A product of Project CENTRAL, 2004 Understanding the Action Research Process Sponsored by Project CENTRAL A Project of the Florida Department of Education

A product of Project CENTRAL, 2004

Understanding the Action Research Process

Sponsored by Project CENTRALA Project of the Florida Department of

EducationIn Collaboration with the University of Central

Florida


Learning Objectives

Define the term “action research” Describe the process of action research List and describe the three approaches of

action research Provide benefits of action research for the

student, teacher, and school


“The idea of action research is that educational problems and issues are best identified and investigated where the action is; at the classroom and school level. By integrating research into these settings and engaging those who work at this level in research activities, findings can be applied immediately and problems solved more quickly” (Guskey, 2000).


Quality Professional Development “High quality professional development is

essential for school systems to achieve their goals for student and staff performance” (Hirsch, 2004).

“A school’s instructional capacity is enhanced when its programs for student and staff learning are coherent, focused on clear learning goals, and sustained over a period of time” (King & Newman, 2000).


Standards for Staff Development (NSDC, 2001) Effective professional development impacts

student learning. Results-driven Standards-based Job-embedded


A Model of Professional Development Action research is a model of professional

development in which educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning.


Professional Development System Evaluation Protocol Protocol Standards

Faculty Level Evaluation: Action Research 1.4.4

Evaluations of the effect of training are incorporated into pilot studies and action research conducted by the teacher

FLDOE, 2004


What is Action Research?

“Action research is planned inquiry – a deliberate search for truth, information, or knowledge” (Schmuck, 1997).



“Action (teacher) research is a natural extension of good teaching. Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999).



“Action research is a continuous and reflective process in which educators make instructional decisions in their classroom based on student needs as reflected by classroom data” (Project CENTRAL, 2004).


Goal of Action Research

The primary goal of action research is to improve student learning by developing and refining the skill of teaching.


The Action Research Process

Action Research

Identifying a Classroom Problem

Developing & Implementing

an Action Research Plan

Collecting & Analyzing

Data

Using & Sharing Results


Approaches to Action Research Individual Teacher Research Collaborative Action Research School-wide Action Research

Emily Calhoun, 1993


Individual Teacher Research

Focuses on studying a problem or issue within a single classroom. What impact can daily phonemic awareness

activities have on my kindergarten students’ oral language development? (Kindergarten teacher)

How can using concrete objectives (manipulatives) improve my students’ ability to identify and extend patterns in mathematics? (Third grade teacher)


Individual Teacher Research

A teacher focuses on an area of concern in his or her classroom.

May receive support and guidance from colleagues, coaches, and/or outside support personnel from district, state, or university.


Collaborative Action Research Focuses on studying a problem or issue

within one or more classrooms. How can students with disabilities experiencing deficits in

phonemic awareness show improvement in those skills by participating in additional and intensive instruction in phonemic awareness activities at least four times per week? How will it affect their overall reading ability? (ESE Teacher & FDLRS HRD Specialist)

How can implementing “Organizing Together” a Strategic Instruction Model curriculum, improve 6th graders ability to come to class organized and prepared? (6th grade teachers in a middle school team)


Collaborative Action Research Co-teachers in one classroom instructing a

specific group of students A team of teachers focusing on a grade level

issue A teacher and district, educational agency, or

university personnel learning and studying a particular instructional practice

A group of teachers in the same school studying the same instructional concern


School-wide Action Research

School-wide action research is a school reform initiative. Every faculty member of the school is involved in studying a specific issue identified from school data.



How can we teach our students to organize, analyze, synthesize, and interpret what they read? (School-wide question) How can modeling through read alouds improve

students’ abilities to organize, analyze, synthesize, and interpret what they read? (Action research team)

How can implementing a school-wide positive behavior support program improve students’ safety and increase appropriate student behaviors within the school? (All faculty)



Support may be provided through knowledgeable staff on-site and/or outside support personnel from the district, state, or university.


An environment that is most supportive of the action research process provides: A venue for sharing the action research process

(topics, strategies, results, barriers, benefits, etc.) A school or environment that fosters teacher

learning including professional development and coaching (lead coach or peer coach),

Planned time to re-analyze their action research, and

A supportive environment including administrationAdapted from Watson & Stevenson (1989) & McKay (1992)


Content: Understanding Action Research Group 1: Professional Development Through

Action Research Group 2: Promoting Teacher Reflection

Through Action Research: What Do Teachers Think

Group 3: Successful School Improvement Using Classroom Based Research

Group 4: Advancing Professional Inquiry for Educational Improvement Through Action Research


Process: Cooperative Learning, Jigsaw Read assigned article and jot down 3-5 key

ideas. Discuss the article with your new assigned

group. Return to your home group and share your 3-

5 key ideas.


Process: Reflection/Share

How have the reading and discussions influenced your current thinking about action research?

How will you use some of this new information?


Content: Why Conduct Action Research? What are the benefits of action research to

teachers and students? How could participating in this model of

professional development impact your professional practice?


Process: Individual Response

Write your reflections on the journal page provided.


Benefits of Action Research

Students A means of improving student achievement through more

effective teaching and administration of schools (Cohen & Manion, 1980; Elliot, 1991; Kemmis, 1981; Nixon, 1987; Stenhouse, 1975).

Student learning is being studied. Instructional practices are being designed to accelerate

learning and build upon student knowledge Close monitoring is occurring to ensure appropriate

progress is being made Adjustments in instruction when needed


Benefits of Action Research

Teachers Educators involved in action research became more flexible in

their thinking, more open to new ideas, and more able to solve new problems (Pine, 1981).

Engaging in action research influenced teachers’ thinking skills, sense of efficacy, willingness to communicate with colleagues, and attitudes toward professional development and the process of change (Simmons, 1985).

Teachers engaged in action research depended more on themselves as decision makers and gained more confidence in what they believed about curriculum and instruction (Strickland, 1988).

Action researchers were reading, discussing, thinking, and assessing ideas from related research with expanded analytical skills (Simmons, 1985).

Can bridge learned knowledge into actual practice

Documents

A product of Project CENTRAL, 2004 Understanding the Action Research Process Sponsored by Project CENTRAL A Project of the Florida Department of Education