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ACTION RESEARCH Group 1 – Assignment 2. Chloe Weaver Narelle Webb Bec Wheldon Dallas Wolf Emily Weight. Purpose - What is Action Research?. Action Research is a collaborative method of Planning Taking action Collecting data Analysing Reflection. - PowerPoint PPT Presentation
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ACTION RESEARCHGroup 1 – Assignment 2
Chloe Weaver Narelle WebbBec Wheldon
Dallas Wolf Emily Weight
Purpose - What is Action Research?
Action Research is a collaborative method of
Planning
Taking action
Collecting data
Analysing
Reflection
(Image Diagrams of Action Research, n.d)
The cyclical process of Plan Act Evaluate:
1. Selecting a focus2. Clarifying Theories3. Identifying research questions4. Collecting Data5. Analyzing Data6. Reporting results7. Taking informed action
(Leading the Digital Education Revolution –
Image, n.d)
Methodology – The Cyclical Process
Methodology – The Principle of Triangulation
(Image Diagrams of Triangulation, n.d)
Methodology – The Principle of Triangulation
Research question Do my students perform more effectively when working in group environments?
Data collection methods •Observation of interactions•Analyses of children’s work•Interview with children
“The concept suggests that using multiple sources is not a search for truth, but rather a search for
clarity on the perspective we each bring to data and its analysis.” (Holly, Arhar ,Kasten, 2005, pg 215)
Collaborative Action ResearchWhat: The study of educational issues Who: Multiple researchers with collaboration between schools, educators and administrators.
Critical Action ResearchWhat: The review of social issues Who: University researchers, school administrators, teachers and community members.
Methodology - Types of Action Research
Classroom Action ResearchWhat: Improvements within the classroom .Who: Individual classroom teachers.
Participatory Action ResearchWhat: Investigating real life issues.Who: Any number of members within the general community.
Methodology - Types of Action Research
In education, use action research to INFORM and CHANGE
• School based curriculum development• Professional development• Systems planning• School restructuring• Evaluative tools
Methodology - Action Research in Education
PROS;
• Relevant & meaningful• Driven directly by those involved • Structured platform for improvement• Tools for ongoing development• Ownership of research outcomes
CONS;• Researcher bias• Results not able to be generalised
For & Against Action Research
3 reasons for Action Research
• to PROMOTE personal and professional growth• to IMPROVE practice to enhance student
learning • to ADVANCE the teaching profession
Why to use Action Research
Case Study 1
Digital Education Revolution NSW
• The introduction of Laptops into NSW classrooms has allowed teachers to explore and develop current pedagogies • Enabling educators to align with 21st century thinking• Offers another tool for the classroom, where
both teachers and students benefit• Greater collaborative learning• Creation of knowledge through
technological engagement
‘What the World Is’ & ‘What the World could be..’
Improvement in teaching English to ESL studentsin NSW
Outcome: • The school students developed their English and
their understanding of how to learn• Their teachers developed new ways of thinking
about supporting their students’ learning• The teacher educators worked with a new model
of teacher in-service
Case Study 2
Student Benefits:
• Teaching improves – learning outcomes improve• Students ‘collaborate’ to create learning
environment• Stronger student/teacher relationship• Modernised classroom
facilities/resourcesand lessons plans
Value - Student Benefits
Builds a reflective practitionerMaking progress of school wide prioritiesBuilding professional cultures
Teacher Benefits:• Conducted in the classroom• Research directly benefits teachers• More effective educators• Increased knowledge base• Peer resources• Always conducted within • professional & ethical guidelines
Value - Educator Benefits
Simplicity of process
• Teacher initiates and facilitates • Focus remains on required outcomes• Flexibility in data gathering methods• Can be done with one or many participants
Value – Simplicity of process
“Wherever scientists look and whatever
they look at, they see nature acting and
evolving not as a collection of independent
parts, but as an integrated, interacting,
self-consistent,
and self-creative whole”(Reason, & Bradbury, n.d.)
Image Diagrams of Action Research.[Image] (n.d). Georgia Southern University. Retrieved 23rd September 2009 from http://academics.georgiasouthern.edu/col/id/action_research/index.phpLewin, K. (1958). Group Decision and Social Change. New York: Holt, Rinehart and Winston. Sagor, R. (2000). Guiding school improvement with action research. United States:Association for supervision and curriculum development.Borg, W. (1981). Applying educational research: A practical guide for teachers. NewYork: Longman.Watts, H. (1985). When teachers are researchers, teaching improves. Journal ofStaff Development, 6 (2), 118-127. Johnson, B.M. (1995). Why conduct action research? Teaching and Change,1, 90-105.The Qld Department of Education and Training, (2008). Advantages of action research in schools. Retrieved October 30th, 2009, http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action-advantage.htmlA Guide to Action Research. (2009). Retrieved October 10, 2009, from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htmMcLean, James. (1995). IMPROVING EDUCATION THROUGH ACTION RESEARCH: A GUIDE FOR ADMINISTRATORS AND TEACHERS. The Practicing Administrator's Leadership Series: Roadmaps to Success. Thousand Oaks, CA: Corwin Press. ED 380 884. Digital Education Revolution. (2009). Retrieved October 20, 2009 from https://www.det.nsw.edu.au/proflearn/der/staffdev/vision.html
References
Perrett, G. (2003). Teacher Development Through Action Research. Australian Journal of Teacher Education, Vol 27, No. 2. Retrieved November 2nd 2009 from http://ajte.education.ecu.edu.au/ISSUES/PDF/272/Perret.pdf Dr Stephen Waters-Adams S Waters-Adams, Action Research in Education (Image), Faculty of Education, University of Plymouth, 2006 Retrieved October 22nd 2009 from http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htmAction research projects John Canning Subject Centre for Languages, Linguistics and Area Studies, Retrieved October 22nd 2009 from http://www.llas.ac.uk/projects/2837
Barry, K. & King, L. (1998). Beginning Teaching and Beyond. (3rd ed.). Katoomba: Social Science Press.Leading the digital Education Revolution [Image] (2009). Retrieved October 10, 2009, 2009. From https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htmReason, P., and Bradbury, H. (n.d) Handbook of Action Research: Parcipitative Inquiry and Practice. Retrieved October 29, 2009 from www.bath.ac.uk/carpp/publications/pdf/handbook_of_action_research.pdfLeading the Digital Education Revolution – Action Research. [Image]. (n.d.)Retrieved October 29 from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htm McNiff, J. (2002) Action Research for Professional Development: Concise Advice for new Action Researchers.
Retrieved October 29 from http://www.jeanmcniff.com/Copy%20booklet%20for%20web%20site.doc
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