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    Mills Chapter 03 Mills Chapter 03 Presentation Transcript

    • 3-1 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
    • 3-2 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Chapter 3 Deciding on an Area of Focus
    • 3-3 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Overview  Clarify your area of focus.  Do reconnaissance.  Review related literature.  Write an action plan to guide your work.
    • 3-4 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Clarifying an Area of Focus  General idea: statement that links idea to action and refers to a situation to change or improve  Area of focus: explicit question or problem to investigate  involves teaching and learning  focuses on your own practice  within your locus of control  something you feel passionate about  something you want to change or improve
    • 3-5 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Reconnaissance  Preliminary information gathering  Taking time to reflect on your own beliefs  Taking time to understand the nature and context of your general idea  3 forms  self-reflection  description  explanation
    • 3-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Self-reflection  Reflect on  theories that affect your practice  educational values you hold historical contexts  how your work in schools fits into the larger context of schooling and society historical contexts
    • 3-7 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Descriptive Activities  What evidence do you have that this is a problem?  Which students are affected?  How is the content currently taught?
    • 3-8 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Explanatory Activities  Develop a hypothesis  focus on the why  try to account for critical factors that have an impact on the general idea
    • 3-9 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Review of Related Literature  Systematically identifying, locating, analyzing documents related to the topic/area of focus  major themes  promising practices
    • 3-10 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Online Resources  Educational Resources Information Center (ERIC)  Education Full Text  PsycINFO  Dissertation Abstracts
    • 3-11 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Internet and WWW Resources  Google: Scholar, Books, UncleSam  CSTEEP: The Center for the Study of Testing, Evaluation, and Educational Policy  National Center for Education Statistics  Developing Educational Standards  U.S. Department of Education  Education Resources Directory (EROD)
    • 3-12 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Professional Organizations  Association for Supervision and Curriculum Development (ASCD)  National Council of Teachers of Mathematics (NCTM)  National Council for the Social Studies (NCSS)  National Education Association (NEA)  National Science Teachers Association (NSTA)  International Reading Association (IRA)
    • 3-13 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. University Library  Perhaps a statement of the obvious!  Meet the librarian. Don’t be afraid to ask for help.
    • 3-14 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Evaluating Sources  Key questions  Relevance: What was the problem statement of the study?  Author: Who performed the study?  Source: Where was it published?  Method: How was it conducted?  Date: When was it conducted?  Context: What sources are referenced?
    • 3-15 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Annotating  Reviewing, summarizing, classifying references  read abstract/summary to determine relevance  skim article, making mental notes of main points  write complete bibliographic reference  classify and code according to system
    • 3-16 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Annotating  Reviewing, summarizing, classifying references  summarize essential points  indicate responses that come to mind  identify direct quotations and personal reactions  create a literature matrix
    • 3-17 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Literature Matrix  Visual overview of similarities and differences
    • 3-18 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Analyzing, Organizing, & Reporting  Make an outline  Analyze each reference in terms of the outline  Analyze the references for similarities and differences  Give a meaningful overview of past research  Discuss references least related to your problem first and those most related last  Conclude with a brief summary of literature and its implications
    • 3-19 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. The Action Research Plan  Write an area of focus statement  Define the variables  Develop research questions  Describe the intervention or innovation  Describe group membership
    • 3-20 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. The Action Research Plan  Describe negotiations  Develop a timeline  Develop a statement of resources  Develop data collection ideas.
    • 3-21 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Area of Focus Statement  Identifies the purpose of the study
    • 3-22 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Define the Variables  Variable: characteristic of your study that is subject to change  represent what the factors, contexts, and variables mean to you
    • 3-23 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Develop Research Questions  Validate that you have a workable way to proceed with your investigation  breathe life into the area of focus statement  help focus the data collection plan
    • 3-24 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Describe Intervention/Innovation  What are you going to do to improve the situation you have described?
    • 3-25 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Describe Group Membership  Identify who will be involved in action research group  Describe the importance of the members for the success of the investigation
    • 3-26 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Describe Negotiations  Head off any potential obstacles to implementation of the action plan  permission from an administrator? parents? students? Other teachers?
    • 3-27 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Develop Timeline  Decide who will be doing what, when  Anticipate where, how inquiry will take place
    • 3-28 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Develop Statement of Resources  List materials & resources that you need
    • 3-29 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Develop Data Collection Ideas  Preliminary statement identifying kinds of data that may provide evidence
    • 3-30 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Put the Plan into Action  Develop & implement data collection ideas