Collaborative Action Research


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Research Action Plan

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Collaborative Action Research

  1. 1. Collaborative Action Research a scientific method for practitioners Dr. Leslie Patterson University of North Texas June, 2008
  2. 2. <ul><li>  </li></ul><ul><li>Think of your question as a grow light.  When shined upon your students you should see them flourish.  Here is where the potential effect of teacher research on student learning is made most visible. </li></ul><ul><li>       </li></ul><ul><ul><ul><li>JoAnn Portalupi Curtis                                    &quot;Balance the Basics:  Teaching and Learning&quot;                      Teacher Research, Vol. I, No. 1, p. 62 </li></ul></ul></ul>
  3. 3. Think about . . . <ul><li>A student who was particularly challenging for you; a student from whom you learned something important. </li></ul><ul><li>Think about a specific incident with that student, an incident which was critical in your relationship with the student. </li></ul><ul><li>Visualize one incident. </li></ul><ul><li>Write. . . Interpret. . . Question. . . </li></ul><ul><li>Share. </li></ul>
  4. 4. Think some more. . . <ul><li>In one sentence, summarize what happened with that student. </li></ul><ul><li>So what might it mean that it happened in just that way? </li></ul><ul><li>Now what would you do differently because of what you learned from that student? </li></ul>
  5. 5. . . .in real language situations the roles of researcher and teacher potentially converge. We thus conclude that the traditional gap between researcher and teacher is . . . dysfunctional and fails to serve the profession. Harste, Woodward, and Burke Language Stories and Literacy Lessons , p. 85
  6. 7. Good Teaching IS Inquiry <ul><li>Action </li></ul><ul><li>Reflection </li></ul><ul><li>Inquiry </li></ul><ul><li>Action </li></ul><ul><li>Reflection </li></ul><ul><li>Inquiry . . . . . . . . </li></ul>
  7. 8. Questions to Drive Inquiry What is happening? or What do you know? So what does it mean? Now what shall I do about it?
  8. 9. What is happening? <ul><li>What are my students doing? Saying? </li></ul><ul><li>What am I doing? Saying? </li></ul><ul><li>How do I feel about it? </li></ul><ul><li>What does the published research say? </li></ul><ul><li>What are the curricular expectations? </li></ul><ul><li>How am I working with parents? </li></ul><ul><li>How am I working with colleagues? </li></ul>
  9. 10. So what does it mean? <ul><li>To my students? </li></ul><ul><li>To people outside the classroom? </li></ul><ul><li>For my theory base? </li></ul><ul><li>In relation to cultural expectations and practices? </li></ul><ul><li>In relation to schoolwide decisions? </li></ul><ul><li>In relation to social and political realities? </li></ul>
  10. 11. Now what shall I do? <ul><li>How will I change my instruction? </li></ul><ul><li>How will I change the way I work with people outside the classroom? </li></ul><ul><li>What are my new questions? </li></ul><ul><li>How will I gather data to answer my questions? </li></ul>
  11. 12. What makes it RESEARCH? <ul><li>Critical reflection </li></ul><ul><li>Reading & using published research </li></ul><ul><li>Systematic data collection </li></ul><ul><li>Documentation your process </li></ul><ul><li>And (some people say) </li></ul><ul><li>Sharing your findings </li></ul>
  12. 13. Action Research <ul><li>Systematic </li></ul><ul><li>Deliberate </li></ul><ul><li>Fully Documented </li></ul><ul><li>Repeatable or Replicable </li></ul><ul><li>Often made public </li></ul>
  13. 14. Traditional Approach to Research <ul><li>Identify problem </li></ul><ul><li>Ask question/State hypothesis </li></ul><ul><li>Select data sources </li></ul><ul><li>Develop a plan for gathering data </li></ul><ul><li>Gather data </li></ul><ul><li>Analyze data to address problem </li></ul><ul><li>Report findings and conclusions </li></ul>
  14. 15. An Alternative: Collaborative Action Research <ul><li>Observe Closely; Read the Published Research to Frame the Issue & Make an Action Plan </li></ul><ul><li>Implement and Document </li></ul><ul><li>Make Sense and Move Forward </li></ul><ul><li>Use What You Are Learning AND </li></ul><ul><li>Write It Down & Offer It Up </li></ul>
  15. 16. Observe Closely, Read the Research, & Frame the Problem Implement your instruction Document what happens, gather data, & reflect Write it down & offer it up. . . Make sense & move forward. . . Use what you’ve learned as you continue teaching… and
  16. 17. Questions to Drive Inquiry What is happening? or What do you know? So what does it mean? Now what shall I do about it?
