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The document discusses action research, which aims to pursue both change and understanding. It is a participatory methodology that responds to changing needs in a systematic and reflective manner. The key aspects of action research methodology are that it focuses on problems of immediate concern, involves those affected, and uses collaborative and context-specific methods. An example of using action research to address childhood obesity in schools is provided, outlining the iterative process of identifying issues, developing strategies, taking action, and reflecting on results to continually refine the approach.
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Action research
1) Action research is a method used by practitioners, such as healthcare workers and educators, to examine their own practices and solve problems in real-world situations. It involves systematic inquiry, data collection, analysis, action planning, implementation, and reflection to improve practices.
2) Key characteristics of action research include that it emerges from issues of concern to people in a social setting, has a practical focus of recognizing problems and acting to change them, is small-scale and context-specific, and involves cycles of action and reflection.
3) Benefits of action research include gaining research skills, increasing critical reflection of one's own practice, leading to professional and personal development, bringing positive changes to practices and institutions, and
Action research
This document defines and discusses action research. It notes that action research involves teachers systematically examining their own educational practices using research techniques. It emphasizes teacher involvement in identifying classroom problems and professional development over acquiring general knowledge. The document also briefly outlines the history of action research, types including individual, collaborative, school-wide and district-wide, and common steps like identifying problems, collecting and analyzing data, taking action, and reflecting.
Classroom action research
Teacher Professional Development discusses classroom action research (CAR) and its importance for teacher development. CAR involves identifying a research question, reviewing literature, planning a research strategy, gathering and analyzing data, taking action based on findings, and sharing results. It is a form of self-reflective inquiry that helps teachers improve student learning outcomes. The document outlines a seven-step process for conducting CAR, including identifying a research problem, reviewing background literature, planning a study design, collecting data, analyzing findings, taking action, and disseminating results.
Action Research in Education
Action research is a type of descriptive research conducted by educators that pursues both change and understanding through a cyclical process of action and critical reflection. It is grounded in constructivism and supports the scholarship of teaching. The process involves looking at a situation by gathering data, building an understanding, thinking about causes and effects, planning and implementing an action, and evaluating the results. Tools used include experimental and quasi-experimental designs, triangulation of quantitative and qualitative methods, and grounded theory. Conceptual frameworks and data from multiple sources should guide analysis and decisions about teaching and learning.
Action research
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
Slideshare developing the question
This document provides guidance on developing an effective question for action research. An action research question should be specific, measurable, achievable, and focused on a simple change that can be implemented and evaluated within the research timeframe. Social science questions view research from the outside, while action research questions consider the researcher as an active participant investigating a personal issue. The document demonstrates how social science questions can be reframed as action research questions by specifying how the researcher will take action and evaluate outcomes related to the topic.
Second Presentation
This document summarizes a study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support significantly impacted academic achievement.
Second Presentation
This document summarizes a research study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support were found to be significant factors influencing students' academic achievement.
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Action research
1) Action research is a method used by practitioners, such as healthcare workers and educators, to examine their own practices and solve problems in real-world situations. It involves systematic inquiry, data collection, analysis, action planning, implementation, and reflection to improve practices.
2) Key characteristics of action research include that it emerges from issues of concern to people in a social setting, has a practical focus of recognizing problems and acting to change them, is small-scale and context-specific, and involves cycles of action and reflection.
3) Benefits of action research include gaining research skills, increasing critical reflection of one's own practice, leading to professional and personal development, bringing positive changes to practices and institutions, and
Action research
This document defines and discusses action research. It notes that action research involves teachers systematically examining their own educational practices using research techniques. It emphasizes teacher involvement in identifying classroom problems and professional development over acquiring general knowledge. The document also briefly outlines the history of action research, types including individual, collaborative, school-wide and district-wide, and common steps like identifying problems, collecting and analyzing data, taking action, and reflecting.
Classroom action research
Teacher Professional Development discusses classroom action research (CAR) and its importance for teacher development. CAR involves identifying a research question, reviewing literature, planning a research strategy, gathering and analyzing data, taking action based on findings, and sharing results. It is a form of self-reflective inquiry that helps teachers improve student learning outcomes. The document outlines a seven-step process for conducting CAR, including identifying a research problem, reviewing background literature, planning a study design, collecting data, analyzing findings, taking action, and disseminating results.
