Action Research.pptx
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Action research is a process that involves taking action to solve a problem and studying the results of that action through systematic data collection and reflection. It consists of a spiraling cycle of identifying problems, collecting data, reflecting on and analyzing the data, taking data-driven action, and redefining the problem based on what was learned. Action research can be done individually or collaboratively at the classroom, school, district, or division level on topics related to teaching and learning, child protection, human resource development, governance, gender, disaster risk reduction, or special education.
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Action research.pptx
Action research originated in the 1940s in the United States and England from the work of Kurt Lewin. It is a cyclical process of identifying a problem, designing and taking action, recording and reflecting on results, and then retesting based on reflections. One of its main appeals is that it aims to both improve the subject of study through interventions while also generating knowledge. It uses methods like participant observation and interviews. Experts define it as a cycle of posing questions, gathering data, reflecting, and deciding on a course of action.
Action research a brief introduction
This document provides an introduction to action research. It discusses the history and origins of action research, which was coined by Kurt Lewin in the 1940s. It describes action research as a process where teachers systematically examine their own practices using research techniques to inform and improve future practices. The document outlines the main types of action research and provides steps for conducting action research, including identifying a problem, collecting and interpreting data, taking action, reflecting on results, and sharing findings. Benefits of action research for teachers and the field of education are also mentioned.
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
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
Action research is a process used by practitioners, such as teachers, to systematically study and improve their own practices. It involves identifying an area in need of improvement, developing a plan to implement changes and evaluate the results. Some key aspects of action research include: identifying a problem or area of focus, collecting and analyzing relevant information, developing an action plan or hypothesis, implementing changes while observing effects, and evaluating outcomes to determine if the problem was addressed. The goal is to help teachers and schools enhance their practices and solve problems in a scientific manner.
TSL3133 Topic 2 Types of Educatioanal Research
This document discusses four main types of research:
1) Basic research seeks to expand knowledge and understanding through exploring scientific questions without a direct commercial application. It develops and tests theories.
2) Applied research aims to solve practical problems and test theories to evaluate their usefulness. It focuses on measurement and relationships between variables.
3) Action research is conducted by educators to gather data to address issues in their educational setting and improve teaching and learning. It uses a cyclical process of planning, action, observation and reflection.
4) Evaluation research assesses the effectiveness, quality or value of programs, products or policies by answering questions about their outcomes and costs versus benefits.
Lecture concepts&gen
This document discusses strategies for teaching concepts and generalizations. It defines a concept as a general idea that represents a class of objects or relationships with common attributes. Generalizations are relationships between two or more concepts. The document outlines several strategies for teaching concepts and generalizations, including deductive strategies like providing examples and non-examples, and inductive strategies like Taba's method of eliciting attributes. It also discusses using problem solving, decision making, and concept hierarchies to teach generalizations. The overall goal is to help students organize information and develop more complex understanding.
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Action research.pptx
Action research originated in the 1940s in the United States and England from the work of Kurt Lewin. It is a cyclical process of identifying a problem, designing and taking action, recording and reflecting on results, and then retesting based on reflections. One of its main appeals is that it aims to both improve the subject of study through interventions while also generating knowledge. It uses methods like participant observation and interviews. Experts define it as a cycle of posing questions, gathering data, reflecting, and deciding on a course of action.
Action research a brief introduction
This document provides an introduction to action research. It discusses the history and origins of action research, which was coined by Kurt Lewin in the 1940s. It describes action research as a process where teachers systematically examine their own practices using research techniques to inform and improve future practices. The document outlines the main types of action research and provides steps for conducting action research, including identifying a problem, collecting and interpreting data, taking action, reflecting on results, and sharing findings. Benefits of action research for teachers and the field of education are also mentioned.
TSLB3143 Topic 1b Types of Educatioanal Research
- Basic research aims to expand knowledge without a direct commercial application. It seeks to develop and test theories through careful analysis.
- Applied research seeks practical solutions to problems through applying existing theories or data collection. It has a direct value to practitioners.
- Action research is conducted by educators to address practical problems in schools and classrooms. It follows a cycle of identifying problems, planning interventions, implementing actions, evaluating outcomes, and revising plans.
- Evaluation research assesses the effectiveness, quality, or value of programs, products, policies, or practices. It answers questions about what works and how well interventions achieve their goals.
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
Action research is a process used by practitioners, such as teachers, to systematically study and improve their own practices. It involves identifying an area in need of improvement, developing a plan to implement changes and evaluate the results. Some key aspects of action research include: identifying a problem or area of focus, collecting and analyzing relevant information, developing an action plan or hypothesis, implementing changes while observing effects, and evaluating outcomes to determine if the problem was addressed. The goal is to help teachers and schools enhance their practices and solve problems in a scientific manner.
TSL3133 Topic 2 Types of Educatioanal Research
This document discusses four main types of research:
1) Basic research seeks to expand knowledge and understanding through exploring scientific questions without a direct commercial application. It develops and tests theories.
