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Action research

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  • 1.  “...is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her actions.” Richard Sagor(Guiding School Improvement with Action Research, May, 2000)
  • 2. Action research is the ongoing process, in which we critically evaluate our program, materials and ourselves, to be able to identify different problems and propose solutions in our classroom.  Usually it is a teacher who does this type of research. 
  • 3. The process of action research involves 4 steps, which we must repeat until what we have at the end, the students needs: 1. Plan 2. Act 3. Observe 4. Reflect
  • 4. Identify an area of interest.  Consider possible effects.  Look for collecting data methods 
  • 5. Collect existing data.  Collect regularly data.  Organize data.  Display data in tables. 
  • 6. Monitor data.  Count instances and events that occurred.  Arrange data. 
  • 7. Analyze and question data as a professional.  Decide what needs attention and what could be celebrated.  Determine priorities.  Select best options for action.  Implement some actions immediately. 
  • 8.  Article: Increase the math scores of the students with audio and visual aids.  Author: Joseph Williams  Arizona
  • 9. Article: Teacher action research and student voice: Making sense of learning in secondary school  Authors:  Ruth G Kane(University of Ottawa, Canada)  Chris Chimwayange(Freyberg High School, New Zealand) 
  • 10.  The Making Sense of Learning project began with the premise that for teachers to understand the ways in which their practice influences student learning, they need to invite and listen to students’ accounts of their learning experiences. Initiated by classroom teachers, supported by a university researcher, and informed by student voice, this teacher action research involved the empirical-reflective (self-) study by teachers of their practice as interpreted and critiqued by their students and themselves. This article explores how researchers challenge teachers to move beyond taken for granted conceptions of teaching, learning, and roles of students, to engage in learningcentered dialog with their students and through this, transform classroom practice. Supported by the researchers, teachers and students gain a sense of empowerment as they deepen their relationships and negotiate new roles as partners and coresearchers making sense of learning in their classrooms. Teachers and students come to situated understandings of the complexity of teaching and learning that reveal transformative and emancipatory outcomes.
  • 11. http://www.ascd.org/publications/books /100047/chapters/What-Is-ActionResearch%C2%A2.aspx  http://www.aral.com.au/DLitt/DLitt06ar.p df  http://gse.gmu.edu/research/tr/tr-action  http://arj.sagepub.com/content/11/4/33 7.abstract  https://archive.org/details/ActionResear ch 