ACTION RESEARCH

1. ACTION RESEARCH Research Plan Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall.

2. … is systematic inquiry done by teachers (or other individuals in the teaching/learning environment) to gather information about- and subsequently improve- how their particular schools operate, how they teach, and how well their students learn. ACTION RESEARCH

3. Chapter 1: Understanding Action ResearchAction Research Teaching Focus Area Objectives Implement lesson Reflect on whether students achieved objectives Data Collection Data Analysis & Interpretation Reflect on Lesson Reflect on how today’s lesson affects tomorrow’s lesson Action Planning

4. The Dialectic Action Research Plan Mills, G. E. (2003). Action Research: A guide for the teacher researcher, 2nd ed. Columbus, Ohio: Merrill Prentice Hall. Identify an Area of Focus Develop an Action Plan Collect Data Analyze and Interpret Data

5. To Do: Select an appropriate area of focus. Do reconnaissance. Review related literature. Write and research plan to guide your work. Steps to Planning an Action Research Project

6. 1. Criteria for Selecting a General Idea/Area of Focus: Involve teaching and learning and should focus on your own practice Be something within your locus of control Be something you feel passionate about Be something you would like to change or improve Take a statement/observation and turn it into a Research Question. It should…

7. Steps to create a good Area of Focus • Identify a problem or situation you would like to change or improve. Example: My ESL students don’t like to read in English. • Turn that problem into a question.* Example: What reading strategies can a ESL teacher use to motivate her students to enjoy reading in English? * This question will guide yourreconnaissance and eventually your development of final research questions.

8. 3. Review of Related Literature 2. Reconnaissance • Explore your own understanding of your Area of Focus. • Write a Reflective Memo • Search for others’ theories and research on your topic. • Write a Theoretical Framework of theories that support your study. • Write a Literature Review of research studies that pertain to your study.

9. 4. Create a Research Plan: A research plan summarizes your action research thoughts in a plan that will guide you through your classroom research work.

10. Steps for writing a goodResearch Plan Write (re-write) an area-of-focus statement Define variables Develop research questions Describe the intervention or innovations Describe the membership of the action research group Describe negotiations that need to be undertaken Develop a timeline Develop a statement of resources Develop data collection ideas Develop a triangulation matrix

11. Step 1: Area of Focus Statement * In the following samples of Area of Focus Statements, try to identify… The structure and key words The variables An Area of Focus Statement … • Defines the purpose of your study • Identifies the variables that you will study

12. Samples: Area of Focus Statements The purpose of this study is to describe the effects of an integrated problem-solving mathematics curriculum on student transfer of problem-solving skills and the retention of basic math facts and functions. What do these have in common? 2. The purpose of this study is to describe the impact of bringing audience members into an interactive relationship with teen theater productions on participants’ abilities to identify issues and incorporate solutions to similar problems in their own lives. 3. The purpose of this study is to describe the effects of student-led conferences on parent and student satisfaction with the conferencing process.

13. Area of Focus Statement “The purpose of this study is to…” Key words … describe the effects of… on… … describe the impact of… on…

14. A Variable… Is a characteristic of your study that is subject to change. Step 2: Define the Variables In the following samples of Area of Focus Statements, try to… Identify the variables Notice how specifically they are written

15. What are the variables? The purpose of this study is to describe the effects of an integrated problem-solving mathematics curriculum on student transfer of problem-solving skills and the retention of basic math facts and functions. Samples: Area of Focus Statements/Variables 2. The purpose of this study is to describe the impact of bringing audience members into an interactive relationship with teen theater productions on participants’ abilities to identify issues and incorporate solutions to similar problems in their own lives. 3. The purpose of this study is to describe the effects of student-led conferences on parent and student satisfaction with the conferencing process.

16. Define the Variables Write definitions of what you will really focus on in the study. • Make definitions clear and specific to your study. Think…. • What does the variable LOOK like? • How will I know it when I see it?

17. TITLE:__________________________ AUTHOR: __________________ • Educational Problem: It is not known if the software program students use in the lab is actually effective in improving the pronunciation skills of basic level ESL students. • Research Question: Arethe CALL program Tell Me More effective in improving the pronunciation skills of Basic ESL students? • Area-of-focus statement: The purpose of this study is…to find out the effectiveness of the program Tell Me More in improving the pronunciation skills of basic level ESL students. • 2. The problem is… …turned into a question and …turned into an Area of Focus statement. Variables are determined and defined according to the study.

18. Step 3: Develop Research Questions * In the following sample of a Research Plan try to identify… How variable definitions are turned into specific research questions How the research questions will guide the research and gather the answers needed. Research Questions are… • Specific questions that guide and focus your research.

