xxxxxxx
If no DOI has been assigned to the content, provide the home page URL of the
journal or of the book or report publisher. Do not insert a hyphen if you need to
break a URL across lines; do not add a period after a URL, to prevent the impression
that the period is part of the URL.
In general, it is not necessary to include database information. Do not include retrieval
dates unless the source material has changed over time.
Here are some examples of writing references for different resource that a teacher
researcher might use:
Book:
Strunk, W., Jr., & White, E. B. (1979). The guide to everything and then some more stuff.
New York, NY: Macmillan.
Gregory, G., & Parry, T. (2006). Designing brain-compatible learning (3rd ed.).
Thousand
Chapter of a book:
Bergquist, J. M. (1992). German Americans. In J. D. Buenker & L. A. Ratner (Eds.),
Multiculturalism in the United States: A comparative guide to acculturation and
ethnicity (pp. 53-76). New York, NY: Greenwood.
Journal article with DOI:
Paivio, A. (1975). Perceptual comparisons through the mind’s eye. Memory &
Cognition, 3, 635-647. doi:10.1037/0278-6133.24.2.225

27
 Journal article without DOI:
Becker, L. J., & Seligman, C. (1981). Welcome to the energy crisis. Journal of Social
Issues, 37(2), 1-7.
Hamfi, A. G. (1981). The funny nature of dogs. E-journal of Applied Psychology,
2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/fdo
Online newspaper articles:
Becker, E. (2001, August 27). Prairie farmers reap conservation’s rewards. The New
York Times. Retrieved from http://www.nytimes.com
Encyclopedia articles:
Brislin, R. W. (1984). Cross-cultural psychology. In R. J. Corsini (Ed.), Encyclopedia of
Psychology (Vol. 1, pp. 319-327). New York, NY: Wiley.
Developmental genetics. (2005). In Cambridge Encyclopedia of Child
Development.Retrieved from http://www.credoreference.com.library.
muhlenberg.edu:80/entry/cupchilddev/development al_genetics
Technical and research reports (often with corporate authors)
Hershey Foods Corporation. (2001, March 15). 2001 Annual Report. Retrieved from
http:// www.hersheysannualreport.com/2000/index.htm
Book reviews:
Dent-Read, C., & Zukow-Goldring, P. (2001). Is Modeling Knowing? [Review of
the book Models of Cognitive Development, by K. Richardson]. American
Journal of Psychology, 114, 126-133.
Data sets:
Simmons Market Research Bureau. (2000). Simmons National Consumer Survey
[Data file]. New York, NY: Author.
Blog post:
Lincoln, D. S. (2009, January 23). The Likeness and Sameness of the Ones in the
Middle. [Web log post]. Retrieved from http://www.blogspace.com/
lincolnworld/2009/1/23.php

28
 Website with no author or date of publication:
Census data revisited. (n.d.). Retrieved March 9, 2009, from Harvard, Psychology of
Population website, http://harvard.edu/data/index.php
Reprint from another source:
Citation in the text:
(Newton, 1998/1999). Reference
list citiation for this is:
Newton, W. (1999). Return to Mars. In C. Mari (Ed.), Space Exploration (pp. 32-
41). New York, NY: H.W. Wilson. (Reprinted from National Geographic, pp. 2-
26, August 1998).
In this example of a reprinted book review, the author of the book is named first,
followed by the editor of the reprinting source, then the reviewer. In your parenthetical
citation, it is necessary to name the author of the book, while the reviewer is named to
distinguish from other reviews of this book.

