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ACTION RESEARCH

ACTION RESEARCH. MODULE 14: COHORT 2 YEAR 3. PLANNING. Staff:. German Hernandez (International Professor) gjhernandezp@gmail.com Milton Top  (Local Professor) miltontop@hotmail.com Prewien Mohan  (Teaching Assistant) mopur@hotmail.com Julian  Mac Lean (Teaching Assistant)

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ACTION RESEARCH

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  1. ACTION RESEARCH MODULE 14: COHORT 2 YEAR 3

  2. PLANNING

  3. Staff: • German Hernandez (International Professor) gjhernandezp@gmail.com • Milton Top  (Local Professor) miltontop@hotmail.com • Prewien Mohan  (Teaching Assistant) mopur@hotmail.com • Julian  Mac Lean (Teaching Assistant) dozakt@gmail.com

  4. Contents: • What is Action Research? • What is Not Action Research? • Types of Action Research • Action Research Design • Participatory Action Research (PAR) • Steps in Action Research • Identification of problem area • Collection and organization of data • Interpretation of data • Action based on data •  Reflection • Benefits of Action Research • Successful Stories from the Field

  5. Resources: • Action Research, Eileen Ferrance,  LAB Program – Education Alliance at Brown University, 2000. (Presents an overview of action research as a method for educational inquiry. It answers questions about what is and is not action research, describes the action research process, and offers reflections from two educators on their experiences of using action research in their classrooms to improve their own teaching and their students’ learning). • Powerful Tools for Teaching and Learning: Web 2.0 Tools, University of Houston System – Coursera, Week 4: Mini Action Research Projecthttps://www.coursera.org/learn/teaching-learning-tools/lecture/vRSDE/action-research • The importance of action research in teacher education programs, GSC Hine, Issues in Educational Research, 23(2), Special Issue, ‎2013.http://www.iier.org.au/iier23/hine.pdf • What Teachers Need to Know About Action Research, Wendi Pillars, Education Week Teahcer, September 5, 2012.https://www.edweek.org/tm/articles/2012/09/05/tln_pillars_actionresearch.html • An Overview of the Methodological Approach of Action Research Rory O’Brien Faculty of Information Studies, University of Toronto, 1998.http://www.web.ca/~robrien/papers/arfinal.html

  6. RESEARCH/ONDERZOEK

  7. WETENSCHAPPELIJK ONDERZOEK KWANTITATIEF ONDERZOEK • Gaatomhoeveelheden, percentages (cijfers) • Gebruikmeestal “gesloten” vragen. De vragenzijnvoorafopgesteld en geijkt, waardoorverwerking en analysekanplaatsvindend.m.v. statistischemethodieken. • Validiteit (geldigheid) Objectiviteit, verificatie en betrouwbaarheidkunnengewaarbordworden (het onderzoekkanherhaaldwordenonderdezelfdeomstandigheden). • Gebruikmeerintervieuwen (d.m.v. enquete/vragenlijsten) en minder observeren KWALITATIEF ONDERZOEK • Gaatomkwaliteiten, perspectieven, er-varingen, belevingen en betekenisverlening. • De centralevraag is een “open vraag” en de onderzoeksvragenzijnmeestalook “Open Vragen” • Resultaten en conlusieszijnsubjectief en minder betrouwbaar. Terverhoginghiervan: transparantie, geloof-waardigheid en adequaatheid. • Gebruiktmeerderedatabronnen en veelobservatie. • Onderzoeksopzet is flexibel

  8. EISEN AAN WETENSCHAPPELIJK ONDERZOEK • Validiteit, • Geldigheid, • Betrouwbaarheid en • Transparantie

  9. What is Action Research? Action research is A process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions: • Teachers and principals work best on problems they have identified for themselves, • Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently, • Teachers and principals help each other by working collaboratively, • Working with colleagues helps teachers and principals in their professional development (Watts, 1985, p. 118)

  10. What is Not Action Research? Action research is not: • Research, • A library project, • Problem-solving in the sense of trying to find out what is wrong, • About doing research on or about people, • Finding all available information on a topic, looking for the correct answers. • Learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students en rather a quest for knowledge about how to improve.

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