Action Research in Education
Action research is a type of descriptive research conducted by educators that pursues both change and understanding through a cyclical process of action and critical reflection. It is grounded in constructivism and supports the scholarship of teaching. The process involves looking at a situation by gathering data, building an understanding, thinking about causes and effects, planning and implementing an action, and evaluating the results. Tools used include experimental and quasi-experimental designs, triangulation of quantitative and qualitative methods, and grounded theory. Conceptual frameworks and data from multiple sources should guide analysis and decisions about teaching and learning.
Action research
Action research aims to solve practical problems through applying scientific knowledge. It originated from Kurt Lewin in the 1940s. The researcher and practitioner are usually the same person. There are four types: individual teacher, collaborative, school-wide, and district-wide research. The process involves identifying a problem, collecting and analyzing data, taking action, and evaluating results. The goal is solving classroom issues rather than generalizable scientific findings.
Slideshare developing the question
This document provides guidance on developing an effective question for action research. An action research question should be specific, measurable, achievable, and focused on a simple change that can be implemented and evaluated within the research timeframe. Social science questions view research from the outside, while action research questions consider the researcher as an active participant investigating a personal issue. The document demonstrates how social science questions can be reframed as action research questions by specifying how the researcher will take action and evaluate outcomes related to the topic.
Second Presentation
This document summarizes a study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support significantly impacted academic achievement.
Second Presentation
This document summarizes a research study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support were found to be significant factors influencing students' academic achievement.
Action research
1. Action research is a tool that teachers can use to improve their teaching practices and the learning environment. It involves teachers systematically studying problems in their own classrooms to identify solutions and guide decisions.
2. Action research follows a cyclical process of identifying problems, developing a research plan, collecting and analyzing data, taking action, and evaluating the results. It can be done individually or collaboratively to solve real issues teachers encounter daily.
3. The goal of action research is to empower teachers to innovate and overcome challenges in order to better serve students and enhance learning outcomes. It has been used in education since the 1940s to help teachers bridge research and practice.
Action research
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
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ACTION RESEARCH
Action research aims to solve practical problems by collaborating across disciplines and directly involving participants. It studies changing variables and seeks to improve practices through planned actions and fact-finding. Participatory action research specifically involves those affected by the research in the problem-solving process. Data collection methods include interviews, observations, stories, and other creative approaches. Action research is important as it can improve both practices and research through collaboration between participants and researchers.
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The document discusses action research that teachers can conduct in their classrooms to study problems and improve their teaching practices. It defines action research as a practical, reflective, and recursive process where teachers identify issues, form research questions, develop action plans, collect data on interventions, analyze results, and modify their approach. The document provides guidance on each step of the action research process and emphasizes that it is participatory, socially responsive, and aimed at positive change in the classroom context.
Classroom research ELT
Classroom research is research conducted by teachers to improve their own or colleagues' teaching, test educational theories in practice, or evaluate and implement school priorities. It allows teachers to become more effective and critically evaluate research through gaining new insights and understanding classroom issues firsthand. Effective classroom research uses accepted research methods and is collaborative in nature, with teachers participating in all stages of identifying problems, taking action, observing results, and planning next steps.
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2. Action research follows a cyclical process of identifying problems, developing a research plan, collecting and analyzing data, taking action, and evaluating the results. It can be done individually or collaboratively to solve real issues teachers encounter daily.
3. The goal of action research is to empower teachers to innovate and overcome challenges in order to better serve students and enhance learning outcomes. It has been used in education since the 1940s to help teachers bridge research and practice.
Action research
1. The document discusses action research, which aims to help teachers and administrators improve their work by researching problems in their local setting.
2. Action research focuses on immediate, practical problems and solutions rather than developing broad theories. It involves practitioners researching their own practices.
3. The key aspects of action research covered include its objectives, characteristics, steps, advantages, and limitations. The overall importance of action research is that it can help improve the teaching and learning process.
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Action research aims to solve practical problems by collaborating across disciplines and directly involving participants. It studies changing variables and seeks to improve practices through planned actions and fact-finding. Participatory action research specifically involves those affected by the research in the problem-solving process. Data collection methods include interviews, observations, stories, and other creative approaches. Action research is important as it can improve both practices and research through collaboration between participants and researchers.
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Classroom research ELT
Classroom research is research conducted by teachers to improve their own or colleagues' teaching, test educational theories in practice, or evaluate and implement school priorities. It allows teachers to become more effective and critically evaluate research through gaining new insights and understanding classroom issues firsthand. Effective classroom research uses accepted research methods and is collaborative in nature, with teachers participating in all stages of identifying problems, taking action, observing results, and planning next steps.