29
 10. Reference s
Bassey, M. (1998). Action Research for Improving Educational Practices. In R. Halsall,
Teacher Research and School Improvement. Buckingham: Open University
Press.
Borton, T. (1970). Reach Touch and Teach. London: Hutchinson.
Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning Experience into
Learning. London: Kogan Page.
Brighton University. (n.d.). Reflection. Retrieved from www3.hants.gov.uk/
reflection-2.Doc.
Classroom Action Research Guidelines. (n.d.). Retrieved from https://
pd.madison.k12. wi.us/node/341.
Corey, S. M. (1953). Action Research to Improve School Practices. New York: Bureau
of Publications.
Costa, A. & Kallick, B. (1993). Through the Lens of a Critical Friend. Educational
Leadership: Journal of the Department of Supervision and Curriculum
Development. N.E.A 51(2).
Ebbutt, D. (1985). Educational Action Research: Some general concerns and specific
quibbles. In B. R. G, Issues in Educational Research: Qualitative Methods (pp.
152-174). Falmer Press.
Elliott, J. (1991). A Practical Guide to Action Research. Action Research for
Educational Change. Milton Keynes: Open University Press.
Elliott, J. & Partington, D. (1975). Three Points of View in the Classroom:
Generating Hypotheses from Classroom Observations, Recordings and
Interviews. (Norwich: Centre for Applied Research in Education).
Ferrance, E. (2000). Action Research. Northeast and Islands Regional Educational
Laboratory at Brown University.
Kemmis, S. & McTaggart, R. (1988). The Action Research Planner (3rd edn).
Geelong, Deakin: University Press.
Kemmis, S., McTaggart, R. & Retallick, J. (2004). Four Moments of Action
Research. Retrieved from http://individual.utoronto.ca/sadaf/resources/
parhandout2.pdf.

30
Koshy, V. (2005). Action Research for Improving Practice: A Practical Guide. New Delhi,
India: Paul Chapman.
Maxwell, T.W. (2003). Action Research in Bhutan. RABSEL, III, 1-20, Paro, Bhutan:
Centre for Educational Research.
Mills, G.E. (2000). Action Research: A Guide for the Teacher Researcher. Upper
Saddle River, NJ: Merrill.
Mills, G.E. (2011). Action Research: A Guide for the Teacher Researcher (4th ed.).
Boston: Pearson.
Ministry of Education (2014). Bhutan Education Blueprint 2014-2024. Thimphu:
Ministry of Education, Royal Government of Bhutan.
Muhlenberg College. (n.d.). APAStyle. Retrieved from http://www.muhlenberg.
edu/library/reshelp/apa_example.pdf.
NSW Department of Education and Training. (2010). Action Research in
Education. Guidelines (2nd ed.) NSW, Professional Learning and Leadership
Development Directorate.
The University of British Columbia. (2003). Action/Participatory/Practitioner
Research: Special Considerations in Ethical review. Retrieved from https://
ethics.research.ubc.ca/sites/ore.ubc.ca/files/documents/action_
research_guidelines_app3.pdf.
Rinchen, S. (n.d.). Lecture: What is AR? [PowerPoint slides].
Royal Education Council (2016). National School Curriculum Conference Report:
unpublished.
Stenhouse, L. (1975). An Introduction to Curriculum Research and Development.
London: Heinemann.
Zireva, D. (2013). Qualitative Data Analysis. In M.T. Mukabeta, S. Hamandishe, &
C.Nzombe (Eds.), AR: Some Practical Ideas for Educational Practice. (pp.
38-44). Harare, Zimbabwe: Save the Children.

