Action Research in Graduate

Teacher Education Programs

Bonita Friend Williams Paulina Kuforiji

Bonita Flournoy Columbus State

University

17th Georgia Conference On College & University

Teaching Kennesaw, GeorgiaFebruary 12, 2010

Concern about Reforms in Schools

Lingering achievement gaps Need for teachers who believe that

change can occur (action research) Development of teacher leaders who

use inquiry processes and are supported

Challenge of curriculum mandate

Action Research

Contextualized, systematic, localized, and aimed at developing changes in practice and student learning (Mills, 2003; Wallace, 2000).

Fundamental components include: developing a plan for

improvement implementing the plan observing and documenting

its effects reflecting on effects for further

planning and informed action (Kemmis & McTaggert, 1988).

Course Goals

Empowering teachers as researchers Increasing teacher leadership capacity Learning action research process and

skills Using action research to enhance student

achievement Engaging in reflection for planning Sharing research findings with the

community of practice beyond the capstone class

Culminating Forum

In 1998, faculty from several programs in the Departmentof Teacher Education designed an alternative to the Masterof Education Program Exit Examination. Seeking a more authentic and flexible capstone experience, the faculty

provided an opportunity for degree candidates to design and conduct research- based projects in their classrooms to

systematically investigate the effectiveness of their teaching. The Department of Teacher Education Graduate Symposium is

scheduled each fall and spring as a professional venue to share the inquiries and investigations completed by graduate degree

candidates.

Culminating Forum

The goal of the Professional Symposium sponsored by the College of Education Department of Teacher Education is to produce reflective educators who will make a contribution through research

to local school systems and to the larger educational community.

Columbus State University Graduate Capstone Research Courses:

Teacher Inquiry and Investigation - EDCI 6255

Capstone Research Project - EDUT 6999

Leadership in Curriculum Change - EDCI 7158

Text: Action Research: A Guide for the Teacher Researcher, by G. E. Mills, 2003 (to guide action research projects)

Course Participants Sample

Groups of varying backgrounds starting in Spring 2005

Master’s and Specialist candidates in middle and secondary grades covering Mathematics, Reading, Science, Social Studies, English Language-Arts, School Library Media and Instructional Technology

Teaching experience from 0-31 years

Interchange enriches faculty, students and community.

The Action Research Process

Permission to conduct research •School District Permission•Building Level Permission•Individual Parental / Student Consent•CSU -IRB – Human Subjects Committee

The Action Research Process

The Action Research Process

Identifying a topic

Planning for Action Research

Reviewing related

Literature

Gathering preliminary information

Reconnaissance

Limiting a topic

Preliminary consideration

Examination of Journal articles,

books, and other sources related to

action research project

Primary sources Journal articles,

Monographs, Papers presented at conferences

Personal interest, Importance, Time,

Difficulty, Monetary costs, Research

ethics

Purpose is to inform and guide decisions

necessary in planning research

Focus on who, what, when, where,

and how

Self-reflection, Description, Explanation

Secondary sources Reviews of research

Summaries or analyses

Action Research Proposal Worksheet

The Action Research Process

1. Tentative Title of your Project:

2. Describe the research problem or topic.

3. What kind of documentation do you have of the problem or issue? 4. Describe your “experiment”, or intervention.

5. Describe your assessment. What kind(s) of assessment information are you going to collect to measure the outcomes of your “experiment”?

FULL TEXT

Literature Review Matrix

Data Source Triangulation Matrix

The Action Research Process

The Action Research Process

Literature Review Matrix

Authors Year Variables Considered in the Study

Variable 1 Variable 2 Variable 3

Research Question 1 2 3

Pre-existingknowledge?

Student SurveyReading InventoryTechnology Inventory

Computer Knowledge Pre-test(Fall 2008)GA Technology Assessment

Attitude Scales-Technology--

Use of computers?Teacher lesson plans for technology Student Survey Parent Survey

Achievement? STAR Reading Pre-testSTAR Reading Post-test

Language Arts Course Grades(1st Grading Period)Language Arts Course Grades(3rd Grading Period)

GA Technology AssessmentPost-test(Spring 2009)

Knowledge of computers?

Questionnaire(student)

Teacher-madeObservations-Language Arts-Technology

Time on computers? Teacher logs

Reading time? Teacher logs for students

TRIANGULATION MATRIX---------DATA SOURCES--------

The Action Research Process

Qualitative data

collection techniques

Collecting Data

Quantitative data

collection techniques

Journals

Interviews

Observation

Surveys, Questionnaires

and rating scales

Characteristics

•Accuracy

•Credibility

•Dependency

Existing documents and

records

Checklist

Tests and other formal

instruments

Characteristics

•Validity

•Reliability

The Action Research Process

Sharing and

Reflection

Local presentations

Communicating the results of

action research

Professional conferences

Electronic dissemination

Academic journals

Teacher Action Research Projects

Sample Projects included: “The Effects of Writing in Mathematics:

Do 5th Grade Students Achieve Higher Scores on Multiple Choice Math Tests or Open-ended Math Tests?”