19. Variables turn into research questions… • 3. Research Questions: • How does the CALL program Tell Me More help improve the pronunciation skills of basic level ESL students? • How do the students feel about the improvement (or not) of their pronunciation? • Does the students’ pronunciation improve after using the CALL software Tell Me More? • 4. Intervention or innovation: I will… observe and keep a record of the students’ performance to see if their pronunciation improves after using the software. I will survey and hold informal talks with the students to find out how they feel about using the software and if they feel that their pronunciation improves after using it. This information will help the institute and lab choose appropriate pronunciation software and shed light onto how to make the best use of the software. …which then determine the intervention or innovation that will occur.

20. Develop Research Questions What are your specific questions? What are you really going to focus on? • Help focus the data collection plan • Help validate that you have a workable way to proceed with your investigation

21. Step 4: Intervention/Innovation “I will…” … implement… … include… … incorporate… An Intervention/Innovation is… • What you will do*, change, or introduce in your study to improve the educational problem mentioned. * Note: It is also possible to do a descriptive research project whose intervention is in the action plan for the future.

22. Step 5: Membership The members of your study are… • Anyone who plays a part in your research. • Yourself • Students • Administrator • Parents

23. Describe the Membership of the Action Research Group Who will you be working with? Why are they important? What will be each person’s roles/responsibilities?

24. 5. Membership • 6. Negotiations • I will need to ask the permission of the CCA to do observations in the Computer lab. • I will need to ask the students to take surveys about their practice with the software in the lab. Clarifying the members of the study… …leads to determining negotiations that must be made in order to get the information you need.

25. Step 6: Negotiations Negotiations are... • Conversations and/or permission that needs take place before you can gather your data… • Permission to gather information, hold interviews, do observations, audiotape, videotape, use workspace, etc. • Confirmation of cooperation from others in any aspect of the study

26. Describe Negotiations that Need to be Taken What negotiations do you have to undertake with others to implement your action research plan? How will you get access to the site? Do you need permission? From whom? How will you get it?

27. Step 7: Timeline A timeline... • Guides and organizes your research • Keeps you on track

28. Develop a Timeline Who will be doing what and when?* *Hint: Work backwards in time! Phase 1 (July-Nov): Identity area focus, review literature develop research questions, reconnaissance. Phase 2 (date-date)… Phase 3 (date-date)… (July-Nov) (date) (date) Phase 1 Phase 2 Phase 3

29. Step 8: Resources Resources are... • Materials you will need in order to perform your research study. • All researchers need a journal and pencil! • Technology- video camera, tape recorder, computer, etc. (Don’t forget batteries!) • Graphic organizers, class documents, etc.

30. Step 9: Data Collection Ideas • Data that… • Answers your research questions • Provides evidence for your reflections on what you are researching • Can be supported by other sources of data (triangulation of data)

31. Develop Data Collection Ideas What kind of data will provide you the evidence you need? From what source will you get it? Naturally occurring data: test scores, attendance records, writing samples, portfolios, anecdotal records,... Other types of data: interviews, surveys, questionnaires, videotapes, audiotapes, maps, photos, observations,…

32. 7. Timeline • 8. Statement of Resources: • Notebook/pencil for fieldnotes & journal • Survey • Questions for informal conversations • 9. Data Collection Ideas: All this work requires… …a timeline for completion… (Hint: count backwards) …a list of what you’ll need… …and ideas on how to best get the information you need to answer your research questions.

33. 3. Research Questions: • How does the CALL program Tell Me More help improve the pronunciation skills of basic level ESL students? • How do the students feel about the improvement (or not) of their pronunciation? • Does the students’ pronunciation improve after using the CALL software Tell Me More? Research questions should be directly related to… • 9. Data Collection Ideas: …the data collection ideas …and the data sources from which data are gathered

34. Step 10: Develop Triangulation Matrix * In the following samples of a Triangulation Matrix, try to identify… The variables which became research questions The data sources that will answer those questions A Triangulation Matrix… • Shows various data sources that will be used to answer each research question. • Assures that your findings will be supported by multiple sources

35. Sample 1: Triangulation Matrix Methods of Data Collection 

36. Sample 2: Triangulation Matrix Methods of Data Collection

37. PUT THEINTO ACTION PLAN ACTION !

38. Don’t stop there… Write an Action Research Paper! Why? • The process of writing requires the writer to clarify meaning. • The act of putting information on paper for your peers and teachers necessitates honesty, accuracy, clarity, and thought. • Research, once written, can be shared with a wider audience.