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Our Agenda

Our Agenda. Learning Goal : We will be able to define and describe Action Research and articulate possible questions for our own research. End of Lesson Question : Identify a focus, an art form and a question that you might explore. . Welcome Remarks and Introductions

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Our Agenda

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  1. Our Agenda • Learning Goal: We will be able to define and describe Action Research and articulate possible questions for our own research. • End of Lesson Question: Identify a focus, an art form and a question that you might explore. • Welcome Remarks and Introductions • Headlines: What is AR? • Intro to AR • Overview of Capstone Seminar and Project • Expectations and Syllabus for Seminar • Research process- using our Edublog • Brainstorming a question • Speed Dating Carlos Alonso: Where Tears Can’t Stop, 1950

  2. What is it? Why do it? How is it done? Action Research

  3. What is Action Research? “Action (teacher) research is a natural extension of good teaching. • Observing students closely • analyzing their needs, and • adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999). Action researchis systematic inquiry done by teachers (or other individuals in an educational setting) to gather information about, and subsequently improve, the ways their particular educational setting operates, how they teach, and how well their students learn(Mills, 2000). A product of Project CENTRAL, 2004

  4. Action Research refers to: Jean McNiff • A particular way of researching your own learning; • A practical way of looking at your practice in order to check whether it is as you feel it should be…; • If you feel that your practice needs attention in some way you will be able to take action to improve it, and then produce evidence to show in what way the practice has improved. Jean McNiff, 2002 Action Research Principles and Practice

  5. A Model of Professional Development • Action research is a model of professional development in which educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning. • to explore and test new ideas, methods, and materials; • To assess how effective the new approaches were; • To share feedback with fellow team members; • To make decisions about which new approaches to include in the practice A product of Project CENTRAL, 2004

  6. Action Research “The idea of action research is that educational problems and issues are best identified and investigated where the action is: at the classroom and school level. By integrating research into these settings and engaging those who work at this level in research activities, findings can be applied immediately and problems solved more quickly” (Guskey, 2000).

  7. Action Research is • NOT Writing a Research Paper A product of Project CENTRAL, 2004

  8. Data Collection • The goal of action research is to understand some element of your classroom by collecting data • Data are any form of information, observations, or facts that are collected or recorded • Collecting data is what separates action research from just writing a paper • Action research is not writing what you think to be true, it is about collecting data and making conclusions based on that data

  9. Action vs. Formal Research Formal Research Systematic inquiry. Goal is to develop and test theories and to produce knowledge generalizable to wide population. Considerable training required to conduct such studies. Intent is to investigate larger issues, of local concern. Carried out by researcher who is not usually involved in local situation. Uses primarily professionally-developed instruments. More rigorous. Frequently value-neutral. Random samples (if possible) preferred. Selective opinions of researcher never considered as data. Generalizability often appropriate. Action Research Systematic inquiry. Goal is to solve problems of local concern. Little formal training required to conduct such studies. Intent is to identify and correct problems. Carried out by teacher or other local education professional. Uses primarily teacher-developed instruments. Less rigorous. Usually value-based. Purposive samples selected. Selective opinions of researcher often considered as data. Generalizability is very limited.

  10. When do we use action research? • To solve an educational problem; • To help educators reflect on their own practices • To address school-wide problems • When teachers want to improve their practices Action Research - Power Point by: Dr. Tarek Chebbi, FIU

  11. Kurt Lewin (1946) • Coined the word “Action Research”; • Research for social management or social engineering in industrial contexts. Lewin’s Action Research Involves a spiral of steps, ‘each of which is composed of a circle of planning, action and fact-finding about the result of the action’

  12. The Action Research Process PLANNING EVALUATION DELIVERY FOLLOW-UP A product of Project CENTRAL, 2004

  13. A professional development framework for teachers: Action Research. EXPLORE PLAN Inquiry Process Product Habits Quality Teaching & Learning Reflection PRACTICE PERFORM

  14. The Process Identify the problem or area Review related research literature Develop a Timeline/Action Plan • Organize, analyze • & interpret the data • Collect data

  15. Identify the Problem, Select the Area of Focus, Create a Question • I wonder what would happen if….. On what do you focus action research? • A problem from your classroom • A puzzle or dilemma about the learning of a particular student or group of students • A question you have about your teaching • A situation that has arisen in your classroom

  16. Identifying the Problem First, select a general idea or area of focus: • should involve teaching and learning • should be within your locus of control • should be something you feel passionate about • should be something you would like to change or improve When in doubt, refer to the 4 Magic Questions: • What if......? • Then what......? • So what? • What is the effect upon our audience (ourselves, students, school, community, etc.)?

