Demystifying action          research       A report on a small-scale action research project                             ...
Outline Abstract Theoretical background The study Conclusion and recommendations Appendices   Bibliography    SIE
Food for thought   “If you want it done right, you may as well do    it yourself.” (Dalton Trumbo, screenwriter)   "Cont...
Abstract Context Topic Questions Techniques Actions Conclusion    SIE
Theoretical Background   History:     -1944      -1960s/1970s      -Aristotle    SIE
Rationale Observe what students really do Provide feedback on our teaching Adapt teaching and learning Not rely totall...
Definitions of Action Research:1."… research carried out by teachers,   with teachers and for teachers.”                 (...
2. "Action research can be defined as a   combination of the terms "action" and   "research." Action research puts ideas  ...
Main features   it is a "form of structured reflection“   it focuses on problems arising from    teaching practice   it...
Main features (cont’d)   it is "a reflective cycle“   outcomes are not necessarily    "generalizable" to other teaching ...
Main Steps of Action Research       1.   Identify an issue       2.   Seek knowledge       3.   Plan an action       4.   ...
Techniques Field notes Teaching logs Diaries Verbal reports Structured observation Questionnaires and interviews .....
The study  Reframing the research question: “Enhancing students involvement        and enjoyment"SIE
Techniques-Field notes-Questionnaires-Digital photography  SIE
MethodologyDesigned according to basic researchaction „models‟Refer to chart  SIE
Main findings General information:  -number  -gender  -age Trying new methods: 90% For re-pair up: 75% Complete word m...
Main findings (cont’d)   Stand up to act out dialogues: 90 %   For „Run for it‟: 65 %   Completing „internet assignment...
Conclusion and recommendations   Reflect constantly on own practices   First review literature   Trust own judgement, b...
More lessons learnt . . .   Leave room for personal intiative   Involve colleagues AND   Students    SIE
Most important lesson:    "Contemplating problems does not    lead necessarily to solving them."                      (Wa...
Bibliography   Ahellal, M. 1994. "Classroom Research and the Teacher    Researcher". Proceedings of the XIV Mate Annual  ...
   Onel, Z. 1997. Teacher Initiated Research: Action Research.    Forum, Vol 35 No 1. Onel, Z. 1997. Teacher Initiated   ...
   Webber, R. 1994. "Classroom-oriented research: teacher    knows best." Proceedings of the XIV Mate Annual    Conferenc...
Thank you for your attention! SIE
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Demystifying action research sie08

  1. 1. Demystifying action research A report on a small-scale action research project Abdellatif Zoubair zoubair2@hotmail.comSIE
  2. 2. Outline Abstract Theoretical background The study Conclusion and recommendations Appendices Bibliography SIE
  3. 3. Food for thought “If you want it done right, you may as well do it yourself.” (Dalton Trumbo, screenwriter) "Contemplating problems does not lead necessarily to solving them." (Wallace, 1998) SIE
  4. 4. Abstract Context Topic Questions Techniques Actions Conclusion SIE
  5. 5. Theoretical Background History: -1944 -1960s/1970s -Aristotle SIE
  6. 6. Rationale Observe what students really do Provide feedback on our teaching Adapt teaching and learning Not rely totally on „top-down‟ decisions Help teachers become change agents. SIE
  7. 7. Definitions of Action Research:1."… research carried out by teachers, with teachers and for teachers.” (Webber 1994) SIE
  8. 8. 2. "Action research can be defined as a combination of the terms "action" and "research." Action research puts ideas into practice for the purpose of self- improvement and increasing knowledge about curriculum, teaching and learning. The ultimate result is improvement in what happens in the classroom and school." (Kemmis and McTaggert 1982) (from Onel 1997) SIE
  9. 9. Main features it is a "form of structured reflection“ it focuses on problems arising from teaching practice it is "inquiry-oriented": SIE
  10. 10. Main features (cont’d) it is "a reflective cycle“ outcomes are not necessarily "generalizable" to other teaching contexts it is not a top-down action. SIE
  11. 11. Main Steps of Action Research 1. Identify an issue 2. Seek knowledge 3. Plan an action 4. Implement the action 5. Observe the action 6. Reflect on your observation 7. Revise the plan SIE
  12. 12. Techniques Field notes Teaching logs Diaries Verbal reports Structured observation Questionnaires and interviews ... SIE
  13. 13. The study Reframing the research question: “Enhancing students involvement and enjoyment"SIE
  14. 14. Techniques-Field notes-Questionnaires-Digital photography SIE
  15. 15. MethodologyDesigned according to basic researchaction „models‟Refer to chart SIE
  16. 16. Main findings General information: -number -gender -age Trying new methods: 90% For re-pair up: 75% Complete word maps on the board: 100% SIE
  17. 17. Main findings (cont’d) Stand up to act out dialogues: 90 % For „Run for it‟: 65 % Completing „internet assignment‟: 50 % SIE
  18. 18. Conclusion and recommendations Reflect constantly on own practices First review literature Trust own judgement, but also Use reliable means SIE
  19. 19. More lessons learnt . . . Leave room for personal intiative Involve colleagues AND Students SIE
  20. 20. Most important lesson: "Contemplating problems does not lead necessarily to solving them." (Wallace, 1988). SIE
  21. 21. Bibliography Ahellal, M. 1994. "Classroom Research and the Teacher Researcher". Proceedings of the XIV Mate Annual Conference. Casablanca: Mate Publications. Brown, J. D. 1988. Understanding research in second language learning: Ateachers guide to statistics and research design. New York: CambridgeUniversity Press. OBrien, R. (2001). An Overview of the Methodological Approach of Action Research. In Roberto Richardson (Ed.), Theory and Practice of Action Research. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available at: http://www.web.ca/~robrien/papers/arfinal.html SIE
  22. 22.  Onel, Z. 1997. Teacher Initiated Research: Action Research. Forum, Vol 35 No 1. Onel, Z. 1997. Teacher Initiated Research: Action Research. Forum, Vol 35 No 1. Verster, C., 2003. Action Research, available at http://www.teachingenglish.org.uk/think/methodology/actio n_research.shtml Wallace, M. J. 1998. Action research for language teachers. New York: Cambridge University Press. SIE
  23. 23.  Webber, R. 1994. "Classroom-oriented research: teacher knows best." Proceedings of the XIV Mate Annual Conference. Casablanca: Mate Publications. SIE
  24. 24. Thank you for your attention! SIE

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