Action research

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Contact Barranquilla project

Contact Barranquilla project

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  • 1. ACTION RESEARCH Carolina Rodriguez Buitrago
  • 2. Objectives
    • Reach consensus on the concept of action research.
    • Discuss the stages of action research
    • Discuss the relevance of action research in this project and your professional life.
  • 3. Action research
    • Discuss these questions and take notes on the conclusions:
    • What do you think action research is?
    • Do you think it is relevant to your professional life? Why? How?
    • Is it important for the project you are about to embark in?
  • 4. What’s Action Research?
    • Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems.
  • 5. TYPES OF ACTION RESEARCH
    • COLLABORATIVE ACTION RESEARCH
    • CRITICAL ACTION RESEARCH
    • CLASSROOM ACTION RESEARCH
    • PARTICIPATIVE ACTION RESEARCH
  • 6. TYPES OF ACTION RESEARCH
    • According to the differences between the kinds of action research presented, which one do you think is more appropriate for our situation and context? Why?
  • 7. Food for thought!
    • Collaborative action research is a powerful form of staff development because it is practice to theory rather than theory to practice. Teachers are encouraged to reach their own solutions and conclusions and this is fat more attractive and has more impact than being presented with ideals which can not be attained.
            • ( Linda Ross, New South Wales)
            • Please, discuss your views on the quote.
  • 8. Benefits of action research
    • What do you think the benefits of Action Research are ?
  • 9. ACTION RESEARCH…
    • Professionalizes the work of educators because it puts them in charge of improving their practice and their professional development.
    • Encourages educators to work collaboratively.
    • Gives educators a voice in the field, allowing them to disseminate their findings so others can learn from their experiences.
    • Encourages educators to rethink the ways they evaluate their work and the work of students.
  • 10. ACTION RESEARCH…
    • Provides educators with rich sources of data that can be used to improve classrooms and can ultimately lead to school improvement.
    • Revitalizes educators’ professional lives because it makes work exciting, fun, interesing and rewarding.
    • Allows educators to develop the ability to articulate the choices they make and the methods they use, even if those methods are challenged.
    • Helps educators get to know students, both academically and personally.
    • (Hendricks, 2006:12)
  • 11. ACTION RESEARCH PROCESS Hendricks, C. (2006) Improving Schools Through Action Research. A comprehensive guide for educators. Pearson Longman. US. p. 9
  • 12. ACTION RESEARCH PROCESS
    • Choose a part of the project you think follow up is necessary to be researched.
    • Think of a question you could ask in order to address this issue.
    • Think of an action you could take to help them solve that problem.
    • Think of a way (or many) in which you could collect information to see if the action you planned to take would work.
    • What comes next?
  • 13. ACTION RESEARCH ACTIONS
    • Decide on an area of focus
    • Collect information about that area
    • Analyze and Interpret the data you collect
    • Write up your action research report
  • 14. Where are you?
    • Have you done action research? How?
    • Have you ever written up an action research report? Why?
    • Where do you think you are in the process or action research? Think of the work you’ve done in your teaching.
    • DISCUSS THESE QUESTIONS!
  • 15. Where are you going?
    • How far do you think you can go with action research?
    • What would you like to take out of doing action research for your personal and professional development?
  • 16. References
    • Hendricks, C. (2006) Improving Schools Through Action Research. A comprehensive guide for educators. Pearson Longman. US. p. 9
    • Mills, G. (2003) Action Research. A Guide for the teacher researcher. 2nd Ed. New Jersey. US. p. ix
  • 17. For further reading…
    • New Directions in Action Research Ortrun Zuber-Skerritt (Ed.)
    • Action Research: A Guide for the Teacher Researcher Georffrey E. Mills
    • The Mindful School: How to Assess Thoughtful Outcomes Kay Burke
    • Living the Questions: A Guide for Teacher Researchers Ruth Shagoury Hubbard & Brenda Miller Power
  • 18. I hope this was helpful!
    • GOOD LUCK WITH YOUR PROCESS!