Gender Issues: Short Changes in the Science Curriculum

The Effect of Structured Heuristics on Invention in Student Writing

Action Research PaperEvaluation Rubric

o Paper Evaluation Rubric

Oral Presentation Rubric - Content

Content Rubric

Oral Presentation Rubric - Delivery

1 2 3 4 Points

Organization Audience can not understand

presentation because there is no sequence

of information.

Audience has difficulty following

presentation because student jumps

around.

Student presents information in a logical sequence which audience

can follow.

Student presents information in a

logical, interesting sequence which

audience can follow.

4

ContentKnowledge

Student does not have grasp of

information; student can not answer questions about

information.

Student is uncomfortable with information and is

able to answer only rudimentary questions.

Student is at ease with content, but fails to elaborate.

Student demonstrates full

knowledge of content with explanations and elaboration.

4

Visuals Student used no visuals.

Student occasionally used visuals that

rarely support text and presentation.

Visuals related to text and

presentation.

Student used visuals to reinforce screen

text and presentation.

4

Mechanics Student’s presentation had four

or more spelling and/or grammatical

errors

Presentation had three misspellings

and/or grammatical errors

Presentation had no more than two

misspellings and/or grammatical errors

Presentation had no misspellings and/or grammatical errors

4

Delivery Student mumbles, incorrectly

pronounces terms and/or speaks so that audience in the back

can not hear

Student incorrectly pronounces terms.The audience had

difficulty hearing the presentation.

Student’s voice was clear. Student pronounces most terms correctly.

Student used a clear voice and correct,

precise pronunciation of terms.

4

Total 20

Phase II : Steps to Action Chart

Summary of Findings Research Questions

Recommended Action Targeted to Findings

Who is Responsible

for the Action?

T-TeacherS-StudentP-Parent

Who Needs to Be Consulted or Informed

Who Will Monitor /

Collect Data?

Timeline Resources

1.What are the factors that impact aliteracy?1.1. Lack of interest1.2. Parental influence1.3. Teacher recommendation / influence1.4. Poor academic ability

1.1. Promote interest in reading1.2. Inform parents of influence1.3. Teachers should allow for time for reading and choice of material1.4. Improve strategies to develop reading success

1.1. T, P1.2. T, S, P1.3. T, S1.4. T

1.1 – 1.3 PPrincipal and School District will be informed

T:1. Observations2. Survey & Questionnaires3. Interviews4. Reading level5. GPA

Begins January 2009 and ends April

/ May 2009

None

2.0. Which factor has the greatest effect?2.1. Adult (parent and teacher) Influence

2.1. Teachers and parents need to be informed of their role in their student’s reading habits.

2.1. T, P 2.1. T, P T:1. Survey

Begins January 2009 and ends April

/ May 2009

None

3.0. What impact does aliteracy have on student achievement? 3.1. Low GPA; poor performance in academics. 3.2. Future social, economic, cultural , and civic implications

3.1-3.2. Students need to read to be successful. Develop strategies to build a sense of importance and interest inside and outside of school.

3.1-3.2. T, S 3.1-3.2. S T: 1. Observations2. Survey & Questionnaires3. Interviews

Begins January 2009 and ends April

/ May 2009

None

Impact and What’s Next for the Teachers?

Students’ Reflection Videos

Impact and What’s Next for the Teachers?

Students’ Reflection Videos

Impact and What’s Next for the Teachers?

Students’ Reflection Videos

Impact and What’s Next for the Teachers?

Students’ Reflection Videos

Impact and What’s Next for the Teachers?

Students’ Reflection Videos

Research Questions

1. What are the effects of graduate action research courses on preparing teacher researchers and leaders?

2. What are the impacts of a state funded action research initiative?

Action Research website

http://racc.colstate.edu/Research.htm

?

References

Johnson, A. (2009). What every teacher should know about action research. Columbus, OH: Allyn & Bacon

Johnson, A. (2008). A short guide to action research. Columbus, OH: Allyn & Bacon

Mertler, C. (2009). Action Research – Teachers as researchers in the classroom. Thousand Oaks, CA: Sage Publication, Inc.

Mills, G. Action Research: A guide for the teacher researcher. Columbus, OH: Prentice Hall

Kemmis, S., & McTaggart, R. (Eds.) (1988). The Action Research Planner. Melbourne: Deakin University.

Wallace, M. J. (2000). Action research for language teachers. New York: Cambridge University Press.