Complete thesis - Murdoch University

context. Elliott (1982) refers to this stage as one of ‘reconnaissance’. In describing thesituation and then beginning to explain it, the researcher will possibly encounter a newand different perspective on all that has been done8. reflection – having reconnoitred, the researcher may then be in a position to re-assessthe problem. The methodological tools will be refined to suit the exigencies of thecontext so that the study can proceed. The results of this reflection are used to designa new plan of action for subsequent iterations9. reporting findings – the practical (rather than theoretical) significance of the results isof foremost importance. The purpose of reporting is for clarification of the work andits implications for other practitioners rather than in concern for careful replication.In this way Action Research may be viewed as accountable in that one aim is to makethe learning process as well as its results available to other interested practitioners,using accessible terminology. To this extent, at least, Action Research is collaborativeoutside the study situation – peer review of publications is seen as one approach foraddressing accountability.The literature suggests (eg Dick et al (2000); Kember and Kelly (1993)) that cycles may existwithin cycles in an Action Research project. These may address one or more of the phasesdescribed above and provide opportunities for the assumptions underlying the plans to betested in action. The reflection inherent in these also provides chances to correct errors.5.1.2 Tools for educational changeA model for the research design is not sufficient. The context of the study suggests that theAction Research be placed within a conceptual framework that reflects the ‘culture’ of theorganisation in which the study is conducted. The context of this study is an institutionof (formal) tertiary education. This requires an acknowledgement that a strategic goal ofthe organisation is fostering cognitive change through the construction and organisation ofknowledge, and that this change is based on theories of learning.Rogers looks at how teachers take on the role of instructional designers within the classroom.The model for cognitive change described in Rogers (2002) provides a model for addressingthis duality of role: the tools available within the learning environment are fundamental tothe study, and, indeed may act as instruments for the Action Research. These tools arecategorised as:Teaching tools – teachers select and use specific strategies and methods available and con-216