Using Action Research as a Reflective Strategy for Enhancing Present and Future Teaching and Learning

Kathleen Fite, Professor

Barbara H. Davis, Associate Professor

Texas State University-San Marcos

Kimberly Higdon, Assistant Professor

St. Leo University, Tampa, Florida

ACEI Annual International ConferenceAtlanta, GeorgiaMarch 28, 2008

Teacher Research Definition

“Systematic, intentional inquiry by teachers about their own school and classroom work.”

(Cochran-Smith & Lytle, 1993)

Teacher Research Systematic: ordered ways of gathering and

recording information, documenting experiences inside and outside of classrooms, and making some kind of record

Intentional: teacher research is an activity that is planned, not spontaneous

Inquiry: teacher research stems from or generates questions and reflects teachers’ desires to make sense of their experience

Objectives of Teacher Research in an Induction Program

To help novice teachers develop research skills that can improve teaching and learning in their classrooms

To help novice teachers develop a research knowledge base including use of a variety of online resources

To help novice teachers become proactive problem-solvers with a disposition toward action research

To model the use of authentic project work, constructivist learning theory and alternative assessment strategies

Teacher Research TimelineFall semester: CI 5390 “Research Seminar” Keep dialogue journal with Exchange

Teacher Identify an issue or problem to study Gather and review related literature Develop a plan of action for conducting

teacher research project Write a proposal for action research project

Teacher Research Timeline

Spring Semester: CI 5306 “Evaluative Techniques” Implement teacher research project Keep a research journal Collect data Analyze data Present work-in-progress during portfolio presentation Share completed project with colleagues and university

faculty in a poster-session formatOptional Elective: Summer II: RDG 5380 “Writing Up Action Research”

Teacher Research Topics

Literacy Instruction Classroom Management Instructional Strategies

Writer’s Workshop Class Meetings Cooperative Learning

Guided Reading Positive Discipline Small Group Instruction

Fluency Motivation

Literacy Workstations Social Skills development

Vocabulary

Novice Teacher Research Sample

Research Questions What are developmentally appropriate writing

practices for kindergartners? How can I teach my students to use strategies to

write independently during writer’s workshop? What resources can kindergarten students

successfully use without teacher assistance during writer’s workshop?

How can students help one another write?

Picture Dictionaries, Rubber Bands, and Bubblegum: A Novice Teacher Helps Kindergartners Learn to Write Independentlyby Nora Cox

Research Methods Six week study in kindergarten classroom (20

students) Six students were targeted for closer

observation Purposive subsample was based on students’

2nd Nine Weeks Language Arts assessment Conducted explicit teaching of self-help

writing strategies during six week study

Mini-Lessons

Using the word wall

Using an alphabet strip

Using a sound card

Using a picture dictionary

Asking a friend

Using print around the room

Do I know another word that sounds like this?

Rubber band spelling

Bubblegum spelling

Arm spelling

Using sound boxesWhat to do if you run out of roomWhat to do if you finishWrite about what you knowSmall moments (write about yourself)Stretching words out Did I use finger spaces?Did I use a sentence stopper?Did I start with a capital letter?Can I add more details?

Data Collection Student Interviews Checklists Teacher-Research Journal Students’ Writing Journal

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Pre-Study

Mid-Study

Post-Study

Teacher Peer Resource

FindingsStudents became more proficient at using writing strategies on own and with peers.

Findings

More students completed writing during writer’s workshop

All target students’ improved writing performance

Students’ confidence in writing increased

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FindingsTeacher research assists new teachers in:

Becoming more effective problem solvers Enhancing a reflective disposition toward teaching

practices Building self-confidence in teaching abilities Becoming more systematic observers which leads

to improved instruction and better student performance

Projecting goals for continued research Connecting theory with practice

“Inquiry from the beginning is not only a good idea,

but a doable one.”Dr. Thomas J. Sergiovanni

Source: Voices of Inquiry by Thomas Poetter