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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.
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
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
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
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?
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.