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This document discusses action research and its key features. It begins with a small story of teachers sharing classroom experiences. It then discusses Kurt Lewin's advocacy for action research in 1946 and its cyclical, iterative approach. The key features of action research are discussed, including its close relationship to action and knowledge acquisition, its collaborative nature, and its cycle of planning, acting, observing and reflecting. Types of action research and its characteristics are also outlined. Throughout, the document provides examples and explanations of action research in an educational context.
Action Research.ppt
The document discusses action research and its importance in education. It begins by outlining the objectives and contents of an action research training. It then defines action research and discusses its key characteristics, including being practitioner-based, cyclical, participatory, and aimed at addressing practical problems. The document compares action research to formal research, noting differences in goals, participants, samples, and generalizability. It also outlines types of action research like individual, collaborative, and school-wide research. Finally, it discusses the importance of action research in connecting theory to practice, improving educational practices, and empowering teachers professionally.
Vocce action research
This document provides information on action research conducted by Dr. C. Thanavathi. It begins with an introduction to action research, including its purpose and benefits. It then discusses how to conduct action research, outlining the typical cycles and steps involved, from identifying a problem or question, developing a research plan, collecting and analyzing data, and sharing results. Different types of action research are also described, including individual teacher research, collaborative research, and school-wide research. Methods for collecting both qualitative and quantitative data are presented. The document concludes by emphasizing that action research is an ongoing, reflective process aimed at improving teaching and learning.
Action research PPt new.pptx
This is an action research full power point presentation, it helps the readers to understand what an action research it means, steps to be followed when they conduct an action research, and how an action research can conducted in the class room and its benefits in short specifically for teaching learning processes
Action research
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
Action Research
This document provides an overview of action research (AR), including its definition, purpose, characteristics, approaches, steps, data sources, analysis, validity, and references. AR is a type of research conducted by educators to evaluate and improve their own classroom practices. It is collaborative, focused on taking action and making iterative improvements. The goal of AR is to establish an evidence-based framework for enhancing education. It promotes teacher development and tests new ideas through systematic data collection, reflection, and iterative research cycles.
Classroom research
This document outlines an agenda for a session on using action research to improve teaching practice. It will teach educators how to design and conduct classroom-based research using action research methodology. The agenda covers defining reflective practice, explaining action research principles and processes, formulating research questions, selecting appropriate data sources, and completing the research cycle. Attendees will have an opportunity to develop their own action research project focused on improving instructional strategies or addressing a classroom challenge. The goal is to help teachers engage in an ongoing, self-reflective process of inquiry to enhance their teaching practice.
Action research
The document defines action research as a systematic inquiry conducted by teachers to examine and improve their teaching practices through a cycle of planning, implementing changes, observing the effects of those changes, and reflecting on the results. Action research aims to improve student and teacher outcomes by helping teachers identify issues, implement solutions, and evaluate the impact of those solutions through collaborative data collection and analysis. Key aspects of action research outlined in the document include its problem-solving and improvement-oriented nature, as well as its participatory and cyclical process.
Professional development through action research d. nunan
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
Action research in guidance made easy
This action research study analyzed factors influencing students at risk of dropping out at San Miguel National High School. The researcher identified 128 students at risk and used the Family, Individual, Community, and School framework to determine causes. Most at-risk students were male in grades 7 and 8. Individual factors like lack of interest in school were most common. The school's interventions like parent consultations and student monitoring were found to help students case by case with collaboration. Further guidance counseling improvements and funding were recommended.
action research 2018.pptx
This document provides information about competency unit 2 on research methodology and data collection. It outlines the learning outcomes and activities for a session on action research. The session aims to define action research, describe its characteristics and steps in the action research cycle. It also discusses identifying areas for potential action research projects in technical and vocational education and training (TVET). The document provides details of several activities used in the session, including having groups read about action research and complete a handout to share information. It also discusses examining issues in the classroom or school that could be topics for action research projects. The action research cycle is outlined, including stages of identifying a problem, planning solutions, taking action, collecting and analyzing data, and acting on
Conducting An Action Research.pptx
This document provides an overview of conducting an action research seminar-workshop for teachers in Lamut, Ifugao. It begins with an introduction by the instructor, Alice Y. Brawner. The document then discusses what action research is, its key features and methodology. It explains that action research is a process whereby practitioners study problems in their own practices scientifically to evaluate and improve their decisions and actions. The document outlines the typical stages of an action research process including problem identification, data collection, analysis, action planning, implementation, and evaluation. It provides examples of potential action research topics and guides teachers through how to write an action research proposal or report. The workshop aims to help teachers better understand and apply action research to improve
pepe412
1. The document describes a co-operative inquiry project that explored how to develop an inter-professional model of learning for students from different professions.
