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Day 3 action research movie bridgewater


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  • 1. Teacher Action Research Information found at: NEFSTEM The Northeast Florida Science, Technology, and Mathematics Center for Education
  • 2. Introduction
  • 3. Definition
    • Systematic inquiry
    • Teacher researchers, principals, counselors, other stakeholders
    • How the school operates
    • How they teach
    • How well students learn
    • Goals – gaining insights, reflective practice, positive changes, improving student acheivement
  • 4. Purpose
    • strategic problem solving for specific educational challenges;
    • positive communication between administrators and teachers;
    • empowerment of teachers and administrators;
    • increased professional satisfaction;
    • flexible, solution-oriented thinking;
    • increased professional motivation to improve practice;
    • increased collegiality, on-going inquiry, self-reflection, and decision making skills;
    • increased expectations for student learning;
    • increased expectations for self-improvement
  • 5. Principles
    • Action research increases human understanding.
    • It is concern to improve quality of human action and practice.
    • The focus is on the immediate concern to practitioners
    • Action research is collaborative. It implies a shared community of discourse between insiders and outsiders and those practitioners are not merely treated as clients but as co-investigators.
    • It is conducted in a natural setting where the problem is encountered.
    • Action research is participatory in nature. Those affected participate in research and implementation of preferred solutions.
    • It focuses on the case or a single unit. Action research examines a single case and a sample population, for instance, the classroom or the school.
  • 6.
    • There is no attempt to control setting variables.
    • The problem, aims, and methodology may shift as inquiry proceeds. Action research does not consider problems as fixed.
    • Action research is evaluative-reflective.
    • It is scientific. By stating problems, formulate action hypotheses the action researcher exercises rigorous scientific principles of procedures.
    • Usefulness or utility value should be shared among the participants.
    • Dialogue and discourse-based nature. In action research understanding can only be achieved through unconstrained dialogue with project participants.
    • Action research is critical. Critique is a pivotal aspect of the process and an important step towards understanding interpretation and emancipation.
  • 7. Teacher Leaders?
    • What’s your leadership style? - Inventory
    • Do you have to be a teacher leader to do action research?
    • Depends how you intend to use your results.
    • Collaboration vs. Expert / Leader model
  • 8. Article
    • After reading the article, “The Reflective Teacher: An Action Research Primer” by Diane Painter,
    • Discuss what the key ideas were?
    • Realistic?
    • Something familiar / strange?
  • 9. Preparation
  • 10. Preparation Phase Interviews
  • 11.  
  • 12. Preparation Process
    • Reflect
    • Identify
    • Learn
    • Brainstorm
    • Solution
    • Focus
    Go to the NEFSTEM website and read through and discuss the preparation process.
  • 13. Planning
  • 14. Action Research Create the Plan
  • 15. Develop a Strategy
    • Outline specific activities needed to solve the problem.
    • Tools to use:
      • Think-Pair-Share
        • List problems
        • Identify strategies to solve problems
        • Compare and discuss alternative solutions
        • Jointly develop best solution
  • 16. Identify Resources
    • What do you need to solve the problem?
    • What resources do you have available?
      • Materials
      • Information
      • Assistance
    • Remember to identify materials in your plan.
  • 17. Identify Obstacles
    • Are there obstacles that would prevent your project from success?
    • It is important to identify obstacles early.
    • If obstacles are insurmountable, you will need to select another solution.
  • 18. Create a Timeline
    • When can you reasonably accomplish the steps of the plan?
    • It is important that you plan your project so that resources will be available.
    • Tools
      • Microsoft PowerPoint Timeline
      • Microsoft Excel Timeline
      • Microsoft Word Planner
  • 19. Gather Resources
    • Gather the resources you identified in your plan.
    • Make sure that the materials will be available when you need them.
    • If needed, schedule a time with those that can provide assistance.
  • 20. Evidence of Success
    • How will you measure success?
    • How will you know if you have succeeded?
    • Identify the evidence to be used for success.
      • Assessment system
      • Evaluation system
  • 21. Action Research Action
  • 22. Action
  • 23. Pre-Assess (if appropriate)
    • Before enacting your plan, gather data and information about the population you are teaching.
    • Some possible pre-assessment strategies may include:
      • Pre-tests
        • an evaluation of students prior to instruction to determine what level of knowledge, skill or aptitude they are bringing to instruction
      • Student interviews
        • allow the teacher to ask the student questions to determine their present knowledge or aptitude level prior to instruction
      • Teacher observations
        • collect information, i.e. prior knowledge of the group
  • 24. Enact the plan – Use the strategy
    • Pre-determined group of learners
    • Implemented over an extended period of time
      • At least four to six weeks of implementation
    • During implementation
      • record observations of student behavior, reactions and progress
        • Written notes including positive & negative aspects
        • Anecdotal records
        • Video and audio recordings
          • Teacher
          • Students
  • 25. Measure the effect of the strategy – Collect Data
    • Posttest/formal assessment
      • Measure gains in student knowledge after the implementation process
    • Student interviews
      • Determine if the student has mastered course or unit objectives
    • student portfolios
      • Electronic/paper collection of student work samples used for evaluation
    • Reviewing video footage
      • Self assessment
        • Effective/non-effective plan
        • Improvements/changes
  • 26. Action Phase Interviews
  • 27. Action Research Results
  • 28. Results
  • 29. Analyze the Results
    • Select a statistical method to determine differences.
      • Averages
      • Correlations
      • ANOVAs (analysis of variance between groups)
  • 30. Interpret the Results
    • Was the research successful?
      • If the research was successful then add it to your teaching.
    • Was it unsuccessful?
      • If it was unsuccessful then move on to the next step.
  • 31. Make Adjustments to Your Teaching Practice
    • Make adjustments to your teaching practices by disseminating the results into what has been learned, what has been gained, and what needs improvement.
  • 32. Share Your Results
    • Publish your results with an educational journal
    • Give lectures or conferences on Action Research
    • Create a blog or a website
    • Send your results to a nationally recognized site
  • 33. Results Phase Interviews
  • 34. Examples
  • 35. Proposal
    • Template
  • 36. Waiting for Superman