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Action Research in Education Brown Bag Luncheon 2/12/08 <ul><li>Edwin D. Bell </li></ul><ul><li>Department of Education </...
What is it? <ul><li>Action Research </li></ul><ul><li>A group of research methodologies that </li></ul><ul><li>pursue chan...
What is It? (continued) <ul><li>Action research is a particular type of descriptive research that can be carried out by ed...
Why Do We Use It? <ul><li>What is the relationship of Action Research to the Education? </li></ul><ul><li>It is grounded i...
How Does the Process Work? <ul><li>Look at the situation: </li></ul><ul><ul><li>Gather relevant data </li></ul></ul><ul><u...
Process (continued) <ul><li>Think about the situation: </li></ul><ul><li>- Explore and analyze </li></ul><ul><li>- What is...
Process (continued) <ul><li>Act: </li></ul><ul><li>- Plan, i.e., develop a  logic  </li></ul><ul><li>Model  </li></ul><ul>...
What Tools Do We Use? <ul><li>True and  Quasi-Experimental Research designs  (Gribbons & Herman, 1997) </li></ul><ul><li>T...
What tools Do we Use? (continued) <ul><li>Grounded Theory: A thumbnail sketch </li></ul><ul><li>Always try to use field no...
What Do We Do Next <ul><li>Look at the situation through a conceptual framework that you develop. </li></ul><ul><li>I enco...
Questions
References <ul><li>Boyer, E. (1990)  Scholarship Reconsidered:  Priorities of the Professoriate.  Retrieved on  2/8/08 fro...
References (continued) <ul><li>Slavin, R. E. (2006). Educational Psychology: Theory  and Practice, 8 th  Edition, Boson, M...
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Action Research in Education

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Dr. Edwin D. Bell, Department of Education, WSSU
February 12, 2008

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  • Transcript of "Action Research in Education"

    1. 1. Action Research in Education Brown Bag Luncheon 2/12/08 <ul><li>Edwin D. Bell </li></ul><ul><li>Department of Education </li></ul><ul><li>Winston-Salem State University </li></ul>
    2. 2. What is it? <ul><li>Action Research </li></ul><ul><li>A group of research methodologies that </li></ul><ul><li>pursue change and understanding. It is a cyclical process that alternates between action and critical reflection. </li></ul>
    3. 3. What is It? (continued) <ul><li>Action research is a particular type of descriptive research that can be carried out by educators. (Slavin, 2006) </li></ul>
    4. 4. Why Do We Use It? <ul><li>What is the relationship of Action Research to the Education? </li></ul><ul><li>It is grounded in constructivism </li></ul><ul><li>It supports the Scholarship of Teaching from Boyer’s Scholarship reconsidered (Boyer, 1990) </li></ul>
    5. 5. How Does the Process Work? <ul><li>Look at the situation: </li></ul><ul><ul><li>Gather relevant data </li></ul></ul><ul><ul><li>Define and describe </li></ul></ul><ul><ul><li>Build a picture to describe the situation, e.g., force field analysis </li></ul></ul><ul><ul><li>(Stringer, 1999) </li></ul></ul><ul><ul><li>(This concept emerged from the work of Kurt Lewin ) </li></ul></ul>
    6. 6. Process (continued) <ul><li>Think about the situation: </li></ul><ul><li>- Explore and analyze </li></ul><ul><li>- What is happening here </li></ul><ul><li>- Interpret and explain </li></ul><ul><li>- How and why are things the way they are (Stringer, 1999) </li></ul>
    7. 7. Process (continued) <ul><li>Act: </li></ul><ul><li>- Plan, i.e., develop a logic </li></ul><ul><li>Model </li></ul><ul><li>- Implement </li></ul><ul><li>- Evaluate (Stringer, 1999) </li></ul>
    8. 8. What Tools Do We Use? <ul><li>True and Quasi-Experimental Research designs (Gribbons & Herman, 1997) </li></ul><ul><li>Triangulation </li></ul><ul><li>Quantitative Methodology </li></ul><ul><li>Qualitative Methodology </li></ul>
    9. 9. What tools Do we Use? (continued) <ul><li>Grounded Theory: A thumbnail sketch </li></ul><ul><li>Always try to use field notes as part of your triangulation. </li></ul>
    10. 10. What Do We Do Next <ul><li>Look at the situation through a conceptual framework that you develop. </li></ul><ul><li>I encourage people to use Karl Weick’s loosely-coupled systems perspective (Weick, 1976) </li></ul><ul><li>I encourage them to collect and use analytical, empirical, and intuitive data in the decisions that they make about teaching and learning. </li></ul><ul><li>I encourage them to submit their written analysis to peer review, i.e., publish. </li></ul>
    11. 11. Questions
    12. 12. References <ul><li>Boyer, E. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Retrieved on 2/8/08 from http://www.sfsu.edu/~acaffrs/faculty_manual/d ocs/other/Scholarship_Reconsidered.doc </li></ul><ul><li>Dick, B. (2005). Grounded theory: A thumbnail sketch. Resource Papers in Action Research, Retrieved from http://www.scu.edu.au/schools/gcm/ar/arp/grou nded.html </li></ul><ul><li>Gribbons, Barry & Herman, Joan (1997). True and quasi-experimental designs. Practical Assessment, Research & Evaluation , 5(14). Retrieved May 31, 2006 from http://pareonline.net/getvn.asp?v=5&n=14 </li></ul>
    13. 13. References (continued) <ul><li>Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8 th Edition, Boson, MA: Allyn and Bacon </li></ul><ul><li>Stringer, E. T. (1999). Action Research, 2 nd Edition, Thousand Oaks, CA: Sage Publications. </li></ul><ul><li>Weick, K. (1976) Educational organizations as loosely coupled systems, Administrative Science Quarterly, 21. Retrieved on 2/8/08 from http://faculty.babson.edu/krollag/org_si te/org_theory/Scott_articles/weick_lcs.html </li></ul>
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