  17. Identifying the Problem Second, do Reconnaissance: • Explore your understanding of theories, your educational values, how your work fits into the larger context of schooling, the historical context of your school, the history of the development of your ideas about teaching and learning • Describe the Who, What, When & Where of the situation you want to change • Explain the Why of the situation

  18. Translate a Problem to a Question • Statement/Observation: Students do not seem to be engaged during teen theater productions • Questions: How can I improve their engagement ? • Statement. Observation: Students take a lot of time to learn problem solving in mathematics, but this process doesn’t appear to transfer to their acquisition of other mathematics skills and knowledge • Question: How can I improve the integration and transfer of problem-solving skills in mathematics? • Statement/Observation: Parents are unhappy with regular parent-teacher conferences • Question: How can I improve the conferencing process using student-led conferences? Action Research - Power Point by: Dr. Tarek Chebbi, FIU

  19. Individual Teacher Questons • What impact can daily phonemic awareness activities have on my kindergarten students’ oral language development? (Kindergarten teacher) • How can using concrete objectives (manipulatives) improve my students’ ability to identify and extend patterns in mathematics? (Middle grade teacher) • How can students with disabilities experiencing deficits in phonemic awareness show improvement in those skills by participating in additional and intensive instruction in phonemic awareness activities at least four times per week? How will it affect their overall reading ability? (2nd grade) • How can implementing “Organizing Together” a Strategic Instruction Model curriculum, improve 6th graders ability to come to class organized and prepared? (6th grade) A product of Project CENTRAL, 2004

  20. Review the Related Literature • What do I know about the issue? • What research is there already available about the issue?

  21. Develop a timeline September: Write about your wonderings October: Determine the context of your question November: Review/research the literature December: Determine methodology and data to be collected January: Collect data; revise question, plan February: Collect Data March: Begin analysis of data April: Develop a draft of your study May: Finish your work and share.

  22. Systematic • Action research is systematic • This means that before the research begins a plan is in place that describes what data you will collect and when, how, and how often you will collect it • One way to ensure you are collecting data on a regular basis is to use a calendar or checklist • You want to ensure that data are collected systematically and that all types are equally represented

  23. Collect the Data • Who are the subjects of the action research effort? • What are the data collection methods? • What data collection instruments will be used?(Observations, surveys, interviews etc..)

  24. Taxonomy of action research data collection techniques Action Research Data Collection Techniques Examining Experiencing Inquiring (by using records) (By observing) (By asking) Participant Observation (Active participant) Archival documents Journals Informal Interview Student work Structured formal Interview Audio and Videotapes Passive Observer research journals anecdotal record drawings photogrpahs Questionnaires, Surveys Artifacts Attitude Scales Standardized Tests Fieldnotes Action Research - Power Point by: Dr. Tarek Chebbi, FIU

  25. Organize, Analyze & Interpret the Data • As the data is collected, it is also continually organized & analyzed • As new perspectives are gained on the original area of focus, the problem statement may change • Draw conclusions from the data analyzed • Translate conclusions into actions or behaviors • Plan how to implement the actions or behaviors

  26. 10 Coping StrategiesJean McNiff, Action Research, Principles and Practice, McNiff,1988, 144-145 1. Don't Give Up2. Enlist the Help of Colleagues3. Keep a Positive Attitude4. Be Prepared to Revise Ideas5. Be Reflective6. Go Public7. Join a Local Action Research Group8. Establish a Reputation for Success9. Publish Reports in Journals10. Have Faith in Your Own Knowledge. Action Research - Power Point by: Dr. Tarek Chebbi, FIU

  27. PPT sources from the web • astro.uchicago.edu/yerkes/docs/ActionResearch/EDU 607 chapter 8.ppt • edt.ite.edu.sg/ActionResearch/ppt/AR_concept.ppt • imet.csus.edu/.../research/...action_research/action_research.ppt • www.scps.k12.fl.us/.../ppt/1Protocol%20action%20research%2... • www.edu.plymouth.ac.uk/resined/beginning/rethics.ppt • education.astate.edu/dcline/slides/.../Action%20Research.ppt • www.cals.ncsu.edu/agexed/aee578/fraenkel7_ppt_ch24.ppt • www83.homepage.villanova.edu/richard.jacobs/.../action.ppt • edt.ite.edu.sg/ActionResearch/ppt/Action%20Research.ppt • nsdcactionresearchar.pbworks.com/.../actionresearch.ppt

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