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Action Research in Education Brown Bag Luncheon 2/12/08

Action Research in Education Brown Bag Luncheon 2/12/08. Edwin D. Bell Department of Education Winston-Salem State University. What is it?. Action Research A group of research methodologies that

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Action Research in Education Brown Bag Luncheon 2/12/08

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  1. Action Research in EducationBrown Bag Luncheon2/12/08 • Edwin D. Bell • Department of Education • Winston-Salem State University

  2. What is it? • Action Research A group of research methodologies that pursue change and understanding. It is a cyclical process that alternates between action and critical reflection.

  3. What is It? (continued) • Action research is a particular type of descriptive research that can be carried out by educators. (Slavin, 2006)

  4. Why Do We Use It? • What is the relationship of Action Research to the Education? • It is grounded in constructivism • It supports the Scholarship of Teaching from Boyer’s Scholarship reconsidered (Boyer, 1990)

  5. How Does the Process Work? • Look at the situation: • Gather relevant data • Define and describe • Build a picture to describe the situation, e.g., force field analysis (Stringer, 1999) (This concept emerged from the work of Kurt Lewin)

  6. Process (continued) • Think about the situation: - Explore and analyze - What is happening here - Interpret and explain - How and why are things the way they are (Stringer, 1999)

  7. Process (continued) • Act: - Plan, i.e., develop a logic Model - Implement - Evaluate (Stringer, 1999)

  8. What Tools Do We Use? • True and Quasi-Experimental Research designs (Gribbons & Herman, 1997) • Triangulation • Quantitative Methodology • Qualitative Methodology

  9. What tools Do we Use? (continued) • Grounded Theory: A thumbnail sketch Always try to use field notes as part of your triangulation.

  10. What Do We Do Next • Look at the situation through a conceptual framework that you develop. • I encourage people to use Karl Weick’s loosely-coupled systems perspective (Weick, 1976) • I encourage them to collect and use analytical, empirical, and intuitive data in the decisions that they make about teaching and learning. • I encourage them to submit their written analysis to peer review, i.e., publish.

  11. Questions

  12. References • Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Retrieved on 2/8/08 from http://www.sfsu.edu/~acaffrs/faculty_manual/d ocs/other/Scholarship_Reconsidered.doc • Dick, B. (2005). Grounded theory: A thumbnail sketch. Resource Papers in Action Research, Retrieved from http://www.scu.edu.au/schools/gcm/ar/arp/grou nded.html • Gribbons, Barry & Herman, Joan (1997). True and quasi-experimental designs. Practical Assessment, Research & Evaluation, 5(14). Retrieved May 31, 2006 from http://pareonline.net/getvn.asp?v=5&n=14

  13. References (continued) • Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8th Edition, Boson, MA: Allyn and Bacon • Stringer, E. T. (1999). Action Research, 2nd Edition, Thousand Oaks, CA: Sage Publications. • Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21. Retrieved on 2/8/08 from http://faculty.babson.edu/krollag/org_si te/org_theory/Scott_articles/weick_lcs.html

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