EPISODE 1 : AN ACTION RESEARCH BOOK REVIEW

BASIC INFORMATION ABOUT THE BOOK

Norton L. S. 2009. Action Research in teaching and learning : a practical guide to conducting pedagogical research in universities. New York : Taylor and Francis Groups.

WHAT ACTUALLY THE AUTHOR THINKS WHEN HE WROTE THE BOOK..?

.:: From what I understand, the author's intention in writing the book has been to offer a practical down-to-earth guide for anyone who has a teaching or learning support role in universities and who would like to carry out action research on their own practice. In the book the author have made some assumptions about the readers. He has assumed that the readers are interested in the concept of researching their own teaching but that they are also concerned about fitting it in with all the other demands of their academic role. He used the term of 'academic' to include anyone in higher education who has a role in facilitating student's learning rather then to refer solely to those who are described as lecturers, tutors or university teachers, since so many personnel can influence and research the quality of student's learning.

WHAT HAVE BEEN DISCUSSED IN THE BOOK..?

.:: The book is organized into two sections: the theoretical and the practical, either of which can be read independently, so for the readers who are keen to get on with the practical aspects of doing an action research study, a good starting point is at Chapter 5. For those who has fair amount of experiences with action research but would like some theoretical underpinnings, they may prefer to start with Chapter 1.

.:: In this first section, which includes Chapter 1 to 4, the author has made a case for pedagogical action research in higher education where there is still an uncomfortable divide between research and teaching, and where the former is more highly rewarded. The author has incorporated some reflective questions in each of these chapters.

.:: In Chapter 1, the author begin with considering some of the pressures that face those of readers who teach or support student learning in universities. This is important because we cannot carry out pedagogical action research in isolation since the very context of that research is inextricably interwoven with the work we do and the institution in which we do it. In Chapter 2, the author move on to considering the relevance of being a reflective practitioner and in Chapter 3, he described the scholarship of the teaching and learning movement , which I think it is important. Chapter 4 is where the author made the case for pedagogical action research. This chapter acts as a transition from the theoretical emphasis in the second section.

.:: In this second section, the author has written essentially a 'hands on' practical guide to enable the readers to carry out their own pedagogical action research study, with further resources suggested at the end of each chapter. He begun in Chapter 5 by describing how to get an action research study started, followed in Chapter 6 by a consideration of some of the more commonly used research methods. In Chapter 7 and 8, he described some basic qualitative and quantitative analysis and then move on to Chapter 9 where he demonstrate some of the ways in which we can use or adapt existing research tools. In Chapter 10, he discussed ethical issues of carrying out pedagogical research and end in Chapter 11 b y suggesting how we can publish our findings and apply for research funding.

.:: Throughout the book the author has used the device of hypothetical case studies or vignettes to bring to life some of the dilemmas and decisions we have to make in carrying out our action research projects. This has also been an useful device to include illustrations other than those from the author's own experiences as an academic psychologist.

.:: In overall, the book is practical as guidance for those who would like to carry out action research by your own practice. The accessible text illustrates what might be done to improve teaching or supporting learning by carrying out action research to address such questions such as:

~~ What can I do to help my own students..?
~~ What can I do to help them become more analytical..?
~~ How can I help my students to link theory with their practice..?
~~ What can I do to make my lecturing style more flexible..?
~~ What is going wrong in my seminars when my students sleep..?

and until then.. Good Luck..!!