2) Applied research aims to solve practical problems and test theories to evaluate their usefulness. It focuses on measurement and relationships between variables.
3) Action research is conducted by educators to gather data to address issues in their educational setting and improve teaching and learning. It uses a cyclical process of planning, action, observation and reflection.
4) Evaluation research assesses the effectiveness, quality or value of programs, products or policies by answering questions about their outcomes and costs versus benefits.
Lecture concepts&gen
This document discusses strategies for teaching concepts and generalizations. It defines a concept as a general idea that represents a class of objects or relationships with common attributes. Generalizations are relationships between two or more concepts. The document outlines several strategies for teaching concepts and generalizations, including deductive strategies like providing examples and non-examples, and inductive strategies like Taba's method of eliciting attributes. It also discusses using problem solving, decision making, and concept hierarchies to teach generalizations. The overall goal is to help students organize information and develop more complex understanding.
Introduction to Educational Research.pptx
This document provides an overview of educational research. It discusses the goals of educational research which are explanation, description, prediction, and application. It also covers the characteristics of educational research such as being a formal, systematic process and investigating theories and skills in education. Additionally, the document outlines different sources of knowledge like personal experience, tradition, experts, logic, and the scientific method. Finally, it discusses the purposes of educational research including basic research, applied research, evaluation research, research and development, and action research.
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.
ACTION RESEARCH
IMPORTANT REASONS FOR USING ACTION RESEARCH
APPROACHES
PROCESS
VALIDITY AND TECHNIQUES
STRENGTHS AND LIMITATIONS
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
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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.
4. action research
Action research is a form of applied research that aims to empower people through a process of constructing and using knowledge. It involves practitioners systematically examining their own practices to improve conditions. Participatory action research specifically seeks to empower vulnerable groups through generating knowledge and action. The process involves identifying issues, collecting and interpreting data, acting on evidence, and evaluating results in continuous cycles of self-reflection. Outcome research assesses the end results of healthcare to develop evidence-based practices and improve services.
Ucc504 business research methods action research 230413
Action research involves a cyclical process of identifying problems, planning interventions, implementing actions, collecting data, and reflecting on results. It aims to simultaneously pursue action or change and research understanding. The document outlines the key steps in an action research process, including identifying a problem, reviewing literature, collecting and analyzing qualitative and/or quantitative data, reporting findings, developing conclusions and recommendations, and designing new plans or programs based on results. It also discusses important considerations like ensuring validity, reliability, and triangulation of data sources in an action research study.
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.
Researching teachers and learners
Action research is an approach to collecting and interpreting data that involves repeated cycles of planning, action, observation, and reflection. It is collaborative, aimed at improving practice, and involves practitioners carrying out research in their own contexts. Kurt Lewin described the process of action research as a cycle of planning, action, observing, and reflecting. Classroom research refers to research conducted in language classrooms, often focusing on teacher and student interactions, to induce teacher learning.
Action research
This document provides an overview of action research. It defines action research as a systematic process conducted by teachers and others in educational settings to improve their practices and student learning. The history and key characteristics of action research are described. Practical and participatory types of action research are outlined. The document discusses when action research should be used, important ethical issues, and the typical steps and processes involved in conducting an action research study. Evaluation of action research focuses on addressing practical issues and empowering collaborators through reflection and action planning.
Research in education
Meaning and Scope of Educational Research, Characteristics of Scientific Method, Approaches and Types of Research
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.
Research_Methods_Unit_1_2021.ppt
The document provides an overview of research methods in education. It defines key terms like research, defines different types of educational research including basic research, applied research, and action research. It discusses the importance and purpose of educational research, as well as the various sources, characteristics, and steps involved in the scientific research process. The document also addresses topics like literature reviews, assumptions in research, and criteria for selecting research topics.
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
Quantitative research
This document provides information about quantitative research, including its characteristics, strengths, weaknesses, and types. It discusses how quantitative research uses objective measurements and statistical analysis of numerical data from sources like surveys and questionnaires. It also outlines the key parts of a research paper, including the problem statement, significance, scope, and references. The document is intended as a guide for learners to understand quantitative research methodology.
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.ppt
Action research involves teachers systematically examining their own practices to improve student outcomes. It follows a cycle of planning an improvement, implementing it, observing effects, and reflecting to inform future practice. Action research empowers teachers, develops context-specific solutions, and sustains improvements by making tacit knowledge explicit and shared. It justifies practices through evidence of impact on student learning rather than intuition alone.
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IT WILL BE HELPFULL FOR THE NUSING STUDENTS
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Introduction to Educational Research.pptx
This document provides an overview of educational research. It discusses the goals of educational research which are explanation, description, prediction, and application. It also covers the characteristics of educational research such as being a formal, systematic process and investigating theories and skills in education. Additionally, the document outlines different sources of knowledge like personal experience, tradition, experts, logic, and the scientific method. Finally, it discusses the purposes of educational research including basic research, applied research, evaluation research, research and development, and action research.