2. Two workshops were held with nursing and social work students to evaluate effective communication, understanding of roles, and sharing of knowledge through group discussions.
3. Feedback found the group discussions more effective than individual presentations at enabling collaboration. The inquiry process helped surface challenges to interprofessional learning but also mirrored the partnership it aimed to develop.
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A Practice Slide
- 1. The Purpose, Methodology and Value of Action Research Judith Pollock, Rebecca Poole, Leanne Procopis, Anna Putland, James Radny
- 2. What is Action Research? A research methodology pursuing CHANGE and UNDERSTANDING at the same time Action Research: Is participative Responds to changing needs Is emergent Allows systematic reflection (Dick, 1999)
- 3. How does it work? 1 (Field, n.d.) 2 5 Reflection 4 3
- 5. Improvement of actions and practices
- 6. Problems of immediate concern
- 7. A single case or unit(Brown, 1999)
- 11. Environment is not manipulated(Brown, 1999)
- 13. Process is reflective and evaluative
- 15. Dialogue based in nature(Brown, 1999)
- 17. Findings are shared with participants
- 20. What is the value of action research? It can be used to investigate complex issue It is versatile and easy to use Everybody involved takes part Collaboration builds trust and respect It promotes shared understanding and approaches (Queensland Government Dept. of Education and Training, 2002)
- 21. What is the value of action research? Actions are developed from within and for a specific environment Actions are refined and improved through the cycle It can start small and grow bigger over time Change is owned and managed by the participants (Queensland Government Dept. of Education and Training, 2002)
- 22. What are the advantages of action research in a school setting? Research and resulting action are tailored specifically to the school environment The whole community can be involved Teachers Staff Students Families (Queensland Government Dept. of Education and Training, 2002)
- 23. What do teachers say about action research? It is the only type of research suitable for a school setting The research constantly teaches them new things The evolving nature of action research is appropriate for schools Action research is helping point schools in the right direction for problem solving (Queensland Government Dept. of Education and Training, 2002)
- 24. Let’s see how the process works Using the example of schools preventing childhood obesity, we’ll go through the process of action research
- 25. Step 1:Identify the problem and define the research question The Problem: childhood obesity The Question: Should primary schools be responsible for the physical health of children in this area?
- 27. Is this an issue of concern to the parents?
- 28. Can schools do anything to help prevent obesity?
- 29. Is taking action feasible?
- 31. Step 3: Develop a strategy for the study What do need to know to make this study effective? How are you going to find out what you need to know? Should you gather information as a group or each look at different ideas?
- 32. Step 4: Gather and analyse data Once you have a strategy it’s time to gather information Looked at all the information together and see how each piece impacts on the rest What does it show you?
- 33. Step 5: Taking action and sharing your findings Now you’ve analysed the information, it’s time to impart your findings to the participants teachers parents students Then put your plan into action Once that’s done, the process begins again. Each time it is refined and more is achieved.
- 34. Remember to reflect Throughout the entire process it is important to reflect Think about what you’ve discovered Think about what you hope to achieve Does the question need to be redefined? Are things going the way you expected? Have you learnt anything about your own practices?
- 35. References Brown, M. (1999). Major concepts and principles of action research. Retrieved 3 November 2009, from http://www.southernct.edu/~brownm/act2.html Dick, B. (1999). What is action research? Retrieved 3 November 2009, from http://www.scu.edu.au/schools/gcm/ar/whatisar.html Field, T. (n.d.).Action research: the action research process. Retrieved 3 November 2009, from http://www.sitesupport.org/actionresearch/ses3_act1_pag1.shtml Queensland Government Department of Education and Training. (2002). Boys gender and schooling. Retrieved 3 November 2009, from http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action.html
Editor's Notes
- This slide will cover the purpose of action research
- Explanation of this diagram (which will be filled in with the info from http://www.sitesupport.org/actionresearch/images/actionresearchprocess.gif)
- Each point will be explained in this commentary
- The commentary can explain how each of these points is of value
- The url on this page will be turned into a reference in the correct format. It’s only here so I can find it again to reference it properly
- Point out in this commentary that you may need to repeat this process many times in order to pare your question down to something manageable
- I guess here the commentary would centre around giving some suggested answers to these questions