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ACTION RESEARCH

ACTION RESEARCH. DEVELOPING REFLECTIVE EDUCATIONAL PRACTICES AMONG TEACHERS. Emma Clifford. Elisha Clark. Lee-anne Chambers. Sarah Cooper. Jeneya Carr. Lisa Caple. A C T I O N. CTIVLY. OLLECTING. HOROUGH. NQUIRY. NGOING. EW. R E S E A R C H. EFLECTIVE. VOLVING. DUCATION. LLOWING.

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ACTION RESEARCH

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  1. ACTION RESEARCH DEVELOPING REFLECTIVE EDUCATIONAL PRACTICES AMONG TEACHERS Emma Clifford Elisha Clark Lee-anne Chambers Sarah Cooper Jeneya Carr Lisa Caple

  2. A C T I O N CTIVLY OLLECTING HOROUGH NQUIRY NGOING EW R E S E A R C H EFLECTIVE VOLVING DUCATION LLOWING ESEARCHED HANGES OLUTIONS APPEN I

  3. Action research is also known by many other names including; • Participatory research • Collaborative inquiry • Emancipatory research. Action research is characterised by being: • Integrated • Reflective • Flexible • Active • Relevant • Cyclical (“A Guide to Action Research”, n.d) “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, as cited by Ferrance, E. 2000)

  4. ACTION RESEARCH CYCLE Action Research Spiral

  5. Action research is a cyclical process • The cycle is “based heavily on critical reflection” • It allows teachers to “use a wide range of methods for collecting data” • The cycle allows students to contribute and participate • (A Guide to Action Research, n.d) • PLANNING • “Identify the issues that need to be changed” • Using information from different sources in the planning process • Developing questions and research methods to be used • Analyse and identify major themes • Developing a plan related to the specific environment • (A Guide to Action Research, n.d) • ACTING • Trial the changes made in the planning process • Collect and compile the evidence • Question the process and making changes accordingly • (A Guide to Action Research, n.d) • OBSERVING • Analyse the evidence • Assemble the findings • Write the report • Share the findings with the students, colleagues and the wider school community if it appropriate • (A Guide to Action Research, n.d) • REFLECTING • Assess the effects of the process and determine if improvements were made • Implement the findings or a new strategy • Revisit the process • ( Guide to Action Research, n.d)

  6. PURPOSE OF ACTION RESEARCH

  7. “Action research is used for various purposes: • School based curriculum development • Professional development • Systems planning • School restructuring • Evaluative tool” • (Ferrance, E. 2000) • “Contributes to the theory & knowledge base to enhance practice • Supports the professional development of practitioners • Builds a collegial networking system • Helps practitioners identify problems & seek solutions systematically • Can be used at all levels & in all areas of education” (Internet Masters of Educational Technology, n.d.)

  8. EVOLUTION OF ACTION RESEARCH • Kurt Lewin a German social and experimental psychologist “first coined the term Action research” (O’Brian, R. 1998) • Lewin described action research as “work that do not separate the investigation from the action needed to solve the problem” (McFarland & Stansell, 1993. As cited by Ferrance, E. 2000) • A cyclical planning process of “acting, observing and reflecting on the changes in the social situations” (McFarland & Stansell, 1993. As cited by Ferrance, E. 2000) • Stephen Corey was one of the first people to apply the action research process at Teachers College at Columbia University • They believe that action research needs to be done on a community wide basis • Corey applied the scientific method of action research • He saw the importance of action research • “He saw the need for teachers and researchers to work together” (Ferrance, E. 2000) • Post war, action research became less popular among educators • In the 1970s action research came to the forefront of teacher based research and was again “seen to hold great value” • Carl Glickman and Emily Calhoun are credited with bringing action research into the 21st century

