Action Research Made Easy

Introduction

Some example improvements through evaluations

Action research is a form of applied research designed to answer a specific school or classroom-related question

Gall et al (2003) & Wiersma (2000) (as cited in Eggen & Kauchak, 2004, p.17)

So What is Action Research?

Action research can be used for various purposes:To develop school-based curriculum

To demonstrate to Principals, parents and students that a particular teaching practice is useful

For professional development

To restructure schools with different learning strategiesTo use as an evaluating tool

To enable teachers to engage in intellectual pursuits and become continuous learners

Action research is cyclic by natureEmpoweringMethodically eclecticProvides a major link between professional development and self-evaluationAllows the opportunity for teachers to look and theorise about their current practice in the classroom

Action research involves 4 major phases:1. Identify the area of focus(Reflect)2. Plan the action research & collect data (Plan)3. Analyse & interpret data(Act)4. Develop the action plan (Observe)

MethodologyPhase 1:Identify the area of focus (reflect)Information is gathered to identify the need or problem.Look at similar research related documents or investigationsA research question is developedA research plan is formulatedResources and schedules planned

Phase 2: Collection of data

How do we obtain this data?

ChecklistsPortfoliosDiaries/journalsField notes/observation recordsStudent-teacher discussion/interaction/interviewsTime on task analysisQuestionnairesAudiotapes/videotapes/still photography

Phase 2: contFact finding What is really happening in the classroom in regards to the area of need?Share and discuss data and research methodology with fellow teacher researchers.Develop research questions based on ones curiosity about teaching and learning in ones classroom.

Phase 3: Analyse and interpret data (Act)Analyse and interpret the data with the support of fellow colleaguesUsing accumulated research, results are summarised and patterns emergeWhat conclusions can be drawn from phase 3?

Phase 4: Develop the action plan

It can improve the teaching and learning process, by reinforcing, modifying or changing perceptions.

Research aids the professional growth of teachers.

Influences thinking skills, self efficacy and attitude towards changing educational processes.

Teachers are able to look at their teaching in a structured manner.

Department of Education and Early Childhood Development (DEECD). (2006) Retrieved 10 October, 2009 from www.education.vic.gov.au

Eggen, P., & Kauchak, D. (2004). Educational Psychology Windows on Classrooms. (6th Ed.) Upper Saddle River New Jersey: Pearson Education

Ferrance, E. (2000). Action Research. Retrieved October 03, 2009, from Themes in Education: http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdfRust, F., & Clark, C. (2003).

McDevitt, T., & Ormrod, J.E. (2010). Child development and education. (4th Ed.) New Jersey: Pearson Merrill Prentice Hall.

Rust, F., & Clark, C. (2003). Action Research. Retrieved 10 01, 2009, from How to do Action Research in your classroom: http://www.teachersnetwork.org/tnli/Action_Research_Booklet.pdf

Whitton, D., Sinclair, C., Barker, K., Nanlohy, P., Nosworthy, M. (2004). Learning for Teaching Teaching for Learning. South Melbourne Victoria: Cengage, Learning Australia

References

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References cont.

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Action Research Cycle (Image) (n.d.). Retrieved October 5, 2009 fromwww.celt.ust.hk/ideas/ar/intro.htm

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References cont

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