Primary Education and the Reflective Practitioner - Case Study Example

Primary Education and the Reflective Practitioner Action Research “A problem is a chance for you to do your best.” This quote from Duke Ellington, in another sense, implies that to several possible answers to a problem, individuals can come up with the most beneficial solution. As a general thought, there could be no other way to solve dilemmas but to get involved with it, put one’s self in the situation, explore options, and pick out the most logical, rational, and useful key. Such idea is utilized in action research. Although this type of study seems similar to research, it actually has a number of distinctions. Action research, otherwise known as participatory research, collective inquiry, emancipatory research, action learning, contextual action research, depending on the theme (O’Brien, 1998), is an “inquiry or research in the context of focused efforts to improve the quality of an organization and its performance” (North Central Regional Educational Laboratory, n.d.). Unlike ordinary research, the members of the said institution who design and conduct action research are also part of the study themselves. They find ways to develop how things are done in their fields. The process of action research which consists of four steps which are planning, acting, observing and reflecting, as presented by Stephen Kemmis (cited in O’Brein, 1998), makes it very useful in developing methods and materials in schools as it presents new ideas and options to teachers. It allows them to evaluate outcomes of their teaching strategies and lay these down to fellow mentors to lessen drawbacks among their students. Through this, further possible needed changes and amendments in the institution’s educational programs and syllabus can be carried out. In problems previously and presently experienced in the “real world,” disputes between the “insider-outsider researchers” continue. Academicians debate about the pros and cons of one over the other and vice-versa. Issues regarding sensitivity to the problem, presumptions and assumptions, and objectivity are pointed out by the opposing bodies. Researches conducted by “outsiders,” or those not actually a part of the studied group, are said to merely “add to the knowledge in the field and to publish in peer-reviewed scholarly journals” instead of giving precise aid to the group being assessed (Collet, 2008). To add to the complications pointed out about “insider-outsider researchers,” Bridges (2001 cited in Collet, 2008) perceives that even if the individual is dubbed to be an “insider,” by being a researcher, he or she will somehow be an “outsider.” Compared to research done by an outsider, action researchers participate in the culture of the organization and take pleasure in the privilege of the position they hold. There is knowledge shared in the organization which is not divulged to the world beyond it. As mentioned earlier, the steps of action research make this type of inquiry favorable in educational settings rather than “ordinary” research. Through this method, educators can continuously revise their educational system, methods and resources to obtain optimum learning from their students. Unlike research done by outsiders who merely watch and take note of conclusions to apply to other institutions, action research puts into practicality the best option it finds and continually evaluates its efficacy. Primary Education The United Nations Children’s Fund (UNICEF) (2000) regards primary education not merely as a right but as a support to a country’s success. The organization believes that the “goal of education is to enable children to learn, realize their full potential, and participate meaningfully in society,” thus one of their aims is to achieve universal primary education by 2005 (UNICEF, n.d.). Cullen (n.d.) claims that primary education is “the most important period in one’s life.” Through basic education, individuals are exposed to the culture upheld by the community, and the fundamentals of language, values, arts and arithmetic are learned to be the foundation of what will be attained in the future. As parents begin to trust primary school teachers to “be in charge” of their children, these educators are not only responsible for the knowledge they give to the young ones, but also in finding ways to inculcate the ideas in the most effective ways appropriate to the young minds. This paper aims to present reflective teaching as used in the field of education as cited in a case study of a primary school in Uganda through action research. A Case Study in Uganda An example of an empirical action research is a case study of a school in Uganda regarding staff professional development. The researcher was appointed as principal of the Aga Khan Nursery School, the first project of the Aga Khan Education Service, on December 1993. The action research question was taken from the researcher’s review that no study has been conducted in primary levels of education in any of the schools in Uganda, with regard to “school improvement and staff professional development” (Earnest, 2004). One of the objectives of the study was to determine if there are favorable results to implementing a professional development program while associating the Halton Approach for Effecting School Change by Stoll and Firk and the School Improvement Framework of Fullan. Another aim of the action research was to