Action research
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Action research is a type of research conducted by teachers and administrators to improve the quality of their decisions and address immediate problems in education. It focuses on applying solutions in a local setting rather than developing theory. Key characteristics include addressing classroom-level practice problems through a scientific process aimed at immediate application and improvement of school practices through individual and group involvement. The objectives of action research are to create democratic values, study and improve the working system of schools, develop teacher skills, raise student performance, and eliminate traditional rigidity. Common areas that action research addresses include teaching methods, audio-visual aids, homework systems, discipline, absenteeism, and administrative problems. The main steps of action research are to identify a problem area, select a specific
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This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
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.
Action research
Action research refers to a variety of methods designed by educators to diagnose and address problems in organizational, academic, or instructional areas quickly and efficiently. It focuses on real, practical problems in local contexts. The key objectives of action research include improving infrastructure and raising student and teacher performance. Action research is collaborative, reflective, and leads to positive changes in practice. The typical steps involve identifying a problem, analyzing and defining it, diagnosing causes, formulating a hypothesis, testing it, and evaluating results to determine if the goal was achieved.
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.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
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Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
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This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
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This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
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.
Action research
Action research refers to a variety of methods designed by educators to diagnose and address problems in organizational, academic, or instructional areas quickly and efficiently. It focuses on real, practical problems in local contexts. The key objectives of action research include improving infrastructure and raising student and teacher performance. Action research is collaborative, reflective, and leads to positive changes in practice. The typical steps involve identifying a problem, analyzing and defining it, diagnosing causes, formulating a hypothesis, testing it, and evaluating results to determine if the goal was achieved.
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.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Action research: its' significance to educationThe importance of action resea...
The document provides an overview of action research, including its definition, purposes, characteristics, model, and steps. Action research is a type of research undertaken by teachers and administrators to help improve their practices. It involves identifying a problem, analyzing the problem through data collection, formulating an action hypothesis, experimenting and taking action, evaluating the results, and drawing conclusions. The goal of action research is positive change, such as improving student achievement or teacher effectiveness. It is presented as a practical approach that can help educators make better decisions.
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Rakhi-Sawlani-B.Ed.-Action-Research.pptx
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
Types of approaches
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
Oral, Written and Performance Evaluation in Education
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
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
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
Recent trends and issues in assessment and evaluation
1. The document discusses recent trends and issues in educational assessment and evaluation. It covers topics such as putting students at the center, building capacity at all levels of education systems, managing local needs, greater use of technology, and shifts towards more holistic and demonstration-based forms of assessment.
2. Key trends discussed include expanding the scope of evaluation beyond just student assessment, increasing use of data and technology to enhance assessment, and growing internationalization and standardization of assessment.
3. Issues addressed involve ensuring appropriate and valid assessment methods that align with learning objectives, evaluating new skills developed through technology, and considering the policy impacts of assessment.
Quantitative & Qualitative Assessment
This document discusses and compares quantitative and qualitative assessment tools used to evaluate learning outcomes. Quantitative tools like tests, surveys, checklists and questionnaires focus on measurable data presented numerically. They are more objective but require statistical analysis expertise. Qualitative tools like interviews, observations, and focus groups provide descriptive data to understand experiences and meanings at a nominal level. They require skilled administration but provide depth, context, and insight not obtainable through quantitative methods alone. Both approaches have advantages and limitations depending on the assessment needs.
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The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Action research
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
techniques of guidance .pdf
This document discusses techniques used in guidance, including interviews, anecdotal records, observation, and case studies. It provides details on each technique, such as how interviews involve a conversation to exchange information, anecdotal records are short descriptions of significant events, observation involves studying behavior, and case studies are intensive investigations using various research methods. The document also notes some guidelines and advantages of these techniques for collecting data on individuals.
Uses of Evaluation in Education
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
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Action research
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
Action research
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
Action research
1. The document discusses action research and fundamental research, comparing their aims, scope, and characteristics.
2. Action research aims to solve practical problems through collaborative problem solving, while fundamental research develops new principles through systematic analysis.
3. The text provides steps for conducting action research, including identifying problems, developing hypotheses, collecting data, implementing solutions, and communicating results.
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The document provides an overview of action research, including its definition, purposes, characteristics, model, and steps. Action research is a type of research undertaken by teachers and administrators to help improve their practices. It involves identifying a problem, analyzing the problem through data collection, formulating an action hypothesis, experimenting and taking action, evaluating the results, and drawing conclusions. The goal of action research is positive change, such as improving student achievement or teacher effectiveness. It is presented as a practical approach that can help educators make better decisions.
