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    Mills Chapter 07 Mills Chapter 07 Presentation Transcript

    • 7-1 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
    • 7-2 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Chapter 7 Action Planning for Educational Change
    • 7-3 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. “No action without research; no research without action.” —K. Lewin, cited in Adelman, 1993, p. 8
    • 7-4 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Developing Action Plans  Reflect: “Based on what I have learned from this investigation, what should I do now?”
    • 7-5 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Steps to Action  Summarizing findings  Recommending action  Determining responsibilities  Sharing findings with colleagues  Ongoing monitoring (data collection)  Creating timeline  Developing resources
    • 7-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Steps-to-Action Chart
    • 7-7 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Levels of Action Planning  Individual  curriculum development, implementation  instructional & assessment strategies  classroom management strategies/plans  community involvement  Team  teachers, administrators, parents  Schoolwide
    • 7-8 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Action Should Be Ongoing  Taking action is a regular part of teaching  based on formative feedback  often intuitive and informal
    • 7-9 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Reflection  What were the intended and unintended effects of your actions?  What educational issues arise from what you have learned about your practice?
    • 7-10 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Challenges Facing Teacher Researchers  Lack of resources  Resistance to change  Reluctance to interfere with others’ professional practices  Reluctance to admit difficult truths  Finding a forum to share what you learned  Making time for action research
    • 7-11 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Facilitating Educational Change  Restructure power and authority relationships  Use top-down and bottom-up strategies  Seek and gain support  Consider every person to be an agent of change
    • 7-12 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Facilitating Educational Change  Remember change is not neat, linear, or rational  Attend to school culture  Remember that outcomes must benefit students  Consider hope as a critical resource
    • 7-13 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. What Do Teachers Gain?  New commitments to action  New relationships with colleagues  Freedom from accepting with blind faith something that may have been forced on you  The belief and knowledge that those who are the real beneficiaries are the students in your care