Mills Chapter 01
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    Mills Chapter 01 Mills Chapter 01 Presentation Transcript

    • Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Action Research Geoffrey E. Mills Fifth Edition © 2014, 2011, 2007, 2003, 2000 Pearson Education, Inc. All rights reserved. A Guide for the Teacher Researcher
    • Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Chapter 1 Understanding Action Research
    • 1-3 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Traditional Educational Research  Studies that explain, predict, and/or control educational phenomena  manipulate and control variables  test a hypothesis  Researchers separate from classroom setting
    • 1-4 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Quantitative Research  Collection and analysis of numerical data to describe, explain, predict, or control  Tests hypotheses in controlled ways
    • 1-5 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Qualitative Research  Uses narrative, descriptive approaches to data collection  Goal is to understand the way things are and what it means from the perspectives of the research participants
    • 1-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Mixed-Methods Design  Studies that combine quantitative and qualitative data collection techniques in a single study
    • 1-7 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Action Research  Any systematic inquiry conducted by teacher researchers, principals, school counselors, or other stakeholders …  in the teaching/learning environment …  to gather information about how their particular schools operate, how they teach, and how well their students learn.  Research done by teachers for themselves
    • 1-8 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Brief History  Lewin (1934) coined “action research”  America: Dewey & progressive education movement  United Kingdom: Curriculum reform  Australia: Collaborative curriculum planning
    • 1-9 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Critical Action Research  “Emancipatory action research”  goal is liberation through knowledge gathering  Draws heavily from postmodernism  truth is relative, conditional, situational  knowledge is outgrowth of experience
    • 1-10 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Socially Responsive Action Research  Democratic  enabling participation of people  Participatory  building community of learners  Empowering  providing freedom from oppressive, debilitating conditions  Life-enhancing  enabling expression of full human potential
    • 1-11 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Practical Action Research  Emphasis on “how to” teach  Assumptions  teachers are autonomous  teacher researchers are committed to professional development and school improvement  teacher researchers want to reflect systematically on their practices  teacher researchers will design their own research focus and methods
    • 1-12 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Goals of Action Research  To improve the lives of children  To learn about the craft of teaching
    • 1-13 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Credo for Reflective Practice  Everyone needs opportunities for professional growth.  All professionals want to improve.  All professionals can learn.  All professionals assume responsibility for professional growth and development.  People need and want information about their performance.  Collaboration enriches professional development.
    • 1-14 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Justifying Action Research  Action research is persuasive and authoritative.  Action research is relevant.  Teachers have access to research findings.  Action research challenges the intractability of educational reform.  Action research is not a fad.
    • 1-15 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Incorporating Action Research into Daily Teaching  Try it!  Be convinced that the time and energy is worth it.  Know that the process can be undertaken without negative impact on your personal and professional life.  Ask for support from your professional colleagues.
    • 1-16 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. The Process of Action Research
    • 1-17 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Mills’ Dialectic Action Research Spiral