31
 11. Annexures

12. 1: Reading list

Title Author/s Source

Action Research for Bhutan Tom Maxwell https://www.academia.
edu/20873717/ Action_Research_for_
Bhutan
or https://www.researchgate.net/
publication/279948945_Action_
Research_ for_Bhutan
Strategies for teaching Physics: An Sherab Jatsho http://www.sce.edu.bt/e107_pdf/
Action Research & Sonam SCE_ Journal_Spring_2016.pdf
Rinchen
Developing reflective thinking: Sonam Rinchen http://files.eric.ed.gov/fulltext/
Encouraging ED524757.pdf
pre- service teachers to be or https://eric.ed.gov/?
responsible for their own learning
id=ED524757
Cultivating and improving classroom Ugyen http://www.pce.edu.bt/sites/default/ files/
reinforcement strategies to optimise pre- Tshomo & Journal%20of%20Educational
service student teachers’ learning %20 Action%20
Lhaden
Research%20Vol.1%20No.1.pdf
Enhancing the use of Internet and Web Kinley Khamsum http://eprints.qut.edu.au/39614/1/
services for quality learning: an Action c32782a. pdf
Research
An Action Research on teaching Zeynep Koyunlu http://ac.els-cdn.com/
science through technology Unlua, Ilbilge S187704281502443X/1- s2.0-
supported inquiry - based learning: a Dokmeb & S187704281502443X-
pilot study Aysel Tufekcic main.pdf?_
tid=7fc4c64c-1a7d-11e7-8c1d-
00000aab0f27&
dnat=1491451377_67
636d3d245900408d4 4b43f4acbbd6a
A Sample Action Research Kezang Sherab http://www.pce.edu.bt/sites/default/ files/
Proposal Ways to actively engage Journal%20of%20Educational
Bhutanese pre- service student %20 Action%20 Research
teachers in their curriculum studies %20Vol.1%20 No.1.pdf
classes: Plans for an Action Research
32
case study.
How can I improve my behavioral Dawa Dukpa http://www.pce.edu.bt/sites/default/ files/
strategies in the class room to Rabsel Volume - XIV.pdf
encourage students’ participation? –
An Action Research

33
 Annexure 2: Ethics Clearance Form
This ethics form covers research dealing with non-invasive procedures such as
interviews, questionnaires, video recordings, audio recordings and observations that
contain sensitive information. This form can be submitted to the School AR
Committee and or Cluster AR Committee along with your AR proposal

1. Title of AR:
2. Purpose of AR:
Name:
3. Teacher researcher: School:
Email:
Phone/mobile:
4. Funding:
5. Proposed date of
com- mencement:
6. Duration and
estimatedfinishing
date:
7. Approximate
intended number of
participants:
8. Source of
participants:
9. Briefly describe
the research
methods to be
used.
10. (a) Describe any risks or serious burdens which this research might pose
for your participants and how this will be rectified.
(b). Does this research involve subject matter of particularly sensitive nature?
(e.g., participants’ knowledge of, or participation in, illegal issues: issues deemed
particularly sensitive by the cultural community of which the participants are
members, etc.)
11. If the research involves interviews with participants, briefly explain
what mecha- nisms (if any) will be in place to respond to foreseeable
eventualities such as: a revelation of illegal activity by or involving the
34
participant; disclosure of the institutional misman- agement; a participant
becoming distraught because of the subject matter of the inter- view, etc
(e.g. Are interviewers trained for this project? Will interviewers have names
and contact numbers of appropriate referral services? Is it appropriate for
some arrangements to be made to respond to disclosure of harm or illegal
activity involving participants?)

35
 12. Will your participants receive any financial reward or other compensation
for their time and inconvenience? If yes, give details.
13. What step will you take to obtain the agreement of your participants to
take part in the research? Please attach a copy of the Plain Language
Statement/Consent form.
14. Does this research involve any impediments to obtaining the full
understanding, free agreement of participants to take part in the project?
(e.g., will some or all participants be people of limited competence to
consent or young children? If so, give details of how you
will negotiate an agreement for the participation of these persons through a
family member,
career, legal guardian or other person)
15. Are potential participants in this research independent of relationship,
which may limit their belief that they are free to refuse participation? If so,
give details of the steps you will take to preserve their right to refuse
participation.
16. Will participants be informed that they are free at any time to
discontinue partici- pation? If yes, give details. If no, explain why.
17. Who will have access to the information you collect?
18. Confidentiality of records
i). How will confidentiality of records (data collected: video, picture, audio,
interviews, test score, homework etc.) be maintained during the study?
ii). Are the records to be preserved after the study is completed? If YES, how
will the
confidentiality of the records be protected during the period of their
preservation?
19. Ethical issues Please indicate which, if any, of the following issues are
involved in this research.
(a) Will participants be photographed by camera or video? If YES,
please attach a copy of the Consent Form.
(b) Will participants be tape-recorded? If YES, please attach a copy of the
Consent Form.
(c) Does the research involve any stimuli, tasks, investigations or procedures,
which may be experienced by the subjects as stressful, noxious, aversive or
unpleasant? If yes, state how these will be addressed?
(d) In this study are there any procedures known (or thought) to be beneficial or
harmful to one group of participants (EXPERIMENTAL) being withheld
from another group of participants (CONTROL)? If yes, state how these will be

