Action research
Upcoming SlideShare
Loading in...5
×
 

Action research

on

  • 1,730 views

 

Statistics

Views

Total Views
1,730
Views on SlideShare
1,728
Embed Views
2

Actions

Likes
1
Downloads
42
Comments
0

1 Embed 2

http://teachactionresearch.blogspot.ca 2

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Action research Action research Presentation Transcript

  • ACTION RESEARCHTrudy Thorson & Kendra BeliveauED 800November 19th, 2012
  • ACTION RESEARCH “Action research is characterized as research that is done by teachers for themselves” (Mertler, 2009). Teachers examine their own classrooms, instructional strategies, assessment procedures, and interactions with student learners in order to improve their quality and effectiveness.
  • WHAT ACTION RESEARCH IS AND IS NOTWhat it is… What it is not…• A process that improves • Problem-solving education through change• Collaborative • Doing research on or about people• Cyclical • Linear• Practical and relevant • Conclusive• Within context of teacher’s • Generalizing to larger environment populations• How we can do things better • Why we do certain things• Explores, discovers and seeks • The implementation of to find creative solutions predetermined answers• A way to improve instructional • A fad practice by observing, revising, and reflecting
  • VIDEO: ACTION RESEARCH MADE SIMPLE Action Research Made Simplehttp://www.youtube.com/watch?v=Qg83f72_6GwKey Characteristics Addresses Real Life Problems Constructs Knowledge Promotes Change Collaborative / Participatory
  • A BRIEF HISTORY OF ACTION RESEARCHFERRANCE (2000) Kurt Lewin, a social psychologist and educator, first formulated the idea of performing research in a “natural” setting in the 1940s. No distinction between the research study and the problem to be solved. Proposed that research should be cyclical rather than linear. Stephen Corey was among the first to use action research in education and he stated the following: We are convinced that the disposition to study…the consequences of our teaching is more likely to change and improve our practices than is reading about what someone else has discovered of his teaching (Corey, 1953, p. 70).
  • MODELS AND TYPES OFACTION RESEARCH
  • MODELS OF ACTION RESEARCH Many models exist but all share the same basic principles which are:  A central problem or topic  Observation or monitoring takes place  Collection and synthesis of data  Some type of action is taken  Next stage of action research (varies)
  • ACTION RESEARCH INTERACTING SPIRALERNEST STRINGER (2007)
  • LEWIN’S ACTION RESEARCH SPIRAL(MERTLER, 2009)
  • CALHOUN’S ACTION RESEARCH CYCLE(MERTLER, 2009)
  • BACHMAN’S ACTION RESEARCH CYCLEMERTLER (2009)
  • RIEL’S ACTION RESEARCH MODEL(MERTLER, 2009)
  • PIGGOT-IRVINE’S ACTION RESEARCH MODELMERTLER (2009)
  • TYPES OF ACTION RESEARCH (FERRANCE, 2000)
  • VIDEO: WHAT “NAGS” YOU ABOUTYOUR TEACHING PRACTICE? Video: http://www.xtranormal.com/watch/13909812/action- research
  • STEPS IN ACTION RESEARCH
  • STEPS IN ACTION RESEARCH(FERRANCE, 2000)
  • STEPS IN ACTION RESEARCHFERRANCE (2000) Identify a problem area  Meaningful, attainable and within teacher’s influence  Higher order question that is specific and concise Collection and organization of data  Portfolios, interviews, photos, diaries, field notes, videos, journals, case studies, checklists, surveys  Appropriate, easy to collect, and readily available  Triangulate data (i.e. use three or more sources)  Organize to identify themes; can be arranged by gender, classroom, school, grade level, age, etc. Interpretation of data  Analyze and identify major themes  Quantitative, qualitative or mixed methods
  • STEPS IN ACTION RESEARCH Action based on data  Use the data collected complemented by current research to develop a plan of action  Alter only one variable  Document and collect data during action phase Reflection  Evaluate the results  Was the intervention successful? Can the positive results be directly attributed to the variable addressed?  If unsuccessful, what could be done in subsequent attempts to elicit more favorable results?
  • EXAMINATION OFAN ACTION RESEARCH STUDY Action Research: Using Wordles for Teaching Foreign Language Writing by Baralt, Pennestri, and Selvandin (2011)
  • CONTEXT 18 students in an intermediate-level Spanish FL class at a private research university Attended class three times per week for fifty minutes each Studied Spanish writing and grammar Students wrote 4 major compositions per semester
  • IDENTIFY THE PROBLEM Identify the Problem Two main issues in students’ writing:1. Continuous repetition of errors2. Reliance on high frequency words without attempting to use new vocabulary in writing
  • GATHER DATA Gather Data Reviewed literature on the use of datavisualization. Acknowledged there is little or no research and ideas for teachers are mostly found online. For example, The Clever Sheep Website (Lucier, 2008), provides 20 ideas for using Wordle. Analyzed students’ writing compositions for word variety and grammatical accuracy Consulted with instructional technology consultant and decided to use wordles as a teaching tool
  • INTERPRET DATAInterpret Data Noted word frequency counts from students’ compositions and a whole-class-based word cloud Teaching reflection about the class discussion Students were excited to see the whole class Wordle each week and interpreted their own data The procedure was used for all four compositions