Construction of an achievement test
It discuss on CONSTRUCTION OF AN ACHIEVEMENT TEST. It explains what is test, achievement test, history of the achievement test, STAGES OF ACHIEVEMENT TEST, types of achievement test, Basis of the purpose, content, time & quality. It also explain the weightage of the objectives, content, types of question, difficulty level, blue print and steps of blue print.
Continuous and Comprehensive Evaluation
The document discusses the issues and challenges of continuous and comprehensive evaluation (CCE) in the current educational scenario. It defines CCE as a developmental process that assesses students' broad-based learning and behavior through both formative and summative evaluations conducted continuously and periodically. CCE aims to evaluate students holistically by assessing not just their academic abilities but also their physical, social, emotional, intellectual and spiritual development. However, implementing CCE effectively poses challenges such as developing diverse evaluation techniques and ensuring regular comprehensive assessments. The document advocates for CCE as it can promote learning, build student confidence and help them understand themselves as active learners.
Rakhi-Sawlani-B.Ed.-Action-Research.pptx
Action Research is done in the context of the classroom problems related to any aspect of classroom instruction, classroom method of teaching, classroom discipline, classroom management etc. whose solution is to be found out through Action Research.
In Action Research the emphasis is on getting solution of the problem.
Problem Solving Approach
Types of approaches
This document discusses different approaches to evaluation in education. It describes RCEM approach, which was developed by the Regional College of Education in Mysore, India. RCEM approach classifies educational objectives into categories based on cognitive domains and mental abilities. It emphasizes linking objectives, learning experiences, and expected changes in student behavior. The document also discusses types of evaluation like formative, summative, and impact evaluations. It provides the format of a lesson plan according to the evaluation approach, including objectives, teaching methods, and assessment of student learning.
Oral, Written and Performance Evaluation in Education
Oral, written, and performance evaluations each have their strengths and weaknesses. The best approach is to use multiple forms of assessment to provide a more complete picture of a student's learning and abilities.
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
1. Educational research refers to the systematic study of education-related issues using scientific methods. It examines topics like student learning, teaching, teacher training, and classroom environments.
2. Research methods can vary and may study problems, test theories, and develop solutions related to real-life educational problems.
3. Action research specifically aims to address immediate issues in a local setting through collaborative inquiry and implementing plans for improvement. It is focused on both understanding an issue and enacting change.
Recent trends and issues in assessment and evaluation
1. The document discusses recent trends and issues in educational assessment and evaluation. It covers topics such as putting students at the center, building capacity at all levels of education systems, managing local needs, greater use of technology, and shifts towards more holistic and demonstration-based forms of assessment.
2. Key trends discussed include expanding the scope of evaluation beyond just student assessment, increasing use of data and technology to enhance assessment, and growing internationalization and standardization of assessment.
3. Issues addressed involve ensuring appropriate and valid assessment methods that align with learning objectives, evaluating new skills developed through technology, and considering the policy impacts of assessment.
Quantitative & Qualitative Assessment
This document discusses and compares quantitative and qualitative assessment tools used to evaluate learning outcomes. Quantitative tools like tests, surveys, checklists and questionnaires focus on measurable data presented numerically. They are more objective but require statistical analysis expertise. Qualitative tools like interviews, observations, and focus groups provide descriptive data to understand experiences and meanings at a nominal level. They require skilled administration but provide depth, context, and insight not obtainable through quantitative methods alone. Both approaches have advantages and limitations depending on the assessment needs.
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This document discusses organizing a guidance program in educational institutions. It explains that guidance programs aim to personalize education for each student and improve their adjustment. The programs are collaborative efforts between administration, instruction, and guidance.
The document outlines basic organizational principles for guidance programs, including basing the program structure on its goals and reflecting the school's mission. It also discusses defining roles and responsibilities clearly. Objectives of guidance programs include facilitating career planning, academic achievement, and student transitions.
Finally, the document provides examples of how to analyze guidance programs and steps to organize and manage one, including needs assessment, setting priorities and goals, and ongoing program evaluation.
Action research
This document discusses action research and its importance for teacher education. Action research is defined as research conducted by practitioners to study problems scientifically and guide decisions and actions. It aims to improve the quality of teaching. Action research is important as it helps develop scientific thinking, solve educational problems, and improve the educational system. For teachers, action research can improve teaching methods, use of aids, discipline issues, and examinations. It also fosters a progressive outlook, mutual understanding, and a research mindset among teachers. Action research utilizes experiences to study problems and changes in natural school conditions. Overall, action research enhances teacher knowledge, skills, and professional development, so it should be part of teacher education programs.
techniques of guidance .pdf
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Uses of Evaluation in Education
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
Achievement test, Concept & Definition of Achievement test, Characteristics o...
