Action research
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Action research is a reflective process that allows teachers to explore their own teaching contexts to improve instructional strategies, assessments, and interactions with students. It involves intervening in a problematic situation to enact changes. Action research follows a cyclical process of planning, action, observation, and reflection. It is a small-scale project that gives teachers the opportunity to systematically investigate and address immediate classroom concerns by collecting and analyzing data. The reflection phase then feeds back into the planning stage to repeat the cycle. The goal is for teachers to evaluate and reflect on their practice to become more effective professionals committed to lifelong learning.
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For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
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This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
Formulation of learning objectives
Selection of learning content
Organization of learning content
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Organization of learning activities
Evaluation and means of evaluation
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Child centered curriculum
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The document discusses three types of research: fundamental (or basic) research, applied research, and action research. Fundamental research is driven by curiosity to expand knowledge without immediate practical applications. Applied research aims to solve specific practical problems and has direct applications. Action research is initiated to solve immediate problems through a reflective team-based process.
Evaluation of Guidance and Counselling
The document discusses evaluation in guidance and counseling. It defines evaluation as assessing the worth, quality or impact of a guidance and counseling program. There are two main types of evaluation - formative evaluation which is done during program implementation by internal staff to monitor activities, and summative evaluation which is done at the end by external experts to assess overall effects. The evaluation process involves setting goals, planning, collecting information, analysis, reflection, and follow-up. Stakeholders providing input can include students, teachers, administrators and parents. Common tools used are tests, ratings scales, interviews, questionnaires and observations.
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This document discusses different approaches to curriculum development, specifically the traditional vs progressive approaches.
The traditional approach focuses on mastery of facts and concepts through memorization and drill. Knowledge is viewed as objective and value-free. Teachers follow step-by-step manuals.
The progressive approach emphasizes relevant content and student interaction with the world to find meaning. It views knowledge as more than just products to be mastered. Students establish meaning through understanding rather than just memorizing content. Curriculum involves interaction between teachers, students, and content to facilitate learning and meaning making.
The document evaluates both approaches and argues that a progressive orientation linked to life situations could yield a more thoughtful curriculum planning approach for a theological institution, compared
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This document discusses the use of corpus approaches to analyze discourse. It begins by explaining the advantages of using large corpora to analyze language use from a discourse perspective. It then defines what a corpus is and discusses different types of corpora, including general corpora that aim to represent language broadly and specialized corpora focused on specific text types or genres. Several examples of specialized corpora are provided, including MICASE, BASE, BAWE, and TOEFL corpora. Key considerations for constructing corpora are outlined, such as what to include, size, sampling, and ensuring representativeness. The Longman Spoken and Written English Corpus is then discussed as an example that analyzed discourse characteristics of conversation.
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Counselling Skills ……………………………………………………
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Some Misconceptions About Counselling ……………………………
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This document defines and explains the process of action research. It states that action research is a process where teachers study their own instructional practices and student learning in order to improve. The process involves identifying a classroom problem, developing a plan to address it, collecting and analyzing data, and making instructional decisions and sharing results. It then outlines the phases of action research in more detail, including identifying problems, developing a research plan, collecting and analyzing data from multiple sources, and drawing conclusions to continue improving teaching practices.
Action Research
Ms. Wong, a third grade teacher, wants to address a disruptive student's behavior through action research. She plans to use a single-subject A-B-A-B design to study the effects of time-out on the student's disruptions. First, she will establish a baseline by observing the student's behavior for several days. Then she will introduce time-out periods for a few days to see if it decreases disruptions. She will repeat the cycle, ideally finding that time-out reduces the problematic behavior so it is no longer needed. The main challenge will be observing the student during time-out while still teaching other students.
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.
AR IN ELT.pptx
Action research involves teachers systematically investigating issues in their own classrooms with the goal of improving practice. It follows a cyclical process of planning an intervention, taking action, observing the effects, and reflecting on the results. Some key aspects of action research include identifying a problem or question to explore, developing a plan to intervene and collect data, observing and analyzing the impact of the intervention, and reflecting on insights gained to inform next steps. Challenges can include time constraints and lack of support, but action research allows teachers to study their own contexts and drive positive changes.
Day 3 action research movie bridgewater
Teacher action research involves systematic inquiry conducted by teachers and other stakeholders into how their school operates and how they teach to gain insights, make positive changes, and improve student achievement. It has several purposes, including strategic problem solving, increased professional satisfaction and motivation, and improved communication. Key principles of action research include that it aims to improve practice, is collaborative and participatory, focuses on a single case or unit, and is evaluative and reflective in nature. The preparation process involves identifying problems, brainstorming solutions, and creating a plan with timelines and identified resources and obstacles. During action, data is collected before and after implementing the chosen strategy. Results are then analyzed, interpreted, adjustments made to teaching practice, and results shared.
Action Research
Action research is characterized as research conducted by teachers to examine their own classrooms and improve the quality and effectiveness of their instruction. It is a cyclical process that involves identifying an area of focus based on problems or questions within a teacher's practice, collecting and analyzing data related to the issue, taking action such as implementing a new strategy, and reflecting on the results. The goal of action research is practical change and improved student outcomes rather than generalization to larger populations. It allows teachers to explore solutions to site-specific problems and test innovations in a collaborative manner.
Steps for Action Research
This document outlines the steps for conducting action research, which includes: 1) identifying a problem area, 2) collecting and organizing relevant data from multiple sources, 3) interpreting the data to identify themes, 4) taking action based on the data, 5) evaluating the results of the action, and 6) identifying follow-up actions if needed based on the results. The goal of action research is to help teachers and practitioners improve practices by researching problems they encounter and testing solutions in a systematic way.