36
 addressed?
20. Are there any other ethical issues raised by this research? If so, what steps
will you take in response to them?
21. Is anything in the conduct of the research project likely to be subject to
legal constraint?
If so, what steps will you take in response?
22. How will the results of your research be presented?
23. How will anonymity be preserved in publications? (eg. Pseudonyms could
be used)
24. Signature of the Teacher Researcher/s:

37
 To be completed by the School Action Research Committee and or Cluster Action
Research Committee
Approval of action research:

Recommendation for improvement:

Dated signatures with names of the committee members:

Adapted from the form of the Human Research Ethics Committee of the University of
New
England, Australia

38
Annexure 3: Sample Parent/Guardian Consent Form
This consent form applies to children below the age of 18 years.
The consent form needs to be adapted and made suitable to one’s resea

Date: ………………
Dear Parent/ Guardian,
I am currently a teacher working in .....................College/school. This year, I am in the
process of working on an Action Research. The topic of my research is
.....................
Over a period of.........................., I will observe the class to collect data and I assure that no
harm in any form will be done to your child. Any information that can be identified
with your child will remain confidential.
In order to successfully conduct my research, I am requesting your permission to use
your child’s data for my research. If you agree to let your child participate in my
research, I would like you to kindly fill up the form given below with your
signature.
If you have any questions or concerns, please feel free to contact me via email at
........................or call me at..............
Thank you in advance for your support. Sincerely,
...........................................................
...........................................................School

Tick the relevant:

I have read the consent form. I give my child,....................(child’s name) permission
to take part in the research study.
I have read the consent form. I do not give my child.......................(child’s name)
permission to take part in the research study. Parent’s/Guardian’s
Signature:...................... Date: / /

35
 Annexure 4: Sample Principal/Dean Consent Form
The consent form needs to be adapted and made suitable to one’s research

Date: ………………
Dear Principal,
This year, I am in the process of working on an Action Research. The topic of my
research is ...................... Over a period of................................................, I will observe the
class to collect data and I assure that no harm in any form will be done
to the students. Any information that can be identified with students will remain
confidential.
In order to successfully conduct my research, I am requesting your permission to use
the students’ data for my research. If you agree to let the students of class to
participate in my research, I would like you to kindly
fill up the form given below with your signature.
If you have any questions or concerns, please feel free to talk to me. Thank
you in advance for your support.
Sincerely,
......................................................
.....................................................School

Tick the relevant:

I have read the consent form. I give my consent for class ……………….
students (mention the class) to take part in the research study.
I have read the consent form. I do not give my consent for class ………………
students (mention the class) to take part in the research study.

Principal’s Signature:............................... Date: / /

36
Annexure 5: Sample Individual Student Consent Form
This consent form applies to students 18 years above.
The consent form needs to be adapted and made suitable to one’s resea

Date: ………………
Dear Student,
I am in the process of working on an Action Research. The topic of my research
is....................... Over a period of.............................. , I will observe your class to collect data and I
assure that no harm in any form will be done to you. Any information that can be
identified with you will remain confidential.
In order to successfully conduct my research, I am requesting your permission to
collect data for my research. If you agree to participate in my research, I would like
you to kindly fill up the form given below with your signature.
If you have any questions or concerns, please feel free to talk to me. Thank you in
advance for your support.
Sincerely,
.........................................................
........................................................School

I......................................... of class ................in.....................................................school, have read the consent

form and agree to participate voluntarily in the above mentioned Action Research.