assess if school improvement is affected by capable leadership and professional development. The methodology used is discussed briefly by presenting the sample population, approach of gathering qualitative data, and preference of action research as suitable. The researcher’s plan to “evaluate whether a professional development program, aimed at improving the classroom environment that teachers created, was successful,” is laid out to stay in path with objectives. Although she mentions how many teachers consist the sample and that they are taken from the same institution, she fails to cite the significance of the number as it would satisfy to a certain gauge, and lapses to indicate full criteria of choosing the sample. Despite these, methods of gathering qualitative information were enumerated. She also cleared out the importance of action research together with teachers’ understanding and belief in changes to bring about the change they need. She further elaborates what she had to do as head of the institution “in complex situation of post-conflict ....” Earnest (2004) discusses the enhancement of the teaching expertise and the steps taken to achieve this through weekly professional development sessions as well, but fails to give readers a bird’s eye view of what occurs during those assemblies. Classroom observations and interviews were also performed as other data gathering techniques, and four instructors out of twenty-two were selected as representatives of the population based on experience, qualifications and grade levels; but she misses to consider specifying details of each basis in anticipation to readers’ questions. Lastly, she disregards to elaborate on whom “in depth-interviews about the school improvement program and the associated professional development” were performed upon. In the qualitative approach, triangulation has become an important method to minimize bias of evaluations (Mathison, 1988 cited in Golafshani, 2003). Because of this, triangulation of data becomes reliable as utilization of different methods in one phenomenon provides “cross-validity checks” (Patton, 1999). The study is longitudinal in nature, which was completed in four years, and was divided to stages. The design provided that weekly professional development sessions were held for more than two years among the staff; there were monthly classroom observations and interviews with the teachers which also went on for two years; four teachers had weekly classroom observations for extensive data collection to represent the entire sample; and profound interviews concerning the institution’s improvement program and staff development were also made at least once in two weeks (Earnest, 2004). By verifying the data gathered in one process against another (University of Illinois Board of Trustees, 2006), the results are cross-examined and weaken any bias, as can be seen here. Since the researcher involved a number of people, set a length of time and place in data gathering, she used data triangulation (Denzin, 1970 cited in Bryman, n.d.). The use of more than one method (observations, interviews, professional development sessions, et cetera) clearly exhibits that she also used methodological triangulation (Denzin, 1970 cited in Bryman, n.d.). With the incorporation of two types out of the four of data triangulation, the writer believes in the credibility of the article. There have been controversies relating to validity of action researches that it is not about the methods adopted (Turnock & Gibson, 2001 cited in Moghaddam, 2007) or the instruments used (Patton, 2002 cited in Moghaddam, 2007). Because of this, categories of validity were developed: (1) descriptive validity, the factual accuracy of accounts as reported; (2) interpretative validity, the accurate portrayal the meaning attached by participants to what is studied by the researcher; and (3) theoretical validity, a theoretical explanation developed from a research study fits the data, making it credible and defensible (Moghaddam, 2007). Based on results which are increased interaction between principal and staff and teacher collaboration, use of team teaching and encouragement of cooperative learning, use of low-cost resources, increase of enrolments sevenfold, positive parent feedback, and effective leadership, the writer considers the conclusions valid. Another point of interest is that it is labeled as a “pioneering effort” (Earnest, 2004) since no previous studies in line with educational development, especially in primary education, were initiated in one of the world’s poorest countries. These positive outcomes in a community which suffered grief and trauma over the years will certainly contribute to future educational pursuits of Uganda. Uganda’s educational system was taken for granted before the 1990s as the nation struggled against many years of war, grief and suffering. Certain factors like financial obligations of parents and formal primary system added up to the country’s low education rate as well (Uganda Ministry of Education and Sports, 2001). However, the Ugandan government has taken several actions to make recommendations in their educational system and to amend them over the years. Education as a right for all, established in the 1995 Constitution of the Republic of Uganda, resulted to increased expense for the building of schools, hiring of teachers, and purchasing of resources, to meet with demanded standards which the