ACTION RESEARCH

1. ACTION RESEARCH DEVELOPING REFLECTIVE EDUCATIONAL PRACTICES AMONG TEACHERS Emma Clifford Elisha Clark Lee-anne Chambers Sarah Cooper Jeneya Carr Lisa Caple

2. A C T I O N CTIVLY OLLECTING HOROUGH NQUIRY NGOING EW R E S E A R C H EFLECTIVE VOLVING DUCATION LLOWING ESEARCHED HANGES OLUTIONS APPEN IN I

3. WHAT IS ACTION RESEARCH Action research is also known by many other names including; participatory research, collaborative inquiry and emancipatory research. Broken down action research can be explained as learning by doing which is Kinesthetic learning, facing the problems and manipulating a task on their reflective findings as they go. Setting action research apart from other forms of problem solving techniques is its ability to draw in its learners and turning them into the researches themselves giving them a sense of control. As it takes place in the real work and not on paper and aims to solve real problems it is relevant to the every changing technologically reliant society and involves a social dimension as well. “Action research is characterised by being: • Integrated—conducted as part of a teacher’s normal daily practice • Reflective—a process which alternates between plan implementation and critical reflection • Flexible—refining methods, data and interpretation in the light of the understanding gained during the research process • Active—being a process designed to generate change in small steps • Relevant—to the needs of the teacher and/or their students • Cyclical—a number of cycles with each clarifying issue leading to a deeper understanding and more meaningful outcomes.” (“A Guide to Action Research”, n.d) “It is based on the following assumptions: • Teachers and principals work best on problems they have identified for themselves • Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently • Teachers and principals help each other by working collaboratively • Working with colleagues helps teachers and principals in their professional development.” (Watts, 1985, as cited by Ferrance, E. 2000)

4. ACTION RESEARCH CYCLE Action Research Spiral

5. Action research is a cyclical process that allows for the teacher to make progress in small easy to follow steps (“A Guide to Action Research, n.d) • The cycle is “based heavily on critical reflection” (“A Guide to Action Research, n.d) • It allows teachers to “use a wide range of methods for collecting data” (“A Guide to Action Research, n.d) • The cycle allows for students to contribute and participate in the “collection and presentation of the data” (“A Guide to Action Research, n.d) collected by teachers (“A Guide to Action Research, n.d) • PLANNING • “Identify the issues that need to be changed” (“A Guide to Action Research”, n.d) • Using information from different sources in the planning process for example using samples of students work, projects and performances, interviewing students to gain knowledge about their needs also referring to students reports and assessments will help with the planning process (“A Guide to Action Research, n.d) • Developing questions and research methods to be used (“A Guide to Action Research, n.d) • Analyse and identify major themes • Developing a plan related to the specific environment • ACTING • Trial the changes made in the planning process (“A Guide to Action Research, n.d) • Collect and compile the evidence (“A Guide to Action Research, n.d) • Question the process and making changes accordingly (“A Guide to Action Research, n.d) • OBSERVING • Analyse the evidence (“A Guide to Action Research, n.d) • Assemble the findings (“A Guide to Action Research, n.d) • Write the report (“A Guide to Action Research, n.d) • Share the findings with the students, colleagues and the wider school community if it appropriate (“A Guide to Action Research, n.d) • REFLECTING • Assess the effects of the process and determine if improvements were made (“A Guide to Action Research, n.d) • Implement the findings or a new strategy (“A Guide to Action Research, n.d) • Revisit the process (“A Guide to Action Research, n.d)

