By: Avelina Teston-Llagas, Ed.D.
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 This shows what may be
included in vignettes/gathering
of data
 (Elliot, 1991)
?
Observation of interactions
Analysis of learner’s work Interview with learners
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Gather
data
Interpret
data
Act on
evidence
Evaluate
results
Next step
Identify
the
problem
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 It is not enough that teachers ; work
should be studied; they need to study
in themselves.
- Stenhouse, 1975
 Action research may be quantitative
and qualitative.
 The anathema to action research
results from the conception of pure
academic research as in thesis writing.
Individual
Teacher
research
Collaborative
Action
research
School-wide
Action
research
District-wide
Action
research
Focus
Single classroom
issue
Classroom with
common issue
Single classroom or
several of collective
interest
School issue
problem or area
structures
District issue
organizational
Possible
support
needed
Coach/mentor
Access to technology
assistance with data
organization and
analysis
Substitute teachers
release time close
link with
administrators
School commitment
leadership
communication
External partners
District
commitment
facilitator recorder
communication
Potential
impact
Curriculum
Instruction
Assessment
Curriculum
instruction
assessment policy
Potential to impact
school
restructuring and
change policy
parent involvement
evaluation of
programs
Allocation of
resources
professional
development
activities
organizational
structures policy
Side effects
Practice informed by
data information not
always shared
Improved collegiality
Formation of
partnerships
Improved
collegiality
Collaboration, and
communication
team building
Improved
collegiality
Collaboration, and
communication
team building
Shared vision
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teacher as action researcher

teacher as action researcher