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Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
Mills Chapter 07
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Mills Chapter 07

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  • 1. 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
  • 2. 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
  • 3. 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
  • 4. 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?”
  • 5. 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
  • 6. 7-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Steps-to-Action Chart
  • 7. 7-7 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
  • 8. 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
  • 9. 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?
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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

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