right imposed. However, it is still questionable whether these attempts yield significant effects to the country as a whole, or if these can continually be sustained by the government (Juuko & Kabonesa, 2007). It can also be noted that besides the dilemmas that schools encounter, there are also several internal situations that contribute to the difficulty of providing quality education, even at primary levels. One of these is the teaching and learning strategies of their educators. Limited funds, infrastructure, and trainings, result to the teachers’ inability to convey maximum learning towards students. Thus, various teaching methods are tested and their efficacy evaluated, putting into consideration as well as resources available to use, achievement of goals, motivation of students, conduction of further research, and skilled educators (Uganda Ministry of Education and Sports, 2001). Conclusion Primary education is regarded as a crucial stage in an individual’s learning since it affects not only himself but the society as well, as he or she acts to contribute to its welfare depending on how his or her perceptions were molded in the early years of education. The case study presented shows how reflective teaching plays an essential role in education. The results which concluded that effective leadership and staff development are linked to school improvement imply that as educators strive to find means to achieve the best learning possible for their classes and not merely to comply with their profession, there are visible positive outcomes for the institution as a whole. And despite the history of Uganda, the government has seen the importance of education for the future of their country and is continuously taking steps to meet to the demands it entails. Action research, as trendily used in education, arrives to beneficial results not only for students but to practitioners themselves. Through looking back and constant modification, the process reaps constructive methods in the manner of teaching and breaks the monotony of teaching routines. Reflective teaching through action research as applied to primary education is hypothesized to be an excellent method to cope up with how the young ones think and deal with their diversities. Reference List Bryman, A.E., n.d. Triangulation. [Online] UK: Sage. Available at: http://www.referenceworld.com/sage/socialscience/triangulation.pdf [Accessed 08 October 2010]. Collet, B.A., 2008. Confronting the insider-outsider polemic in conducting research with diasporic communities: towards a community-based approach. Refuge, [Online] Available at: The Free Library http://www.thefreelibrary.com/Confronting+the+insider-outsider+polemic+in+conducting+research+with...-a0180553146 [Accessed 04 October 2010]. Cullen, C.P., n.d. Is primary education different? [internet] Primaty Schooling. Available at: http://primaryschooling.net/?page_id=105 [Accessed 05 October 2010]. Earnest, J., 2004. Action research for staff professional development: a case study of a school in Uganda. [internet] Proceedings Western Australian Institute for Educational Research Forum 2004. Available at: http://www.waier.org.au/forums/2004/earnest.html [Accessed 01 October 2010]. Golafshani, N., 2003. Understanding reliability and validity in qualitative research. The Qualitative Report, [Online] 8 (4), Available at: http://peoplelearn.homestead.com/MEdHOME/QUALITATIVE/Reliab.VALIDITY.pdf [Accessed 08 October 2010]. Juuko, W. & Kabonesa, C., 2007. Universal primary education in Uganda: right or privilege? [Online] Human Rights & Peace Center. Available at: www.huripec.mak.ac.ug/working_paper_8.pdf [Accessed 04 October 2010]. Moghaddam, A., 2007. Action research: a spiral inquiry for valid and useful knowledge. The Alberta Journal of Educational Research, [Online] 53 (2), Available at: www.ajer.synergiesprairies.ca/ajer/index.php/ajer/article/download/671/652 [Accessed 04 October 2010]. North Central Regional Educational Laboratory, n.d. Action Research. [internet] North Central Regional Educational Laboratory. Available at: http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3act.htm [Accessed 04 October 2010]. O’Brein, R., 1998. An overview of the methodological approach of action research. [Online]. Available at: Web.net http://www.web.net/~robrien/papers/arfinal.html [Accessed 04 October 2010]. Patton, M.Q., 1999. Enhancing the quality and credibility of qualitative analysis. [Online] CBS Business Network. Available at: http://findarticles.com/p/articles/mi_m4149/is_5_34/ai_58451871/pg_3/?tag=content;col1 Uganda Ministry of Education and Sports, 2001. The development of education in Uganda in the last ten years. [online] International Bureau of Education. Available at: www.ibe.unesco.org/International/ICE/natrap/Uganda.pdf [Accessed 04 October 2010]. United Nations Children’s Fund, 2000. Quality primary education: the potential to transform society in a single generation. [e-book] UNICEF. Available at: www.unicef.org/dprk/qpe.pdf [Accessed 05 October 2010]. United Nations Children’s Fund, n.d. Goal: achieve universal primary education. [internet] UNICEF. Available at: http://www.unicef.org/mdg/education.html [Accessed 05 October 2010]. University of Illinois Board of Trustees, 2006. Triangulation method for cross-checking data. [Internet] University of Illinois. Available at: http://www.watershedplanning.illinois.edu/profile_steps/step3.cfm [Accessed 08 October 2010]. Read More