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Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
teacher made test Vs standardized test
Standardized tests are more rigorous and scientifically developed than teacher-made tests. They require a panel of experts including content specialists, test designers, and teachers to plan the test, write items, test the items, and establish validity and reliability through field testing and statistical analysis. The process ensures the tests accurately measure what they aim to without bias. Teacher-made tests are simpler to create by individual teachers and better tied to local classroom needs, but are not as reliable or valid as standardized tests due to less rigorous development and analysis. Both have advantages for different assessment purposes.
Teaching competence
The document discusses teaching competence, which refers to a teacher's ability to perform tasks at a high level of excellence through knowledge, skills, attitudes, and experience. It identifies five key components of teaching competence: personal competence, professional competence, social competence, planning competence, and classroom interaction competence. The significance of teaching competencies is that they enhance teacher effectiveness, educational quality, and help achieve objectives. Teaching competencies should be applied based on background, situation, and needs.
Action research
Action research is a type of social research initiated to solve an immediate problems, led by individuals working in teams with others. It involves the process of actively participating in an organization change situation whilst conducting research.
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Similar to Action research
Action research
Action research is defined as a process for studying problems scientifically to improve current practices. It is conducted by practitioners, such as teachers, to solve immediate problems in their setting. The goals of action research are to improve conditions, develop scientific and democratic attitudes, and bring excellence to the school environment through constructive change. The steps of action research include identifying a problem, analyzing its causes, formulating a hypothesis, designing a test, and drawing a conclusion.
Action research
1. The document discusses action research and fundamental research, comparing their aims, scope, and characteristics.
2. Action research aims to solve practical problems through collaborative problem solving, while fundamental research develops new principles through systematic analysis.
3. The text provides steps for conducting action research, including identifying problems, developing hypotheses, collecting data, implementing solutions, and communicating results.
Action research (2)
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research (2)
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting. The key steps of action research include identifying a problem, analyzing its causes, formulating hypotheses for solutions, testing these hypotheses through planned interventions, and drawing conclusions to modify practices accordingly. While action research allows practitioners to directly study and improve their work, its results may lack generalizability and it requires a scientific approach not always familiar to practitioners.
Action research
Action research is a practical approach to improving professional practices through a cyclical process of identifying problems, planning and implementing solutions, observing the results, and reflecting on lessons learned. It aims to gather evidence to address specific problems in the settings where research is conducted. The document outlines the objectives, steps, and limitations of action research, noting that it involves careful monitoring of planned changes, collaboration, and use of both quantitative and qualitative methods to draw conclusions and modify practices.
Action research (2)
Action research is a practical approach to improving professional practices through a process of careful self-monitoring and evaluation of changes. It aims to solve specific problems through applied research conducted within the setting itself. The researcher is typically a practitioner who studies issues scientifically to improve their own practices. Action research follows steps including identifying problems, analyzing causes, formulating hypotheses to test solutions, designing tests, and drawing conclusions to modify practices. Its goal is to discover practical solutions and develop scientific and democratic attitudes among practitioners.
Ragi action research (1)
Action research is a practical approach to addressing problems in professional settings like education through a cyclical process of identifying issues, planning and taking action, observing the results, and reflecting to improve practices. It aims to gather evidence to help solve specific problems through research conducted in the setting where the issues exist. The key steps involve identifying problems, analyzing causes, formulating hypotheses for solutions to test, designing tests of hypotheses, and drawing conclusions to modify practices and solve problems. While action research can improve situations, limitations include the time required and that results may not be generalizable to other contexts.
action research @a.pptx
This document provides an overview of action research. It defines action research as systematic inquiry conducted by educators in an educational setting to gather information and improve their practice and student learning. Some key points:
- Action research is practice-oriented research conducted by teachers to solve problems in their classrooms and schools. It aims to apply findings immediately.
- The process involves a cycle of planning an action, implementing it, observing the results, and reflecting to improve practice.
- Action research empowers teachers, promotes professional growth, connects theory to practice, and improves educational outcomes. It gives teachers a voice in their professional development.
Action Research E Module.pdf
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action Research E Module.pdf
Action research is a method for teachers to study practical problems in education to improve school practices. It involves identifying an issue, analyzing causes, designing interventions, and drawing conclusions. Benefits include a focus on real school problems, teacher professional development, and improved collegiality. Key characteristics are that it studies practical problems scientifically, focuses on improving current practices, and involves teachers directly in research on their own classrooms.
Action research for Teachers
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 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
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[1]
Action research is a scientific process used to solve practical problems in education. It involves teachers identifying issues in their daily work, defining the problems, collecting evidence, formulating hypotheses to address the causes of problems, testing solutions, evaluating the results, and determining if the problems were solved. The goal is to improve infrastructure, working styles, democratic attitudes, and generate a better learning environment at educational institutions. Key steps include identifying problems, defining them precisely, listing causes, creating action plans, choosing appropriate research designs, testing hypotheses through new teaching methods, evaluating outcomes, and determining if the problems were addressed. Benefits include developing scientific thinking in teachers and potentially raising student achievement and discipline, while disadvantages are that results cannot be widely generalized.