Signature: ........................................ Date: / /

Adapted from https://earlyactionresearch.wikispaces.com/file/view/Consent+forms.doc

37
 Annexure 6: Terms of Reference for School/College AR Committee The
committee shall function in terms of this Terms of Reference
Objectives:
The objectives of the committee are to:
• Institutionalize research culture in schools
• Promote sharing of research information among teachers and schools
Suggested composition of the Committee:
• Chair: Principal
• Member: Academic Head/ Vice Principal
• Member: Heads of Department
• Member Secretary: Lead Teacher (Cluster and School Lead Teacher)
Functions of the Committee
i. Explore funding and collaboration to support research among teachers
ii. Review AR proposals submitted by teachers for relevancy and approval
iii. Provide professional support to researcher(s)
iv. Forward proposal(s) to cluster research committee for review and
recommendation for endowment fund
v. Carry out ethics clearance responsibility
vi. Review AR report
Meetings
The Committee shall meet twice a year to review AR proposals in March and AR
reports in August.

38
Annexure 7: Terms of Reference for Cluster AR Committee The
committee shall function in terms of this Terms of Reference
Objectives
The objectives of the committee are to:
• Institutionalize research culture at the cluster level
• Promote sharing of research information among teachers and schools
Suggested composition of the Committee
i. Chair: Chief/Deputy Chief District/Thromde Education Officer
ii. Member: Teacher Resource Centre host school principal
iii. Member: Three teachers/principals/vice principals with strong research
experience
iv. Member Secretary: Cluster Lead Teacher
Functions of the Committee
1. Explore funding and collaboration to promote research among teachers in the
cluster
2. Review research proposals and recommend for endowment fund
3. Review and approve proposals for cluster level AR
4. Provide professional support to researcher(s)
5. Carry out ethics clearance responsibility
6. Review research report
Meetings:
The Committee shall meet twice a year to review AR proposal s in March and AR
reports in August.

39
 The Annexure 8: Terms of Reference for Technical Committee
The Technical Committee shall function in terms of this Terms of Reference.
1. Objectives
The objectives of the committee:
• To serve as a quality assuring body for AR proposals submitted for
endowment fund
• To review and approve AR proposals for endowment fund
• To evaluate AR reports
2. Suggested composition of Technical Committee
i. Chair: Director General, Department of School Education
ii. Member: Education Monitoring Division
iii. Member: Quality Assurance and Accreditation Division
iv. Member: Research Division, REC
v. Member: Research Division, BCSEA
vi. Member: Samtse/Paro College of Education, RUB
vii. Member Secretary: TPSD, DSE, MoE
3. Functions of the Committee
A) AR Proposal Review (Week 4 March-Week 1 April)
i. Evaluate proposals ensuring that proposals are in line with the objectives of the
fund
ii. Recommend proposals based on the evaluation
iii. Provide critical feedback if any to improve the proposal
iv. Approve proposals for endowment fund based on the evaluation
conducted using the evaluation rubrics
B)Evaluate AR Report (Week 3 October)
i. Evaluate action research reports in line with the research proposal
approved
ii. Evaluate research report to ensure that the report is free of ghost writing/
collusion/plagiarism
iii. Recommend research report for action research seminar/publication/
recognition
4. Meeting
The Technical Committee shall meet twice a year to review research proposals
submitted by schools/clusters for endowment fund and to evaluate the research
reports.

40
Annexure 9: Rubrics for Assessment of AR Proposal and Report

Criteria 4 3 2 1
The main The main The purpose is The
purpose of purpose is not purpose is
Purpose the study is clearly written consistently generally
clearly written but sometimes clear unclear.
and it is it is not throughout the
apparent in apparent in the paper
the paper. paper.
Information Information Information Informatio
relevant and provides supports n does not
clearly supports reasonable main support
the purpose or support to the purpose at the
Content argument. main purpose times. main
Content or argument Content purpose
shows mostly. shows basic .
thoughtful Content and general Analysis
and shows level of is vague.
excellent. thoughtful analysis.
and good
analysis.
All steps All steps are in Some steps Steps are
are in detail sequential order are in detail not
Process and but limited in some complete,
sequential detail that are order. are not in
order that are not easily sequential
easily followed. order.
followed.
The ideas The ideas The writing The writing
are are is arranged is not
arranged arranged logically, logically
logically to logically to although organized.
support the support the occasionall Frequently
purpose. purpose. y ideas fail , ideas fail
Organization to make to make
They flow They are
smoothly usually clearly sense sense
from one to linked to each together. together.
another and other. The reader is The reader

