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Classroom Research


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PowerPoint presented by Lynn Wright at FTLA 2010 Day 5.

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Classroom Research

  1. 1. Classroom-based Research Lynn Wright FTLA, January 27, 2010 Adapted from a presentation by Darla M. Cooper and Michelle Barton of the RP Group
  2. 2. Action Research is a <ul><li>participatory process that seeks to bring together action and reflection, theory and practice, in the pursuit of practical solutions to issues of pressing concern. </li></ul><ul><li>(Reason and Bradbury, The SAGE Handbook of Action Research , p. 4) </li></ul>
  3. 3. Classroom-based research can be used to discover <ul><li>Students’ knowledge, skills, and/or attitudes </li></ul><ul><li>The impact of interventions made in the classroom </li></ul>
  4. 4. Benefits of Classroom-based Research <ul><li>Enables you to plan and teach effectively </li></ul><ul><li>Enhances your research and teaching skills, knowledge and understanding </li></ul><ul><li>Encourages collaborative work that may help you reflect more effectively on the impact you are having on students’ learning </li></ul><ul><li>Provides evidence that can be used to support effective classroom interventions </li></ul><ul><li>Linking research to your own practice in the classroom helps address students’ needs </li></ul>
  5. 5. Classroom-based Research: Step 1 <ul><ul><li>Group Activity </li></ul></ul><ul><ul><li>Develop questions based on your curiosity about your students’ learning and your teaching </li></ul></ul><ul><ul><li>Decide on a topic/specific questions or issues to research </li></ul></ul>
  6. 6. Classroom-based Research: Steps 2 & 3 <ul><li>Investigate your questions with your students, documenting what happens </li></ul><ul><li>Collect and analyze data from your classes, including your own observations and reflections </li></ul>
  7. 7. How to Be a Researcher in Your Classroom <ul><li>Become familiar with research designs and the associated data analyses </li></ul><ul><ul><li>Pre/post test </li></ul></ul><ul><ul><li>Group comparison </li></ul></ul><ul><ul><li>Trend analysis </li></ul></ul><ul><ul><li>Surveys </li></ul></ul>
  8. 8. Pre/Post Test: Research Design <ul><li>Best way to measure improvement over time </li></ul><ul><li>O X O </li></ul><ul><li>O = Observation (Pre-test) </li></ul><ul><li>X = Treatment (Classroom Intervention) </li></ul><ul><li>O = Observation (Post-test) </li></ul>
  9. 9. Pre/Post Test: Data Analysis <ul><li>Compare group’s overall average scores on pre- and post-test </li></ul><ul><li>Compare group’s scores on individual items </li></ul><ul><li>Ensure that only the scores of the students who participated in BOTH pre- and post-test are included </li></ul>
  10. 10. Group Comparison: Research Design <ul><li>Best way to compare treated and untreated groups </li></ul><ul><li>Group 1 O X O </li></ul><ul><li>Group 2 O O </li></ul><ul><li>O = Observation (Pre-test) </li></ul><ul><li>X = Treatment (Classroom Intervention) </li></ul><ul><li>O = Observation (Post-test) </li></ul>
  11. 11. Group Comparison: Data Analysis <ul><li>Compare overall average scores of the two groups </li></ul><ul><li>Compare scores on individual items of the two groups </li></ul><ul><li>Ensure that only the scores of the students who participated in BOTH pre- and post-test are included </li></ul>
  12. 12. Trend Analysis: Research Design <ul><li>Best way to measure improvement of similar groups over time </li></ul><ul><li>X O 1 X O 2 X O 3 </li></ul><ul><li>X = Treatment (Classroom Intervention) </li></ul><ul><li>O 1 = Observation of Group 1 </li></ul><ul><li>O 2 = Observation of Group 2 </li></ul><ul><li>O 3 = Observation of Group 3 </li></ul>
  13. 13. Trend Analysis: Research Design <ul><li>Compare overall average score of each group at each observation time </li></ul><ul><li>Compare scores on individual items of each group at each observation time </li></ul><ul><li>Be aware that with this design you are not comparing the same group over time; so not measuring the improvement of one group of students, but of students in same class over time (e.g., course success rates) </li></ul>
  14. 14. Surveys: Research Design <ul><li>Best way to measure students’ attitudes, beliefs, and/or perceptions </li></ul><ul><li>Can be used to enhance quantitative data (helps get at the HOW to resolve a problem) </li></ul><ul><li>Can be pre/post-test or post-test only </li></ul><ul><li>Can be group comparisons </li></ul>
  15. 15. Surveys: Data Analysis <ul><li>Look at percentages of students giving each response </li></ul><ul><li>Analyze open-ended questions to identify themes </li></ul><ul><li>If given pre/post, compare group’s responses on individual items on pre- and post-tests </li></ul><ul><li>If given to two or more groups, compare responses of the groups </li></ul>
  16. 16. Qualitative Methods <ul><li>Often asks the question of “how” instead of “what” </li></ul><ul><li>Looks at the quality of relationships, activities, situations, or materials </li></ul><ul><li>Types of Methods </li></ul><ul><ul><li>Observations </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>Case Studies </li></ul></ul>
  17. 17. Classroom-based Research: Steps 4, 5, & 6 <ul><li>Examine your own assumptions and beliefs </li></ul><ul><li>Discuss your research to determine your findings and conclusions </li></ul><ul><li>Articulate your findings and conclusions, continuing your discussions with a broader range of colleagues </li></ul>
  18. 18. Classroom-based Research Plan <ul><li>Group Activity: Mapping out your project </li></ul><ul><li>How will you research your topic? </li></ul><ul><li>Which research designs will you use and who will design them? (surveys, pre/post-tests, etc.) </li></ul><ul><li>What kinds of data analyses will you do? </li></ul><ul><li>When will it be done? (Create a timeline) </li></ul><ul><li>What will you do with your findings? (Dissemination and other next steps) </li></ul>