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 PPT.pptx
Here are two examples of action research projects I found online:
1. Title: Using Formative Assessment to Improve Student Learning in Algebra
Author: Jennifer L. Goos
URL: https://files.eric.ed.gov/fulltext/EJ1065332.pdf
2. Title: An Action Research Study on Improving Students' Writing Skills
Author: S. Sivakumar, S. Thiyagarajan
DOI: 10.1080/2331186X.2017.1355802
Both of these studies focused on using action research methodology to address specific problems or areas for improvement in the classroom. The teachers/researchers identified issues, developed interventions
Action research ancy
Action research is a process where educators systematically examine their own practices using research techniques to identify strategies to improve teaching. It requires teachers to design a study to test a new instructional strategy, curriculum, or pedagogical method. Participating in action research has been found to positively impact teacher improvement, self-reflection, and classroom practices. This document outlines the steps a teacher took to address students' difficulties in analyzing and solving word problems in mathematics through an action research project. The teacher identified the problem, analyzed potential causes, developed an action hypothesis to improve vocabulary and problem-solving techniques, implemented an action plan using various activities and tools, evaluated the results, and planned to communicate findings to improve instruction.
Soniya jude pj
This document discusses action research in social science. It defines action research as a method for improving and modifying classroom practices in schools. Teachers and principals can scientifically study problems in teaching through action research. The objectives of action research are to improve school conditions, develop scientific and democratic attitudes among teachers and students, bring excellence to school staff, and raise student performance and aspirations. Action research projects can focus on improving teaching strategies, developing student interests and values, addressing classroom and school problems, and arranging homework.
Ar concept
Action research refers to a methodological approach where teachers systematically examine their own educational practices and contexts to better understand them and be able to improve and refine their techniques. It originated in the 1940s and has been developed by various scholars over the decades as a means for teachers to study their own practices through a cycle of planning, acting, observing, and reflecting. This allows them to test new strategies and ideas in the classroom and gather evidence on their impact and effectiveness.
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.
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Action research
- 1. ACTION RESEARCH PREPARED BY MS. KANCHAN KHATREJA
- 2. CONCEPT OF ACTION RESEARCH Acc. to Good It is a research used by teachers, supervisors and administrators to improve the quality of their decisions and actions.
- 3. Acc. To Mouly Many of the problems facing the education require immediate attention. Such on the spot research aimed at the solution of an immediate problem is generally known in education as action research.
- 4. Acc. To John W. Best Action research is focussed on the immediate application, not on the development of theory. It has placed its emphasis on a real problem here and now in a local setting.
- 5. CHARACTERISTICS OF ACTION RESEARCH 1. Class-room Level 2. Practice problems 3. Scientific Procedure 4. Immediate application 5. Involvement 6. Improvement of school practices 7. Personal research 8. Individual and group problems 9. Evaluation of Findings 10. Strengthening Research 11. Guidance and Improvement
- 6. OBJECTIVES OF ACTION RESEARCH 1. To create democratic values among pupils and teachers. 2. To study the problems of working system of school, to search out their solutions and to bring improvement and development in that working system. 3. To develop working skills in the teachers and other workers of the school. 4. To raise performance level of the pupils. 5. To eradicate traditional rigidity from the school. 6. To develop sceintific attitude in the teachers, principals, managers and supervisors of the school.
- 7. SCOPE OR AREAS FOR ACTION RESEARCH 1. TEACHING METHODS 2. AUDIO-VISUAL AIDS 3. HOME ASSIGNMENT SYSTEM EFFECTIVE 4. DISCIPLINE 5. STUDY OF ABSENTEES AND LATECOMERS 6. PROBLEMS OF TEACHERS AND STUDENTS 7. PROBLEMS OF SCHOOL ORGANISATION AND ADMINISTRATION 8. LEARNING PROBLEMS 9. ADJUSTMENT PROBLEMS 10. OTHER FIELDS
- 8. STEPS OF ACTION RESEARCH
- 9. VARIOUS STEPS OF ACTION RESEARCH 1. IDENTIFICATION OF PROBLEM AREA 2. SELECTION OF PROBLEM 3. ANALYSIS OF CAUSES OF THE PROBLEM 4. FORMULATION OF ACTION HYPOTHESIS 5. DEVELOPING A DESIGN TO TEST ACTION HYPOTHESIS 6. EVALUATION OF RESULTS