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Action Research in the M. Ed. In Elementary Education

Explore the relationship between action research and M.Ed. in Elementary Education. Learn about the cyclical process, methodologies, and tools used in this approach to drive change and understanding in education.

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Action Research in the M. Ed. In Elementary Education

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  1. Action Research in the M. Ed. In Elementary Education • Edwin D. Bell • School 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 M. Ed. In Elementary Education? It is grounded in constructivism which is consistent with the theme of the conceptual framework of the School of Education. It reinforces the reflection that is a central component of NBPTS guidelines.

  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)

  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 • Questions • Look at the situation through the conceptual frameworks that you have been developing.

  11. References • 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 • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications. • 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.

  12. Theme of the Conceptual Framework The School of Education Winston-Salem State University • "Winston-Salem State University’s Teacher Education faculty share the vision of preparing critical and creative educators who facilitate learning for all PK-12 students in a diverse and technologically dynamic world .” • Back

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