Last Updated: Wednesday, February 28, 2018

Developing Action Inquiry in Glasgow

What is this?

​A resource pack for schools and nurseries in Glasgow providing advice and guidance on using 'Action Inquiry' approaches to improve effective learning and teaching strategies.

Action Research is a cyclical process which involves stages of planning, observing, action and reflection, carried out by individual practitioners, a group of practitioners or across a whole establishment.

Who is this for?

​This pack aims to provide guidance on how to conduct Action Research Inquiry in schools and nurseries by practitioners.

How to use this Learning and assessment resource to improve practice

The methodology contained within the resource details the following points:

  • Teaching methods – Develop an innovative teaching technique
  • Learning strategies – Sharing approaches used in a different area of the school
  • Evaluative procedures – Improving methods of continuous assessment
  • Attitudes and values – Staff and pupils in the school benefit from more positive work attitudes
  • Continuing Professional Development (CPD) – Improved self-reflection skills
  • Management and Control – Developing behaviour modification techniques in the school or early years and childcare settings
  • Administration – Identifying aspects of school administration which could be more efficient
    (Adapted from Cohen et al, 2011: p. 344)

Action Research is conducted by practitioners (rather than an external researcher) in their everyday educational work environment. When considering the Leadership of Learning it may be useful to reflect on the following:

  • How effectively do we create a learning culture within our school?
  • To what extent are all staff involved in leading learning across and beyond our school?

Download (s)

PDF file: Developing Action Enquiry (925 KB)

​Explore this resource

Action Research is an increasingly popular tool for developing and improving learning and teaching. It is a framework for practitioners to enhance and develop their teaching, by making use of their own experiences. It can be used ‘in almost any setting where a problem involving people, tasks and procedures cries out for solution, or where a change of feature results in a more desirable outcome’ (Cohen, Manion & Morrison, 2011: p. 344).

Research methods and conducting a research project:

Cohen, L., Manion, L. & Morrison, K. (2011). Research Methods in Education, 7th Ed., Oxon: Routledge
Robson, C. (2011). Real World Research, 3rd Ed., Chichester: John Wiley