  • ACT ON EVIDENCE Instructor collected compositions and created a whole class Wordle Shared the image with the class and had a group discussion Set goals for the next writing assignment; attempted to use a wider range of vocabulary and higher level words Teacher asked for students’ overall perceptions at the end of the semester
  • EVALUATE RESULTS Evaluate Results Wordles helped to show students’ progress Students used more vocabulary in their compositions Facilitated class discussions about the writing process Both the students and instructor agreed that using Wordles created excitement about writing. Effective, novel, and enjoyable. Students incorporated more varied vocabulary, used grammar more accurately, and had more content in their writing. Workshop days became more student-centered
  • NEXT STEPS Share results with other educators Encourage others to use Wordles in different teaching contexts and across different languages The instructor and students both found the use of wordles to be beneficial so one would presume a continuation of its use although the study report did not clarify this.
  • LIMITATIONS Lack of generalizability Findings of action research are typically only relevant to the specific classroom being investigated, its students and its own unique characteristics It may yield different results in other classrooms, contexts or languages. As with any technology, teachers must ensure that the software works with their computer systems; Wordle requires a Java-enabled web browser
  • WRITING THE ACTION RESEARCHREPORT
  • WRITING ACTION RESEARCH REPORTS Reports vary depending on the variables, context, and action involved but most include:  Introduction  Area of focus  Defining the variables  Research questions  Review of related literature  Description of the Intervention or Innovation  Data Collection and Considerations  Data Analysis and Interpretation  Conclusions  Reflection and Action Plan (Mertler, 2009) Examples of Action Research Reports written for professional development presentations
  • DISADVANTAGES OF ACTION RESEARCH Lack of Time • Action Research is demanding of space and time, both of which are stretched to their limits. Validity • Inevitable research bias Results are not Generalizable • Although a researcher’s findings may be tested by another teacher in their own classroom Range of Models and Process • Action Research is a messy process and the constraints of the models may “trap teachers”
  • ACTIVITY: WHAT NAGS YOU?
  • TIME TO REFLECT! After viewing our presentation on action research, what nags you about your teaching practices that you’d like to change? At your table groups, use the questions on the next slide to come up with a possible research question(s) that you could test in you own classroom. Examples include but are not limited to: teaching method, identifying a problem, examining an area of interest, classroom environment, classroom management, evaluation, etc.
  • PASSION IS INTEGRAL TO ACTION RESEARCH Potential passions for coming up with a research question (Yendol-Hoppey & Dana 2008):  Helping an individual student  Improving the curriculum  Developing more knowledge of the content  Experimenting with teaching strategies  Exploring the relationship between your personal beliefs and classroom practice  Exploring the connection between your personal and professional identities  Advocating for social justice  Understanding the teaching and learning environment
  • EXAMPLES OF ACTION RESEARCH QUESTIONS What happens to the quality of student writing when we implement a coding system for grammar errors? What happens to my students’ ability to do basic multiplication facts when we do a two minute review drill at the start of each class?
  • ACTIVITY AND CLASS DISCUSSION:WRITE ACTION RESEARCH QUESTIONSPINE (2009) I would like to improve by __________________. I am perplexed by _____________________. I am really curious about ____________________. Something I really think would make a difference is _______________________. Something I would really like to change is ____________________. What happens to student learning in my classroom when I ___________________? How can I implement ______________________? How can I improve _______________________?
  • CONCLUDING POINTS Professional development is an important part of being a teacher. Action research is a slightly more formalized version of the professional development process used with pre-service. Action research is a way in which teachers can work collaboratively in a teacher-directed learning community. For more resources, check out our blog! www.teachactionresearch.blogspot.ca
  • REFERENCES Baralt, M., Pennestri, S., & Selvandin, M. (2011). Using Wordles to Teach ForeignLanguage Writing. Language Learning & Technology, 15(2), 12-22. Ferrance, E. (2000). Action Research. Providence, RI, USA. Retrieved November14, 2012 from http://www.lab.brown.edu/pubs/themes_ed/act_research.pdf Lucier, R. (2008). Top 20 uses for Wordle. Retrieved fromhttp://thecleversheep.blogspot.ca/2008/10/top-20-uses-for-wordle.html Mertler, C. (2009). Action Research. Thousand Oaks, California, USA: SagePublications, Inc. Pine, G. (2009). Teacher Action Research. Thousand Oaks, California: SagePublications, Inc. Sowa, P. A. (2009). Understanding our learners and developing reflectivepractice: Conducting action research with English Language Learners. Teaching andTeacher Education, 25(8), 1026-1032. Stringer, E. T. (2007). Action Research (3rd ed.). London: Sage Publications, Inc. Yendol-Hoppey, D. & Dana, N. (2008). The Reflective Educator’s Guide toClassroom Research. Thousand Oaks, California: Corwin Press. Waters-Adams, S. (2006). Action Research in EducationRetrieved from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm