This document discusses the teaching-research nexus and its impact on student learning and teaching practices. It differentiates between teacher research, action research, and classroom research. Teacher research involves teachers conducting research within their own classrooms. Action research pursues both action, or change, and research simultaneously to improve practices. Classroom research focuses on inputs and outputs within the classroom setting. The document provides examples of these types of research and outlines their benefits, which include improved teaching, better student outcomes, and improved teacher confidence through evidence-based practices. Key aspects of action research design and processes are also summarized.

1. Building the Bigger
Picture ofTeaching-
Research Nexus on
Learning Experiences
Crisanto A. Daing, Ph.D
Associate Dean, College of Arts and Sciences
Graduate School Professor
Our Lady of Fatima University, Philippines

2. ✓Acknowledge the impact of the teaching-research nexus
on student learning and teaching practice
Intended Learning Outcomes (ILO’s)
✓Differentiate teacher research from action research and
classroom research
✓Appreciate the significance of research in improving
teaching and learning practices

3. How can I encourage more parental support?
How can I make my students enjoy learning?
How can I make my classroom more
interesting to my students?
How can I adapt an already demanding
curriculum to better meet the specific needs of
my students in the class?

4. How can content, strategies, and learning
activities be varied to help students?
What kind of method works best with certain
types of students?
How can teachers encourage students to
think about important issues?
How can subject matter e better presented to
promote understanding?

5. RESEARCH!

6. What is Research?
✓It is a studious or a diligent search.
✓It is an investigation or
experimentation aimed at the
interpretation of facts, revision of
accepted theories or laws in the light
of new facts

7. What is Action Research?
✓A family of research methodologies
which pursue an action (or CHANGE)
and research (UNDERSTANDING) at
the same time
✓It is an inquiry or research in the
context of focused efforts to improve
the quality of a PRACTICE.

8. What is Action Research?
✓It has the potential to generate
genuine and sustained improvements
in schools.
✓It is an actual research method.

9. WHY Action Research?
✓ gives educators more opportunities
to reflect on and assess their
teaching
✓ to explore and test new ideas,
methods and materials
✓ assess how effective the new
approaches are

10. WHY Action Research?
✓ to share feedback with fellow team
members
✓ to make decisions about which new
approaches to include in the practice

11. What is a Teacher Research?
✓It is defined byWHO conducts the
research
✓Evans et al., (2017) - BuildingTeachers’ Research
Literacy: Integrating Practice and Research
Teachers need to know, not only, to locate
and critically use research evidence but also
on how to actively engage in research

12. What is a Teacher Research?
✓Evans et al., (2017) - BuildingTeachers’ Research
Literacy: Integrating Practice and Research
Engage in research with your pupils as an
integral part of their practice
Research should not be seen as a separate
entity but an integral part of being a teacher
professional

13. What is a Teacher Research?
✓According to Brindley, it is often connected with
teacher development and empowerment
By investigating the teaching and learning
processes in the classroom, we learn more
about the craft and the science of teaching so
that me may improve our work as teachers.

14. What is a Classroom Research?
✓It is defined by the setting or place in which the
data are collected.
Bridget Long defined classroom research as all or
part of whose data are derived from the
observation or measurement of the classroom
performance of teachers and students.

15. What is a Classroom Research?
✓According to Allwright, classroom research
concentrates on the inputs to the classroom (the
syllabus, teaching materials) or the outputs
(learners’ scores, performances, etc.

16. Basic Assumptions Underlying Research
✓Those undertaking research must be informed
individuals capable of identifying problems that
need to be solved.
✓The ones involved must be seriously committed to
solving the problems and improving the
performance.
✓The participants/respondents must engage in the
research systematically.

17. Six Positive Influences of Teacher-Research
Builds a knowledge
base
Learns about
research
Improves classroom
instruction
Source: Journal of Curriculum and
Instruction, January 2009

18. Six Positive Influences of Teacher-Research
Connects with other
teachers and colleagues
Brings about change
Gains new understanding
of students
Source: Journal of Curriculum and
Instruction, January 2009

19. Action Research Designs
Action Research
Practical Participatory
Studying
Local
Practices
Studying
Social
Issues

20. Action Research Designs
Practical AR
Involving Individual orTeam based inquiry
Focusing onTeacher Development and
Student Learning
Implementing a Plan of Action
Leading to the teacher as researcher

21. The Research Spiral
-Mills, 2000
Analyze and
Interpret
Data
Collect
Data
Identify an
area of
focus
Develop an
Action Plan

22. Action Research Designs
Participatory AR
Emphasizing equal collaboration
Focusing on “life enhancing changes”
Resulting in the emancipated researcher

23. Key Characteristics of Action Research
A Practical Focus
The teacher-researcher’s own practices
Collaboration
Dynamic Process
A Plan of Action
Sharing Research

24. Practical Focus
A problem that will have
immediate benefits for:
A single teacher
Schools
Communities

25. Study of the teacher-researcher’s own
practices
Self-
Reflective

26. Collaboration
Collaborative
Team
STUDENTS
PARENTS
STAFF
TEACHERS
ADMINISTRATORS
COMMUNITY
STAKEHOLDERS

27. A Dynamic Process
Spiraling back and
forth among
Reflection, Data
Collection, and Action

28. A Plan of Action
Involves a few individuals
or the whole community
Presenting data to
stakeholders, establishing
a pilot program, exploring
new practices

29. Sharing Research
✓Group of stakeholders
✓Local Schools,
Educational personnel
✓Individuals or groups
who can promote change

30. Can classroom
research, teacher
research and action
research fit together?

31. The Oral Communication Teacher (teacher-
researcher) is interested to know why the
students in the classroom (classroom
research) have difficulties in the correct
pronunciation of words in English. Hence,
he asks the students, one by one, to read a
passage and records common errors in
pronunciation (action research).

32. Teachers
need
necessity
for
change

33. Teachers
need to
be...
SUPPORTED

34. Teachers
need to
evidence
that things
work

35. Teachers need time out from the
classroom

36. Teachers need encouragement and interest
from management

37. Benefits are:
Improved teaching and
better student outcomes
Improved teacher confidence
due to evidence-based
teaching

38. 10 Coping Strategies
1. Don’t give up!
2. Enlist the help of colleagues.
3. Keep a positive attitude.
4. Be prepared to compromise.
5. Be generous.
Jean McNiff, Action Research Principles and Practice, 1998

39. 10 Coping Strategies
6. Go public!
7. Join a local action research group.
8. Establish a reputation of success.
9. Publish reports in journals.
10. Have faith in your own knowledge.
Jean McNiff, Action Research Principles and Practice, 1998

40. Crisanto A. Daing 09285545644 crisdaing@yahoo.com
Crisanto A. Daing Crisanto A. Daing