Developing a Framework for Research Evaluation in Complex Contexts Such as Action Research

Abstract

Early investigation led the Evaluative Study of Action Research (ESAR) team to conclude that the complexity of a global, large scale study (evaluation of more than 100 highly diverse action research [AR] projects) called for an overarching research evaluation framework that differed from traditional frameworks. This article details the flexible, rigorous, Evaluative Action Research (EvAR) framework developed to meet the complex demands of the diverse AR projects and the intent to conduct high engagement research evaluation. The EvAR fulfilled multiple overarching needs to: authentically collaborate, engage, and enhance ownership from the ESAR team and the AR project participants and boundary partners evaluated; be informed in decision making via strong reference support; be responsive and flexible yet meet accountability demands to track, demonstrate, and measure process, outcomes, and impacts of projects; use mixed-method data collection to enhance rigor of findings; and utilize a highly reflective and reflexive approach to the evaluation. Many of the latter needs align with underpinning principles and values in AR itself; that is, it is collaborative, consultative, democratic, reflective, reflexive, dialogical, and improvement oriented. Rationale for the framework is provided alongside full details of phases and implementation elements using the ESAR as an example. Throughout the article, features are highlighted that distinguish this new EvAR framework from others. The advantages of adopting a flexible framework, which aims to enhance engagement of those evaluated, are highly relevant to contexts beyond AR if ownership of evaluation outcomes is a goal.

A Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge

“…The educational practice in which teacher research is conducted is dynamic with its many participants in a continuous changing setting (Piggot-Irvine et al, 2015). Two other characteristics are that teacher research must be carried out systematically in order to contribute to the primary aim of improving practice (Piggot-Irvine & Zornes, 2016;Somekh & Zeichner, 2009). Another characteristic of teacher research is the involvement of a teacher-as-researcher (Stenhouse, 1975).…”

A quality assessment of teacher research

“…practitioner research, action research, action inquiry, and teacher research are used interchangeably. Piggot-Irvine, Rowe, and Ferkins (2015) remarked that the term chosen is dependent on the situation in which the research takes place. In this study, the term teacher research is used as all research central to this study is conducted by secondary education teachers.…”

“…The primary goal of teacher research is the improvement of educational practice (Admiraal, Smit, and Zwart 2013;Lunenberg, Ponte, and van de Ven 2007;Piggot-Irvine and Zornes 2016;Somekh and Zeichner 2009). In order to do so, teacher research aims at understanding educational practice.…”

Developmental Progress in Conducting Action Research

“…The authors of this paper are members of an international team of researchers working on the meta‐evaluation of the impact of AR called the Evaluative Study of Action Research (ESAR) project that aimed to explore—via an examination of process and outcomes of approximately 170 AR studies implemented in varied contexts globally—whether and how the often‐touted espousals of individual, community, organizational and/or societal impact of AR are actually realized; and advance knowledge and understanding of the elements of AR that enhance outputs, outcomes and impact (Piggot‐Irvine et al ., ; Piggot‐Irvine and Zornes, ; Piggot‐Irvine et al ., ). …”

“…• explore-via an examination of process and outcomes of approximately 170 AR studies implemented in varied contexts globallywhether and how the often-touted espousals of individual, community, organizational and/or societal impact of AR are actually realized; and • advance knowledge and understanding of the elements of AR that enhance outputs, outcomes and impact (Piggot-Irvine et al, 2015;Piggot-Irvine and Zornes, 2016;Piggot-Irvine et al, 2017).…”