3. > MacLellan (2016) asserted that
teachers make the most difference for
lower achieving students, who
disproportionately come from deprived
backgrounds; teachers and school
leaders are at the heart of school and
system improvement, particularly when
supported by specialists from both
inside and outside the school; and
research has become a pillar of school
improvement.
4. 1. It helps build a reflective practice based on
proven techniques.
2. It allows one to try out new ideas and reliably
assess the effectiveness.
3. It builds confidence in instructional decisions.
4. It contributes to the professional culture of
teaching.
5. It creates meaningful and lasting change in
the teacher's practice, his/her
students' learning, and the school
improvement.
15. The action research process can
result in:
1. professional development,
2. education change,
3. enhanced personal awareness,
4. improved practice, and
5. new learning.
17. Action research can be a worthwhile
pursuit for educators for a number of
reasons (Ferrance, 2000);
1. It generates the desire to know more
and look for ways to expand existing
knowledge while focusing on school issue,
problem, or area of collective interest.
(contribution to body of knowledge).
18. 2. It helps to confer relevance
and validity to a disciplined
study that can be helpful for
teachers to adopt into their
own classroom. (rediscovering
teaching strategies).
19. 3. It is comforting for parents, or
education administrators
outside of the school to know
that a teacher is transforming
the knowledge into something
meaningful. (knowledge
transformation).
20. 4. It allows teachers to grow
and gain confidence in
their work. (professional
growth and development).
21. 5. It influences thinking skills,
sense of efficacy, willingness
to share and communicate,
and attitudes toward the
process of change. (sense of
collaboration).
22. 6. It makes teachers leam
about themselves, their
students, their colleagues
and determine ways to
continually improve.
(continuous improvement).
23. 7. It allows time to talk with
others about teaching and
teaching strategies and share
thoughts with others towards
developing stronger
relationships. (team
teaching).
24. 8. It impacts school
change. (reflecting
social change)
25. 9. It can serve as a
chance to really take a
look at one's own teaching
in a structured manner.
(structured pedagogies).
26. 10. It brings about
improved
communications.
(communication
enhancement)
27. 11. It can create solutions to
existing problems in the
academe through
worthwhile
interventions. (problem
solving dynamics).
29. 1. It shapes teachers'
professional development.
2. It validates, affirms and
improves their practice.
3. By investigating their own
question instead of waiting for
outside help, it empowers
teachers.
30. 4. It improves their student life
by a better work practice.
5. It develops priorities for
school-wide planning and
assessment efforts.
6. It develops teachers
capacity for autonomous
professional judgments.
31. 7. It reduces teachers' feelings of
frustration and isolation.
8. It allows teachers to move out of
a submissive position and be
curriculum innovators. 9. It tends
teachers to become more
reflective, critical, and analytical
about their classroom behavior.
32. 10. It makes teachers less
vulnerable and less dependent on
external answers to the challenges
they face.
11. It fosters connections between
teachers & researchers.
12. It boosts teachers' sense of
status.
34. 1. Encourage risk taking.
2. Develop a school culture that
honors professionalism.
3. Provide time to prepare the
project plan and write the final
report.
35. 4. Demonstrate genuine
professional curiosity about the
project.
5. Support the project with
resources.
6. Provide feedback on the design.
7. Assist in problem solving during
the study.
36. 9. Promote the publication and
dissemination of the study.
10. Identify useful resources.
11. Share literature related
to the project.
12. Advocate for teachers
involved in the study.
37. 13. Organize in-service workshops that
support the research process and
give teachers access to new
knowledge.
14. Let others know about the work
teachers are doing.
15. Attend meetings and workshops
related to the action research.
39. > Teachers need the support of school
administrators to carry out their new task as
researchers and contribute to educational
change. Therefore, school administrators
encourage teachers to carry out research work
and furnish them with many recent literatures
of research publications so as to give the
insight of doing research, themselves.
41. > As instructional leader in the school, the principal
endeavors to establish a school culture that is
supportive of teachers' professional growth and risk
taking process and procedures. Collaborative action
research is an effective tool for curriculum
implementation, problem solving and school
improvement and for developing a culture of
teamwork and continuous improvement.
43. > The school staff can engage in action
research that stresses on school improvement,
curriculum development, student behavior and
professional development. Hence, staff
collaborative action research has the capacity
to promote and reinvigorate teamwork and
promote harmony at work, improve staff
morale and increase student achievement.
44. School-based action research can engage the
entire staff in pursuing similar research or they
may initiate to work in small groups to study
several aspects related to a common topic, such
as technology integration across grade levels
and subject areas, efficient student services and
support system, and sustaining safe, caring, and
conducive learning environment.
46. Schmuck (1997) refers to six
conditions that foster effective
school-based action research
1. Openness to weakness:
Administrators and staff are
honest with each
47. 2. Chances for creativity:
Administrators provide staff
members with opportunities
to collaboratively discuss
and analyze interventions
on alternative practices.
48. 3.Support for trial and error:
Administrators provide staff
members with support,
resources and materials to
initiate and test alternative
processes.
49. 4. Cooperative staff relations:
Administrators and staff
members share skills and
competencies needed for
cooperative problem solving.
51. The Association for Supervision and
Curriculum Development published a
handbook entitled A New Vision for Staff
Development (Sparks and Hirsh, 1997)
This new vision for staff development is
characterized by a shift from:
(1) individual development to a
combined individual and organization
development;
52. (2) fragmented improvement efforts to
staff development driven by a clear,
coherent strategic plan for the school
and its departments or units:
(3) district-focused to school-focused
approaches to staff development
53. (4) a focus on changes in adult needs and
satisfaction to a focus on student needs
and learning outcomes, and changes in
on-the-job behaviors:
(5) an orientation towards the
transmission of knowledge and skills to
teachers by "experts" to supporting
teachers' own studies of the teaching and
the learning process;
54. (6) a focus on generic instructional skills
to a combination of generic and content
specific skills;
(7) staff developers as trainers to those
who provide consultation, planning and
facilitation services, and training:
55. (8) staff development provided by one or
two departments to staff development as
a critical function and major responsibility
of all administrators and lead teachers;
(9) staff development directed towards
teachers as the primary recipients to
continuous improvement in performance
for those involved with student
learning; and
56. (10) staff development as a frill that can
be cut during difficult financial times to
staff development as an indispensable
process without which schools cannot
hope to prepare young people for
citizenship and productive employment.
57. The key to school improvement is teacher
improvement. Recent developments in the
field of education have contributed to the
way one thinks about professional
development.
58. 1. Results-driven education decisions about
curriculum and instruction should be driven by what
students need to know and be able to do as a result
of instruction.
2. Systems thinking systems thinkers see the
interconnectedness of all things and understand that
causality is circular rather than linear.
3. Constructivism - learners create their own
knowledge rather than receive it from others.