  9. TYPES OF ACTION RESEARCH

  10. Individual teacher research • Focuses on a single issue in the classroom • Teachers research the effectiveness of how the classroom is run • They research the validly of the materials they use in lessons • They research the effectiveness of their teaching practices • Mould their daily and weekly lesson plans around the abilities of each of the students (Qualitative Research, n.d.) Collaborative action research • Can include “as few as two teachers orgroupof several teachers and others interested in addressing a classroom or department issue” • Teachers can collaborate on specific issue relating to one classroom or to many classrooms with the same problem (Ferrance, E. 2000)  School-wide research • Allows teachers and school administration to focus on issues within the school • A group of teachers work in collaboration to focus on key issues (Ferrance, E. 2000) District-wide research • “…deals with issues that relate to organizational, community-based, performance-based, or processes for decision-making” (Ferrance, E. 2000) Technical/scientific/collaborative Mode • “The researcher serves as a collaborator and a facilitator” for the teacher • The teacher is the link that takes the information gathered by the researcher and applies the data to the classroom (Berg, 2004. As cited by Qualitative Research n.d.) A Practical/Mutual Collaborative/Deliberate Mode • Both the research and the teacher work together to recognize problems within the classroom • Identify the reason why the problems are occurring • Come up with a plan to help rectify those problems • Incorporate the plan into teaching methods (Berg, 2004. As cited by Qualitative Research, n.d.) Emancipating/Enhancing/Critical Science Mode • Has two well-defined objectives • “…find the connection between problems encountered by practitioners in specific settings and theories used to explain the problem” • “…assist the practitioners in the understanding of the problem” (Berg, 2004. As cited by Qualitative Research, n.d.)

  11. BENEFITS OF ACTION RESEARCH

  12. STUDENTS· What they learn is always being reviewed. · Teaching procedures and strategies are planned to benefit and advance their individual learning skills · Close monitoring is made by teachers TEACHERS· The process allows them reflect upon, study, and improve their own pedagogical practices. · Teachers become aware that the way information is constructed contributes to reform in the classroom.· Important to develop new knowledge and practices to implement in the classroom,· Teachers find it very beneficial to the way of what the curriculum means · Supports teamwork among teachers at many different levelsSCHOOLS · They are able to monitor students’ achievements, • Implement what they have learned through action research. · A community of well developed teachers who utilize their knowledge can be developed (Ferrance, E. 2000)

  13. WHAT TEACHERS DO TO BECOME RESEARCHERS • Why ? • What ? • Where ? • When ? • Who ? • How ?

  14. Why do action research? • Is the topic is relevant? • Where does a teacher draw the information? • When should teachers do action research? • Who should do action research? • How can this be done effectively? (Burch, C, n.d.)

  15. WAYS IN WHICH TO ENGAGE ACTION RESEARCH IN THE CLASSROOM Portfolios Audio tape Photos Memos Questionnaires Diaries Interviews Focus groups Checklists Journals Surveys Student records Samples of students work DIFFERENT METHODS OF DATA CONSIST OF;

  16. IN CONCLUSION WE HAVE FOUND EDUCATION ACTIVLY COLLECTING CHANGES ONGOING HERE THOROUGH INQUIRY SOLUTIOINS NEW REFLECTIVE RESEARCHED EVOLVING

  17. REFERENCES Digital Education Revolution N.S.W. A Guide to Action Research. (n.d.). Retrieved October 22, 2009, from https://www.det.nsw.edu.au/proflearn/der/docs/actres_ict.pdf Burch, C. (n.d.). Classroom Action Research Home Page. Madison Metropolitan School District. Retrieved October 29, 2009, from http://oldweb.madison.k12.wi.us Ferrance, E. (2000). Themes in Education. Action Research. Retrieved October 20, 2009, from www.alliance.brown.edu/pubs/themes_ed/act_research.pdf Smith, M. (2001, June 18). kurt lewin: groups, experiential learning and action research. Retrieved October 30, 2009, from http://www.infed.org/thinkers/et-lewin.htm Qualitative Research. (n.d.). Action Research. Retrieved November 2, 2009, from http://qual.homestead.com/actionresearch Internet Masters of Educational Technology. (n.d.). Classic Research Models. Retrieved November 4, 2009, from imet.csus.edu/classic/research/mod

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