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Mills Chapter 09
 

Mills Chapter 09

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    Mills Chapter 09 Mills Chapter 09 Presentation Transcript

    • 9-1 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
    • 9-2 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Chapter 9 Evaluating Action Research
    • 9-3 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Evaluation Criteria  Area of focus  should involve teaching and learning  Research questions  answerable given researcher’s expertise, time, resources  Locus of control  researcher can take action
    • 9-4 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Evaluation Criteria  Data collection  selection, application of appropriate techniques  Ethics  challenges appropriately addressed, resolved  Reflective stance  statement of impact on researcher’s views, practices
    • 9-5 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. Evaluation Criteria  Action  discussion of recommendation or action taken  Action-data connection  clear statement that research directed action
    • 9-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. This is Just the Beginning!  Armed with knowledge, skills, values, and attitudes about action research, the work now begins as you routinize the practice and continue to monitor the effects of your innovations on students’ learning, openly accepting the credo for professional practice and living the life of a lifelong learner.
    • 9-6 Mills Action Research: A Guide for the Teacher Researcher, 5e © 2014 Pearson Education, Inc. All rights reserved. This is Just the Beginning!  Armed with knowledge, skills, values, and attitudes about action research, the work now begins as you routinize the practice and continue to monitor the effects of your innovations on students’ learning, openly accepting the credo for professional practice and living the life of a lifelong learner.