ACTION RESEARCH Group 1 – Assignment 2

3. ACTION RESEARCH Group 1 – Assignment 2 Chloe Weaver Narelle Webb Bec Wheldon Dallas Wolf Emily Weight

4. Purpose - What is Action Research? • Action Research is a collaborative method of • Planning • Taking action • Collecting data • Analysing • Reflection

5. (Image Diagrams of Action Research, n.d)

6. Methodology – The Cyclical Process The cyclical process of Plan  Act  Evaluate: 1. Selecting a focus 2. Clarifying Theories 3. Identifying research questions 4. Collecting Data 5. Analyzing Data 6. Reporting results 7. Taking informed action (Leading the Digital Education Revolution – Image, n.d)

7. Methodology – The Principle of Triangulation (Image Diagrams of Triangulation, n.d)

8. Methodology – The Principle of Triangulation • Research question • Do my students perform more • effectively when working in • group environments? • Data collection methods • Observation of interactions • Analyses of children’s work • Interview with children • “The concept suggests that using multiple sources is not a search for truth, but rather a search for clarity on the perspective we each bring to data and its analysis.” (Holly, Arhar ,Kasten, 2005, pg 215)

9. Methodology - Types of Action Research Collaborative Action Research What: The study of educational issues Who: Multiple researchers with collaboration between schools, educators and administrators. Critical Action Research What: The review of social issues Who: University researchers, school administrators, teachers and community members.

10. Methodology - Types of Action Research Classroom Action Research What: Improvements within the classroom . Who: Individual classroom teachers. Participatory Action Research What: Investigating real life issues. Who: Any number of members within the general community.

11. In education, use action research to INFORM and CHANGE School based curriculum development Professional development Systems planning School restructuring Evaluative tools Methodology - Action Research in Education

12. For & Against Action Research PROS; • Relevant & meaningful • Driven directly by those involved • Structured platform for improvement • Tools for ongoing development • Ownership of research outcomes CONS; • Researcher bias • Results not able to be generalised

13. Why to use Action Research 3 reasons for Action Research • to PROMOTE personal and professional growth • to IMPROVE practice to enhance student learning • to ADVANCE the teaching profession

14. Case Study 1 Digital Education Revolution NSW • The introduction of Laptops into NSW classrooms has allowed teachers to explore and develop current pedagogies • Enabling educators to align with 21st century thinking • Offers another tool for the classroom, where both teachers and students benefit • Greater collaborative learning • Creation of knowledge through • technological engagement

15. Case Study 2 ‘What the World Is’ & ‘What the World could be..’ Improvement in teaching English to ESL students in NSW Outcome: • The school students developed their English and their understanding of how to learn • Their teachers developed new ways of thinking about supporting their students’ learning • The teacher educators worked with a new model of teacher in-service

16. Student Benefits: Teaching improves – learning outcomes improve Students ‘collaborate’ to create learning environment Stronger student/teacher relationship Modernised classroom facilities/resources and lessons plans Value - Student Benefits

17. Builds a reflective practitioner Making progress of school wide priorities Building professional cultures Teacher Benefits: Conducted in the classroom Research directly benefits teachers More effective educators Increased knowledge base Peer resources Always conducted within professional & ethical guidelines Value - Educator Benefits

18. Value – Simplicity of process Simplicity of process • Teacher initiates and facilitates • Focus remains on required outcomes • Flexibility in data gathering methods • Can be done with one or many participants

19. “Wherever scientists look and whatever they look at, they see nature acting and evolving not as a collection of independent parts, but as an integrated, interacting, self-consistent, and self-creative whole” (Reason, & Bradbury, n.d.)

21. References Image Diagrams of Action Research.[Image] (n.d).Georgia Southern University. Retrieved 23rd September 2009 from http://academics.georgiasouthern.edu/col/id/action_research/index.php Lewin, K. (1958). Group Decision and Social Change. New York: Holt, Rinehart and Winston.  Sagor, R. (2000). Guiding school improvement with action research. United States: Association for supervision and curriculum development. Borg, W. (1981). Applying educational research: A practical guide for teachers. New York: Longman. Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6 (2), 118-127. Johnson, B.M. (1995). Why conduct action research? Teaching and Change,1, 90- 105. The Qld Department of Education and Training, (2008). Advantages of action research in schools. Retrieved October 30th, 2009, http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action-advantage.html A Guide to Action Research. (2009). Retrieved October 10, 2009, from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htm McLean, James. (1995). IMPROVING EDUCATION THROUGH ACTION RESEARCH: A GUIDE FOR ADMINISTRATORS AND TEACHERS. The Practicing Administrator's Leadership Series: Roadmaps to Success. Thousand Oaks, CA: Corwin Press. ED 380 884. Digital Education Revolution. (2009). Retrieved October 20, 2009 from https://www.det.nsw.edu.au/proflearn/der/staffdev/vision.html

22. References Con’t Perrett, G. (2003). Teacher Development Through Action Research. Australian Journal of Teacher Education, Vol 27, No. 2. Retrieved November 2nd 2009 from http://ajte.education.ecu.edu.au/ISSUES/PDF/272/Perret.pdf Dr Stephen Waters-AdamsS Waters-Adams, Action Research in Education (Image), Faculty of Education, University of Plymouth, 2006 Retrieved October 22nd 2009 from http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htm Action research projects John Canning Subject Centre for Languages, Linguistics and Area Studies, Retrieved October 22nd 2009 from http://www.llas.ac.uk/projects/2837 Barry, K. & King, L. (1998). Beginning Teaching and Beyond. (3rd ed.). Katoomba: Social Science Press. Leading the digital Education Revolution [Image] (2009). Retrieved October 10, 2009, 2009. From https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htm Reason, P., and Bradbury, H. (n.d) Handbook of Action Research: Parcipitative Inquiry and Practice. Retrieved October 29, 2009 from www.bath.ac.uk/carpp/publications/pdf/handbook_of_action_research.pdf Leading the Digital Education Revolution – Action Research. [Image]. (n.d.)Retrieved October 29 from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htm McNiff, J. (2002) Action Research for Professional Development: Concise Advice for new Action Researchers. Retrieved October 29 from http://www.jeanmcniff.com/Copy%20booklet%20for%20web%20site.doc