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.
ACTION RESEARCH
IMPORTANT REASONS FOR USING ACTION RESEARCH
APPROACHES
PROCESS
VALIDITY AND TECHNIQUES
STRENGTHS AND LIMITATIONS
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.
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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.
4. action research
Action research is a form of applied research that aims to empower people through a process of constructing and using knowledge. It involves practitioners systematically examining their own practices to improve conditions. Participatory action research specifically seeks to empower vulnerable groups through generating knowledge and action. The process involves identifying issues, collecting and interpreting data, acting on evidence, and evaluating results in continuous cycles of self-reflection. Outcome research assesses the end results of healthcare to develop evidence-based practices and improve services.
Ucc504 business research methods action research 230413
Action research involves a cyclical process of identifying problems, planning interventions, implementing actions, collecting data, and reflecting on results. It aims to simultaneously pursue action or change and research understanding. The document outlines the key steps in an action research process, including identifying a problem, reviewing literature, collecting and analyzing qualitative and/or quantitative data, reporting findings, developing conclusions and recommendations, and designing new plans or programs based on results. It also discusses important considerations like ensuring validity, reliability, and triangulation of data sources in an action research study.
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.
Researching teachers and learners
Action research is an approach to collecting and interpreting data that involves repeated cycles of planning, action, observation, and reflection. It is collaborative, aimed at improving practice, and involves practitioners carrying out research in their own contexts. Kurt Lewin described the process of action research as a cycle of planning, action, observing, and reflecting. Classroom research refers to research conducted in language classrooms, often focusing on teacher and student interactions, to induce teacher learning.
Action research
This document provides an overview of action research. It defines action research as a systematic process conducted by teachers and others in educational settings to improve their practices and student learning. The history and key characteristics of action research are described. Practical and participatory types of action research are outlined. The document discusses when action research should be used, important ethical issues, and the typical steps and processes involved in conducting an action research study. Evaluation of action research focuses on addressing practical issues and empowering collaborators through reflection and action planning.
Research in education
Meaning and Scope of Educational Research, Characteristics of Scientific Method, Approaches and Types of Research
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.
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The document provides an overview of research methods in education. It defines key terms like research, defines different types of educational research including basic research, applied research, and action research. It discusses the importance and purpose of educational research, as well as the various sources, characteristics, and steps involved in the scientific research process. The document also addresses topics like literature reviews, assumptions in research, and criteria for selecting research topics.
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
Quantitative research
This document provides information about quantitative research, including its characteristics, strengths, weaknesses, and types. It discusses how quantitative research uses objective measurements and statistical analysis of numerical data from sources like surveys and questionnaires. It also outlines the key parts of a research paper, including the problem statement, significance, scope, and references. The document is intended as a guide for learners to understand quantitative research methodology.
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.ppt
Action research involves teachers systematically examining their own practices to improve student outcomes. It follows a cycle of planning an improvement, implementing it, observing effects, and reflecting to inform future practice. Action research empowers teachers, develops context-specific solutions, and sustains improvements by making tacit knowledge explicit and shared. It justifies practices through evidence of impact on student learning rather than intuition alone.
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Action Research.pptx
- 2. Coined by Kurt Lewin in 1944 to describe a process of investigation and inquiry that occurs as action is taken to solve a problem. A practice of reflective inquiry undertaken with the goal in improving understanding and practice; “Action” refers to the change you are trying to implement, and “research” refers to your improve understanding of the learning environment.
- 3. It is a spiraling cycle of problem identification, systematic data collection, reflection, analysis, data-driven action taken and redefinition
- 4. CLASSROOM ACTION RESEARCH COLLABORATIVE ACTION RESEARCH SCHOOL-WIDE RESEARCH DISTRICT-WIDE RESEARCH DIVISION-WIDE RESEARCH
- 5. Teaching and Learning Child Protection Human Resource Development Governance Gender and Development Disaster Risk Reduction Management SPED
- 7. Important Reminders: FONT STYLE: ARIAL FONT SIZE: 11 SPACING: DOUBLE SPACE SIZE OF PAPER: SHORT
- 8. Context and Rationale – 30 points Action Research Questions – 30 points Action Research Methods – 30 points Action Research Work Plan and Timelines – 5 points Cost Estimates – 5 points Total of 100 points Passing Rate 70 points
- 9. Teacher Submits AR Proposal District Research Committee Receive and Review the Proposal Endorses to Division Research Review Committee Endorses to Regional Research Review Committee STEP 1 STEP 2 STEP 3 STEP 4 Provide Technical Assistance If there are errors then the researcher will revise the proposal Proposals with 70% Passing Rate will be forwarded to SDO SDRC Proposals with 70% Passing Rate will be forwarded to RRC Proposals with 70% Passing Rate will be Funded by BERF. Proposals Below 70% Passing Rate is considered NON-BERF and will not be Funded by BERF.