Action research
Action research is a cyclical process conducted by educators to improve their own practices and understandings. It involves identifying an issue or problem in the classroom, collecting and analyzing data related to the problem, planning and implementing actions for improvement, then reflecting on the results to further refine practices. The goal is to simultaneously solve problems and contribute to knowledge about teaching and learning. Key aspects include its collaborative and reflective nature, with educators studying their own classrooms to enact positive changes.
Action research in Applied Linguistics: An Introduction
Action research is a systematic process that involves teachers examining their own educational practices. It is conducted by teachers for themselves, focuses on practical issues in their own classrooms or schools, and aims to improve student outcomes and teacher practices through reflection and data analysis in iterative cycles. Some key characteristics of action research include that it is teacher-led, focused on a specific issue or problem, uses multiple data collection methods, and informs future action through an ongoing reflective process.
Action Research in Education
This document discusses action research in education. It defines action research as a process where teachers systematically study their own practices to improve them. The key aspects of action research are that it is practical, focused on a specific problem, and aims to generate improvements. Action research follows the scientific method and involves identifying an issue, reviewing literature, collecting and analyzing data, developing a plan, implementing changes, and reflecting on results. The goal is to help teachers enhance their practices through studying problems in their own classrooms or schools.
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.
What is Action Research
Action research is a process of systematic inquiry conducted by practitioners to improve their own practices. It typically involves identifying an area for improvement, developing and implementing a plan for change, collecting and analyzing data about the results of the changes, and reflecting on and sharing the results. The goal is to help practitioners improve their own work by examining their practices collaboratively and making adjustments based on what they learn.
fundamentalappliedionresearch-140819110415-phpapp01.pdf
This document discusses different types of research including fundamental/basic research, applied research, and action research. Fundamental research aims to build broader understanding without direct application, while applied research seeks to solve practical problems but with limited control. Action research is done by practitioners like teachers to improve their practices and involves a cycle of planning, acting, observing, and reflecting. The document provides examples and comparisons of the different types of research and reviews models of action research.
Fundamental, Applied and Action Research
Fundamental, Applied and Action Research by Dr Akhilesh Kumar, Vardhaman Mahaveer Open University, Kota
Classroom Action Research (CAR)
Classroom action research is a cyclical process where teachers systematically examine their educational practices using research techniques. It aims to remedy problems in specific situations and improve circumstances. The key characteristics are that it is situational, collaborative, participatory, and self-evaluative. There are two main types - practical action research conducted by individual teachers, and participatory action research involving students, teachers and parents. The research process involves planning, acting, observing, and reflecting through continuous cycles. Data can be collected through various strategies and analyzed both quantitatively and qualitatively. Advantages include deeper understanding and commitment to improvement, while disadvantages include lack of research skills and the time commitment required.
Action Research - Reflective Teacher
This document outlines an agenda for a session on using action research to improve teaching practice. It defines action research as a disciplined inquiry conducted by teachers to improve their own practice. The session will discuss developing a research question, collecting valid and reliable data from multiple sources, and analyzing data to inform changes in teaching practice through a cyclical process of planning, action, reflection and revised planning. Attendees will learn how action research can help teachers formalize their own reflections and ongoing professional development.
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Action research in Applied Linguistics: An Introduction
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Action research
- 2. • Reflective practice • Explore your own teaching context: instructional strategies, assessment procedures, and interactions with student learners in order to improve their quality and effectiveness • Intervene in a problematic situation to bring changes
- 3. According to some experts . . . it is . . .
- 4. Eileen Ferrance, "Action Research," Providence, RI: The Education Alliance, 2000, available from www.alliance.brown.edu/pubs/themes_ed/act_research.pdf “a cycle of posing questions, gathering data, reflection, and deciding on a course of action.”
- 5. Why should I do action research? If… I am teacher I am not paid for that It is not in my teaching schedule I do not have resources
- 6. You should do action research because… You are reflective You are committed to developing as a thinking professional
- 7. Steps in Action Research (Ferrance, 2000)
- 8. According to Kemmis and McTaggart (1988), AR is a cyclical process which typically involves four broad phases in a cycle of research
- 9. P Planning You start out identifying a problem or issue and develop a plan of action in order to bring about improvements
- 10. Action A P Planning It involves intervention which means you take action on your solution
- 11. Action A O P Planning Observation This phase involves you in observing systematically the effects of the action and documenting the context, actions and opinions of those involved
- 12. Action A R O P Planning Reflection Observation You reflect on evaluate and describe the effects of the action.
- 13. Action D R A P P D A R Planning Reflection Observation Then, you repeat the process.
- 16. Models of Action Research Many models exist but all share the same basic principles which are: – A central problem or topic – Observation or monitoring takes place – Collection and synthesis of data – Some type of action is taken – Next stage of action research (varies)
- 18. Piggot-Irvine’s Action Research Model Mertler (2009)
- 19. Some AR features.. It involves evaluation and reflection It is a small scale project It gives the opportunity to investigate about inmmediate concerns It collects and analyze data systematically
- 20. ACTIVITY IDENTIFY AND DESCRIBE -The pros and cons of being an action researcher -The kinds of topics that are investigated in AR -The main differences between AR and applied research -The relationships of AR to reflecting teaching
- 21. REFERENCES Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: Cambridge University Press. Ferrance, E. (2000). Action Research. Providence, RI, USA. Retrieved November 14, 2012 from http://www.lab.brown.edu/pubs/themes_ed/act_rese arch.pdf Kemmis, S. & McTaggart, R. (1988). The action research reader. Victoria: Deakin University Press. Mertler, C. (2009). Action Research. Thousand Oaks, California, USA: Sage Publications, Inc.