41
 are clearly The reader can fairly cannot
linked to each follow the line clear about identify a
other. of reasoning. what the line of
The reader can writer reasoning
follow the line of and loses
intends.
reasoning. interest.

42
 Entirely free Few errors in Several Numerous
of punctuation, punctuation, and
Grammar punctuation, capitalization capitalization distracting
and capitalizing, , spelling , spelling errors in
mechanics spellings and and and punctuation
grammatical grammar. grammatica ,
errors. l errors. capitalizatio
n and
spelling.
No errors in Few errors Many errors Numerous
sentence in sentence in sentence errors in
structure and structure and structure sentence
Sentence word usage. and word structure
structure word usage.
Sentences usage and word
Sentences that the reader usage that
are well- are well-
phrased and is the reader is
phrased and occasionally distracted.
varied in there is some
variety in distracted.
length and
structure. length and
structure.
Excellent Good Basic Lack of
summary of summary of summary of summary
topic with topic with clear topic with of topic.
concluding concluding some final Incomplet
Conclusion ideas that ideas. concluding e and
impact reader. The ideas. unfocused
The conclusion The .
conclusion is restates the conclusion
engaging and purpose. does not
restated the adequately
purpose. restates the
purpose.
All cited works Some cited Few cited Cited works
both in text works both works both are not done
and visual are text and visual text and visual in
done in the are done in the are done in the accordance
American APA form APA format with APA
Citation and Psychologica with errors. format.
Bibliography is
Bibliograph l Association done using the Bibliography Bibliograph
43
 y (APA) format APA format is done using y is done
with no errors. with some level APA format without
Bibliograph of accuracy and with many using APA
y is done consistency. errors. format.
using APA
format
accurately
and
consistently with
no errors.

44
Annexure 10: Flow Chart

Planning and Preparation of AR Baseline Data Collection and

proposal (Week 3 February) Analysis (Week 4 March –
Week 1 April)

Proposal presentation to
School AR Comittee (Week Intervention
1 March) (Week 2 April – Week 4 May)

Post Intervention Data

Proposal presentation to Cluster
Collection and Analysis (Week
AR Committee (Week 2 March)
1 & 2 June)

Review by Technical
Committee (Week 3 March)

Release of Sherig Endowment

Fund (Week 1 April)

Report Writing and

Submission of Report (Week 2 Sharing of findings
Oct)
(Week 2 August)

Presentation to Cluster
Evaluation/Publication and /Dzongkhag
Seminar

45
Annexure 11: Action Plan Matrix

August 2008
Plan/Weeks Remarks
1st - 2nd week 3rd -4th week
Observation Reflection Critiquing Question/ Researcher
on students’ by students an article Answer keeps
1. Baseline discussion on the (Unit test) notes of
data and proceedings the daily
presentation of a particular proceedings
class

September 2008
2. Analysis of 1st - 2nd week
baseline data
3rd week 4th week
Scaffolding Concep Reflective Peer and Researcher
3. t writing skills group keeps notes
Intervention mappin interaction of the daily
g proceedings
strategies

October 2008
1st - 2nd week 3rd -4th week
Observation Reflection Critiquing Question Critical
of trainees’ by trainees an article / Answer friend will
4. Post data discussion on the (Unit be
collection and proceeding test). involved
presentation s during the
of a particular post data
class collection

November 2008
5. Analysis of Analysis & Report writing
post data

December 2008
6. End of
AR/ Repeat
1,2,3,4.
The action plan matrix has been adapted from the Kemmis & McTaggart (1988) by Dr.
Sonam Rinchen, Samtse College of Education

47