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Teacher action research


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Slides on Action Research from Center for Teaching, presentation to the cohort

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Teacher action research

  1. 1. Teacher Action Research Faculty Cohort
  2. 2. <ul><li>“ Learning to teach is a life-long endeavor. Were we to know all there is to know about art, teaching, students, and ourselves upon initial certification, the remainder of our life’s work would be incredibly predictable, unresponsive, and boring.” </li></ul>Wanda T. May, Michigan State University
  3. 3. Reasons for doing TAR <ul><li>Figure out what works in teaching </li></ul><ul><li>Collegiality—talking about teaching with other teachers </li></ul><ul><li>To be supported and pushed in our professional development and support intellectual pursuits </li></ul><ul><li>To practice being a learner </li></ul><ul><li>To create a new form of professional development </li></ul><ul><li>To construct knowledge, with the teacher at the center </li></ul>
  4. 4. Five Phases of Action Research <ul><li>Problem Identification </li></ul><ul><ul><li>Identify the question that interests you </li></ul></ul><ul><li>Plan of Action </li></ul><ul><li>Data Collection </li></ul><ul><ul><li>What types of data do you need to answer your question? </li></ul></ul><ul><ul><li>What resources do you need? </li></ul></ul><ul><li>Analysis of data </li></ul><ul><li>Plan for future action (the action in the research) </li></ul><ul><ul><li>What will you do differently in your teaching as a result of the research? </li></ul></ul><ul><ul><li>How will you write about what you have learned? </li></ul></ul>
  5. 5. Data Collection <ul><li>WHY are we collecting data? </li></ul><ul><li>WHAT exactly are we collecting? </li></ul><ul><ul><li>How much data is necessary? </li></ul></ul><ul><li>WHERE are we going to collect the data and for how long? </li></ul><ul><ul><li>Are there any limitations to collecting data? </li></ul></ul><ul><li>WHEN are we going to collect the data? </li></ul><ul><ul><li>Have we built into the plan a time to collect data at more than one point. </li></ul></ul><ul><ul><li>Are there strategies to use to easily observe and record data during class? </li></ul></ul><ul><li>WHO is going to collect data? </li></ul><ul><ul><li>Are there data that can be collected by students or colleagues? </li></ul></ul><ul><li>HOW will data be collected and displayed? </li></ul><ul><ul><li>How will you collect and display the quantitative data? The qualitative data? </li></ul></ul><ul><ul><li>What plan do you have for analyzing the data? </li></ul></ul>
  6. 6. Techniques for gathering data <ul><li>Interviews </li></ul><ul><li>Checklists </li></ul><ul><li>Portfolios </li></ul><ul><li>Individual files of students ’ work, of students’ opinions, of students’ attitudes, or students’ experiences </li></ul><ul><li>Diaries or journals written by students, class groups </li></ul><ul><li>Field notes or observation records </li></ul><ul><li>Logs of meetings, lessons, excursions </li></ul><ul><li>Student-teacher discussion/interaction-records of comments and thoughts generated by students </li></ul><ul><li>Questionnaires </li></ul><ul><li>Audiotapes </li></ul><ul><li>Videotapes </li></ul>
  7. 7. Process for analyzing data <ul><li>Go through everything you have collected. Take good notes on you work. </li></ul><ul><li>Look for themes, patterns, big ideas. </li></ul><ul><li>Narrow the themes down to something manageable. </li></ul><ul><li>Code or label data according to themes </li></ul><ul><li>Write continuously jotting down what you see, what questions emerge, etc. </li></ul><ul><li>Identify the main points which appear most frequently and are the most powerful. Write up the major points. </li></ul>
  8. 8. Ideas for Write-up <ul><li>Background information: setting, population, school, class </li></ul><ul><li>Question </li></ul><ul><li>Why did you chose the question? (rationale) </li></ul><ul><li>Why was this question important to you? </li></ul><ul><li>Instruments used to collect data. </li></ul><ul><li>Actual data </li></ul><ul><li>Literature review and references </li></ul><ul><li>Analysis of the data, organization by themes, by questions, chronologically </li></ul><ul><li>Struggles </li></ul><ul><li>Reflection on action research </li></ul><ul><li>Changes you may have gone through as a result of the process </li></ul><ul><li>Conclusions or findings </li></ul><ul><li>Future directions: Where do I go from here? </li></ul><ul><li>Other information of relevance: pictures, etc. </li></ul>
  9. 9. Where is everyone? <ul><li>State the question you are researching </li></ul><ul><li>Briefly discuss the type of data you are trying to collect </li></ul><ul><ul><li>Objective vs. subjective </li></ul></ul><ul><ul><li>Surveys, sampling, etc. </li></ul></ul><ul><li>Briefly discuss the questions, problems, concerns you have </li></ul><ul><ul><li>Lack of resources </li></ul></ul><ul><ul><li>Concerns with how to collect data </li></ul></ul><ul><ul><li>Concerns about whether you data will help you answer your question </li></ul></ul><ul><ul><li>Concerns about the question you are researching </li></ul></ul>
  10. 10. References <ul><li>Madision , WI School District </li></ul>