  17. 18. Review: Essential Elements of Collaborative Action Research <ul><li>Clear focus on significant issue or question </li></ul><ul><li>Integration of Action, Inquiry, & Reflection </li></ul><ul><li>Integration of Theory & Practice </li></ul><ul><li>Clear and rich descriptions of multiple data sources </li></ul><ul><li>Clear explanations of researcher’s role </li></ul><ul><li>Explanations of data collection and analysis </li></ul><ul><li>Enough evidence to be credible and compelling </li></ul><ul><li>Final reports vary in format </li></ul>
  18. 19. Teacher Researchers Use the Published Research Literature <ul><li>to generate research questions </li></ul><ul><li>to suggest data gathering </li></ul><ul><li>methodologies and research designs </li></ul><ul><li>to suggest categories for data analysis </li></ul><ul><li>to compare with the conclusions suggested by your own data </li></ul><ul><li>to explain your findings </li></ul>
  19. 20. Possible Research Questions <ul><li>• How does _________ happen? </li></ul><ul><li>• Why does _________ happen that way? </li></ul><ul><li>How do participants perceive what’s happening? </li></ul><ul><li>• What would happen if _____________? </li></ul><ul><li>• How would _______ affect _______? </li></ul><ul><li>(We aren’t trying to PROVE anything!) </li></ul>
  20. 21. What data sources are helpful? <ul><li>• Teacher’s observations </li></ul><ul><li>• Anecdotal records </li></ul><ul><li>• Field notes </li></ul><ul><li>• Teacher’s journal or log </li></ul><ul><li>• Audio & video tapes of students </li></ul><ul><li>• Interviews/conferences </li></ul>
  21. 22. Other data sources? <ul><li>• Student work products </li></ul><ul><ul><ul><li>Writing folders </li></ul></ul></ul><ul><ul><ul><li>Portfolios </li></ul></ul></ul><ul><ul><ul><li>Journals </li></ul></ul></ul><ul><ul><ul><li>Other? </li></ul></ul></ul>
  22. 23. Other data sources? <ul><li>Products of Testing or Experimental Situations </li></ul><ul><ul><li>Test scores </li></ul></ul><ul><ul><li>Questionnaires </li></ul></ul><ul><ul><li>Surveys </li></ul></ul><ul><ul><li>Writing samples in response to prompts </li></ul></ul><ul><ul><li>Performance tasks </li></ul></ul>
  23. 24. As teachers we avoid abstract theoretical statements when we talk with one another about our professional work because such statements seem disconnected from what actually occurs in our classrooms. Anecdotal accounts, filled with meaning and significance, seem to serve us better as we research the interactions that constitute teaching and learning in our classrooms. (p. 184)     Patricia Lambert Stock &quot;The Function of Anecdote in Teacher Research“ English Education , Vol. 25, No. 3, pp. 173-187
  24. 25. Valid? Reliable? OR Credible ? <ul><li>Clear explanations of researcher's decisions </li></ul><ul><li>Detailed descriptions </li></ul><ul><li>Multiple data sources </li></ul><ul><li>Peer debriefing </li></ul><ul><li>Member checks </li></ul><ul><li>Ethical treatment of participants </li></ul>
  25. 26. Analyzing the Data <ul><li>Look for patterns and connections </li></ul><ul><li>Comparisons </li></ul><ul><ul><ul><li>Before and after </li></ul></ul></ul><ul><ul><ul><li>Girls and Boys </li></ul></ul></ul><ul><ul><ul><li>Younger and older </li></ul></ul></ul><ul><ul><ul><li>Low and high achievers </li></ul></ul></ul><ul><li>Recurring patterns or themes among similar groups over time </li></ul>
  26. 27. What are you actually doing when you analyze data? <ul><li>• Comparing </li></ul><ul><li>• Contrasting </li></ul><ul><li>• Aggregating </li></ul><ul><li>• Ordering </li></ul><ul><li>• Establishing links and relationships </li></ul><ul><li>• Speculating </li></ul>
  27. 28. Common Forms of Research Reports <ul><li>Traditional research report </li></ul><ul><ul><ul><li>Statement of problem </li></ul></ul></ul><ul><ul><ul><li>Review of the research literature </li></ul></ul></ul><ul><ul><ul><li>Description of the methodology </li></ul></ul></ul><ul><ul><ul><li>Findings and Conclusions </li></ul></ul></ul><ul><ul><ul><li>Implications for further research and/or practice </li></ul></ul></ul><ul><li>  Documented essay </li></ul><ul><li>  Narrative </li></ul><ul><li>Multi-Genre Paper </li></ul>
  28. 29. Research is not only a product and a process, but an attitude. The attitude of research, highlighted by the shift in the profession to ethnography, is &quot;I can find out.&quot;   This attitude is as important for teachers as it is for researchers.   The attitude of ethnography suggests that good teachers act like good researchers and good researchers act like good teachers.&quot;   Harste, Woodward, and Burke Language Stories and Literacy Lessons , p. 87 Begin again Esc to End
  29. 30. Literature Response Journals <ul><li>Teacher Researcher Jeanne Marie Tamez </li></ul><ul><li> </li></ul>
  30. 31. Resources <ul><li> </li></ul>