Teacher Research: Linking Theory to Practice

1. Teacher Research:Linking Theory to Practice EDT 661 Summer 2005 K. Kinnucan-Welsch

2. Uncovering our Notions of Research • What is your understanding of the term “research”? • What experiences have you had with research? • Take a few minutes to reflect on this question, jot down a few notes, share in a small group.

3. Expanding Notions of Research • Move beyond traditional (big R) notions of research: --conducted by university professors and other fulltime researchers --in environments where variables can be controlled --often looking for cause-effect or other aspects of variable relationships --to report to broader audience

4. Purpose of Action (Teacher) Research • conducted by practitioners in local setting • Usually in classrooms or school • Using observation, student artifacts, field notes, etc to understand some phenomenon in the classroom • To take action and effect positive change in the specific school environment

5. Definition • Action research is any systematic inquiry conducted by practitioners in teaching/learning environment to gather information about how their particular schools operate, how they teach, and how well students learn. (from Mills, 2003)

6. Action Research: An Overview • Identify an area of focus • Collect data • Analyze and interpret data • Develop an Action Plan (From Creswell, Ch 18)

7. Key Points to Remember • What will you do differently based on analysis of data? • Teacher research is an ongoing cycle of think-observe-reflect-act

8. The research question • What have you been wondering about? • Research questions need to be specific enough to guide your process, but open enough to allow for flexibility • You will identify tangible and concrete aspects of some phenomenon, or variables • Hubbard and Power refer specifically to qualitative methods and questions that are best addressed in that mode. You do not need to restrict yourself to that mode.

9. Framing the Question • Using #2 -#5 in H & P, p. 9-10, do some initial thinking about what you wonder about. • Brainstorm a list of things you wonder about in your classroom or district. Talk with a colleague.

10. Framing a question using Hubbard & Power and Creswell • Brainstorm a list of things you wonder about in your classroom or district. Talk with a colleague. • Be specific about your concerns or wonderings. • Once you have narrowed your area, write down your question. Write it as fully as you need to. • Compare your question to sample questions from H & P, Ch 1.

11. Putting Your Research Question into a Broader Context • The Hubbard and Power and Creswell texts are both excellent resources. The points of view represented are different, but valuable in developing a sound habit of mind about teacher research that is credible and useful. • Hubbard and Power emphasize research from the individual teacher perspective. Creswell emphasizes research from the broader educational community perspective.

12. Integrating Perspectives • Integrate elements of focus on teacher and focus on broader perspective. • To be effective researchers, teachers must be able to connect teacher research to the wider educational and policy community. • One way to do that is to connect the research problem and question to a broader audience. • Creswell, Chapter 3 is a resource for this. The following slides are adapted from this chapter.

13. Identifying the Problem for a Broader Audience • Establishes importance of topic • Creates reader interest • Focuses reader’s attention on how study will add to literature

14. Where is the Research Problem Located? • Look in the opening paragraphs, and ask yourself: • What was the issue or problem that the researcher wanted to address? • What is the concern being addressed “behind” this study? • Why was the study undertaken in the first place? • Why is this study important?

15. How Does It Differ from Other Parts of Research? • A research problem is an educational issue or problem in the study • A research topic is the broad subject matter being addressed in a study. • A purposeis the major intent or objective of the study. • Research questions are questions the researcher would like answered or addressed in the study.

16. Differences Among Topic, Problem, Purpose and Questions General Topic Distance Learning Research Problem Lack of students in distance classes To study why students do not attend distance education classes at a community college. Purpose Statement Does the use of web site technology in the classroom deter students from enrolling in a distance education class? Research Question Specific

17. Use quantitativeif your research problem requires you to Measure Variables Assess the impact of these variables on an outcome Test theories or broad explanations Apply results to a large number of people Use qualitativeif your research problem requires you to Learn about the views of the people you plan to study Assess a process over time Generate theories based on participant perspectives Obtain detailed information about a few people or research sites. How Does the Research Problem Differ for Quantitative and Qualitative Research?

18. FLOW OF IDEAS What Remedying the Deficiencies will do for Select Audiences Deficiencies in the Evidence Educational Issue Evidence for the Issue Topic Subject Area • A Concern • A Problem • Something • that needs a • solution • Evidence from • the literature • Evidence from • practical • experiences • In this body of • evidence, what is • missing? • What do we • need to know • more about? • How will addressing • what we need to • know help: • researchers • educators • policy makers • individuals like • those in the study Five Elements of a “Problem Statement”

19. Stating the Research Problem • State in opening paragraphs in an introduction • Identify an issue • Research-based research problems • Practical problems:Most teacher research studies are practical problems • Reference the problem using the literature when appropriate

20. Identifying Gaps in our Knowledge Base • What do we still need to know? • What else do we need to know to improve practice?

21. Identify the Audience • Who will profit from reading our study? • Other researchers • Practitioners • Policy makers • Special populations (e.g. parents)

22. Finding Examples • If you are having difficulty framing a question, go to some of the teacher research websites for some examples of action research studies completed by teachers. One of the first ones you should go to is: http://education.ucsc.edu/faculty/gwells/networks/

23. Integrating Perspectives • One of the challenges you will face in developing your question is placing it the broader context. Look for examples of teacher research studies that not only describe the experiences that led to the question, but also connect to the relevant research and theoretical literature.

24. The Goal of EDT 661/665 • To support the development of teacher researchers who are involved in ongoing improvement of teaching through observation-reflection-action. • ENJOY!