Teacher Leaders Engaged in Mathematics and Science Action Research

1. Teacher Leaders Engaged in Mathematics and Science Action Research Spring 2005 Northeast Florida Institute for Science, Mathematics, and Computer Technology at UNF Duval County Public Schools

2. Facilitators • Dr. Faiz Al-RubaeeAssociate Professor, Mathematics and Statistics • Dr. Marianne BarnesProfessor, Curriculum and Instruction • Dr. Cathy CavanaughAssistant Professor, Curriculum and Instruction Teacher Leaders Engaged in Mathematics and Science Action Research

3. Definition of Action Research Action research is the process of systematically evaluating the consequences of educational decisions and adjusting practice to maximize effectiveness (McLean, 1995). The process is situation-specific, cyclical, and ongoing, with the results from one cycle leading to further action research. Teacher Leaders Engaged in Mathematics and Science Action Research

4. Central Ideas in Action Research I am the central person in my research. I am asking a real question about a real issue, and I am hoping to move towards a solution. I am starting from where I am. I am trying to bring about some improvement. (McNiff, Lomax, & Whitehead, 1996) Teacher Leaders Engaged in Mathematics and Science Action Research

5. Rationale for Developing Proficiency in Action Research The process of action research supports: • strategic problem solving for specific educational challenges; • positive communication between administrators and teachers; • empowerment of teachers and administrators; • increased professional satisfaction; Teacher Leaders Engaged in Mathematics and Science Action Research

6. Rationale for Developing Proficiency in Action Research The process of action research supports: • flexible, solution-oriented thinking; • increased professional motivation to improve practice; • increased collegiality, on-going inquiry, self-reflection, and decision making skills; • increased expectations for student learning; • increased expectations for self-improvement. Teacher Leaders Engaged in Mathematics and Science Action Research

7. Rationale for Developing Proficiency in Action Research According to Osterman and Kottkamp (1993), the following are reasons for engaging in action research: • Everyone needs professional growth opportunities. • All professionals want to improve. • All professionals can learn. • All professionals are capable of assuming responsibility for their own professional growth and development. • People need and want information about their own performance. • Collaboration enriches professional development. (p. 46) Teacher Leaders Engaged in Mathematics and Science Action Research

8. The Goal of Action Research Those engaging in action research aim “…to take action and effect positive educational change in the specific school environment that was studied...with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved.” (Mills, 2000, pp.5-6) Teacher Leaders Engaged in Mathematics and Science Action Research

9. Validity of Action Research High validity when results are applied in the situation in which action research was conducted, but low validity when trying to broadly generalize. Validity also depends upon proper use of action research procedures. Teacher Leaders Engaged in Mathematics and Science Action Research

10. ACTION RESEARCH MODEL (Calhoun, 1994) Teacher Leaders Engaged in Mathematics and Science Action Research

11. References Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development. McLean, J. E. (1995). Improving education through action research: A guide for administrators and teachers. Thousand Oaks, CA: Corwin Press. McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Hyde Publications. Mills, G. E. (2000). Action research: A guide for the teacher researcher. Columbus, OH: Merrill. Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin Press. Teacher Leaders Engaged in Mathematics and Science Action Research

12. Technology Support We will use a project website for: • Threaded discussion • Sharing results and resources • Peer review of documents Teacher Leaders Engaged in Mathematics and Science Action Research

13. NATURE OF INSTRUCTIONAL SESSIONS: The design and presentation of the instructional sessions will: • link learning to personally relevant goals; • offer opportunities for professional self-reflection, collaboration, and self-assessment; • provide guided instruction, supportive materials, and feedback; • be interactive among session participants; • focus on problem solving. Teacher Leaders Engaged in Mathematics and Science Action Research

14. Session 1: January. Planting Seeds • identify, in writing, an area of interest and prepare a specific proposal to address through action research; • share and discuss proposal within the session’s learning community; • use project website; • commit to steps to begin action research project. Teacher Leaders Engaged in Mathematics and Science Action Research

15. Session 2: February. Germination • Update group on implementation of the planned action research; • Gather written data to assess effectiveness of action research. Teacher Leaders Engaged in Mathematics and Science Action Research

16. Session 3: March. Bearing Fruit 1. Plan analysis of data obtained through action research; 2. Plan a written and oral presentation of action research project; 3. Use action research outcomes to generate new action research. Teacher Leaders Engaged in Mathematics and Science Action Research

17. Session 4: April.Harvesting Results • Share results of action research with session colleagues; • Plan publication of action research project so others in the profession will be able to access it; • Articulate implications of action research for future research; • Confirm your level of interest in continuing as an action researcher. Teacher Leaders Engaged in Mathematics and Science Action Research

18. Due at January session: Your action research proposal: 1.Write an area of focus statement. 2.Define the variables. 3.Develop research questions. 4.Describe the intervention or innovation. 5.Describe the membership of the action research group. 6.Describe the negotiations that need to be undertaken. 7.Develop a timeline. 8.Develop a statement of resources. 9.Develop data collection ideas. Teacher Leaders Engaged in Mathematics and Science Action Research

19. Apply Now! • Turn in your application form today. • You’ll hear by January 1 whether you have been selected. • Begin developing your proposal. • Contact us with questions, changes in plans. Teacher Leaders Engaged in Mathematics and Science Action Research

20. Contact us: • Faiz Al-Rubaee falrubae@unf.edu • Marianne Barnes mbarnes@unf.edu • Cathy Cavanaughccavanau@unf.edu • Rachel Raneri rraneri@unf.edu Teacher Leaders Engaged in Mathematics and Science Action Research