6. METHODOLOGY OF ACTION RESEARCH

8. PURPOSE OF ACTION RESEARCH

10. EVOLUTION OF ACTION RESEARCH

12. TYPES OF ACTION RESEARCH

14. BENEFITS OF ACTION RESEARCH

15. STUDENTS· Benefit from teachers conducting action research because what they learn is always being reviewed. · Teaching procedures and strategies are planned to benefit and advance their individual learning skills in order to develop students’ knowledge.· Close monitoring is made by teachers in order to determine appropriate progress is being made by the students throughout the learning process and if it is found that it is not teachers are able to modify their approach to the teaching process to be more beneficial to the students.TEACHERS· Benefits from action research because the process allows them reflect upon, study, and improve their own pedagogical practices. · By participating in action research, teachers develop awareness of the influence they have in the way that information is constructed, and this contributes to the potential for reform in the classroom.· As a teacher, it is important to develop new knowledge and practices to implement in the classroom, by conducting action research it allows teachers to put these new skill into practice.· Teachers find it very beneficial to the way they teach because they have confirmation that what they have learned through action research made an impact on their students’ learning. · Teachers who engage in action research are more confident to allow themselves to be more decisive in their beliefs of what the curriculum means to their students and how it is best implemented to give their students the best outcomes. · The action research process supports teamwork among teachers at many different levels, which can bridge the gap between teachers and break the feeling of seclusion.SCHOOLS · Benefit from teachers conducting action research because they are able to monitor students’ achievements, implement what they have learned through action research in order to improve students’ learning and they are able to ensure specific learning needs are being addressed. · When teachers are working in a collaborative setting for action research and the process of this is supported, a community of well developed teachers who utilize their knowledge can be developed encouraging professional dialogue, learning, and research with the focus of impacting all students.

16. HOW CAN TEACHERS BECOME RESEARCHERS • Why ? • What ? • Where ? • When ? • With ? • How ?

17. Teachers partake in action research to improve their knowledge on a given subject so as to improve the students overall outcomes within that given subject. • Whatever topic is relevant. The teacher will find information on any given subject within the wide spectra of the curriculum. Therefore making available varied approaches with scope to draw from different avenues of former research. This will give teachers a wide spectrum to teach from. • From where does a teacher draw the information. This information needs to come from a tried and proven source. From other teachers who have had good and successful outcomes within the same areas of the curriculum. As well as reading any printed research that can be sourced on the given subject. This gives truth within the areas researched. • The research needs to be current and relevant to be effective. The teacher needs to research constantly throughout their career to keep up to date with current trends. • Groups with the same intentions / desires can work together to obtain information needed to improve outcomes within the chosen areas. • How can this be done effectively? Through discussion, reading, research, accountability, co-workers, trusting others, information, observation and necessity to achieve well. • As cited in Madison Metropolitan School District. Classroom action research.

18. WAYS IN WHICH TO ENGAGE ACTION RESEARCH IN THE CLASSROOM

20. IN CONCLUSION WE HAVE FOUND • ACTIVLEY seeking an answer to a question that has arisen from being constructively self assessing following lessons that had a less than efficiently satisfactory outcome. • COLLECTING thoughts and ideas from colleagues who may have already come across the same problems. Also sourcing proven ideas through reading or accessing internet sites. • THOROUGH scrutinising of all resources brings fresh ideas to improvement • INQUIRY on the researchers behalf will give clarity to the information collected, enabling this information to be used and utilised. • ONGOING research brings with it constant improvement. • NEW ideas from the research will add an exciting approach to lessons within the classroom. • REFLECTIVE teaching will bring about a desire for the teacher to improve and become more efficient. • EVOLVING information brings about fresh and refreshing ideas. • SOLUTIONS within the structure of research brings rewards to those conducting the inquiry. • EDUCATION is ever expanding, therefore is life long .by instilling a desire to want to know more , into their students, the teacher is....... • ALLOWING the students to know the freedom and fulfilment that ongoing learning brings.......... • RESEARCHED topics will bring a wider interest to those researching allowing ; • CHANGES in their knowledge and attitudes teaches teachers to want to know more. To see this......... • HAPPEN brings a smile of achievement to all those involved.

21. REFERENCES http://oldweb.madison.k12.wi.us/sod/car/carhomepage.html Digital Education Revolution N.S.W. A Guide to Action Research. (n.d.). Retrieved October 22, 2009, from https://www.det.nsw.edu.au/proflearn/der/docs/actres_ict.pdf Ferrance, E. (n.d.). Themes in Education. Action Research. Retrieved October 20, 2009, from www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Smith, M. (2001, June 18). kurt lewin: groups, experiential learning and action research. Retrieved October 30, 2009, from http://www.infed.org/thinkers/et-lewin.htm