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Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry...

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Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas
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Page 1: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Presenters:

Nicole Terry

Ruchini Thenabadu

Connie Vesco

Zerrin Venegas

Page 2: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

“The secret of success in the teaching profession is to continually grow and learn. Action research is a way to continue to grow and learn by making use of your own experiences.”

(Rust & Clark, 2003, p.20).

Page 3: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

“If you want to truly understand something, try to

change it’’ Kurt Lewin (Need ref Zerrin)

• Father of Social Psychology

• He coined the term Action Research

• He described that work did not separate the investigation from the action needed to solve the problem

Action Research Made Easy

Page 4: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

IntroductionIn order to be successful in anything one does, one

must be able to do a self-evaluation or assessment on one self.

Mario is a great example of how he has evolved and changed since the inception of the game in 1981.

Ford is another example of continual change to reflect what is required by their consumer.

As a teacher we need to be aware of the change that needs to take place as needs and wants alter.

Page 5: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Some example improvements through evaluations

Page 6: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Definition of action research

“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)

Page 7: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

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 strategies To use as an evaluating tool

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

Page 8: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Characteristics:

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

Page 9: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

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)

Page 10: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Methodology

Methodology

Phase 1: Identify the area of focus (reflect)

Information is gathered to identify the need or problem.

Look at similar research related documents or investigations

A research question is developed A research plan is formulated Resources and schedules planned

Page 11: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Phase 2: Collection of data

How do we obtain this data?

Checklists Portfolios Diaries/journals Field notes/observation records Student-teacher discussion/interaction/interviews Time on task analysis Questionnaires Audiotapes/videotapes/still photography

How do we obtain this data?

Checklists Portfolios Diaries/journals Field notes/observation records Student-teacher discussion/interaction/interviews Time on task analysis Questionnaires Audiotapes/videotapes/still photography

Page 12: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Phase 2: cont

Fact 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 one’s curiosity about teaching and learning in one’s classroom.

Page 13: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

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?

Page 14: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Phase 4: Develop the action planThis is the final step:

✏Identification of a new practical strategy.

✏Share the research with others informally at staff meetings.

✏Evaluate the results & see if the interventions have made improvements.

Page 15: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Value of action research

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.

Page 16: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Evolution

Training

Honesty

Informed

Confidentiality

Sensitivity

Page 17: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Conclusion

Action research is an extremely successful method of promoting change in schools.

Students harvest the benefits of the research.

Allows teachers to build upon and contribute to their knowledge and skills.

Page 18: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

Thank you

Page 19: Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas Presenters: Nicole Terry Ruchini Thenabadu Connie Vesco Zerrin Venegas.

ReferencesDepartment 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.pdf Rust, 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

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ReferencesAction research (Image) (n.d.). Retrieved 6 October, 2009 from

http://jarinefl.files.wordpress.com/2008/12/actionresearch.jpg

Learning Tree (Image) (n.d.). Retrieved 15 October, 2009 from http://med.navy.mil/sites/nhcl/siteCollectionImages/HW/LearningTree.jpg

Graduation Cap (Image) (n.d.). Retrieved October 15, 2009 from http://4.bp.blogspot.com/_j6biRZDEoK8/Srrrb7upB1/aaaaaaaaNK/QMCfmm5b6cg/5320/graduation-cap.jpg

Lewin (Image) (2009). Retrieved 24 October, 2009 from

http://organizations.uncfsu.edu/.../ lewin.gif

Mario (Image) (n.d.). Retrieved 7 October, 2009 from

http://1.bp.blogspot.com/_zTpXvTWCenw/SmEk-e3sQII/AAAAAAAAB3U/1FECSVtLatQ/s400/evolution-of-mario.jpg

Chalkboard (Image) (n.d.). Retrieved 07 October, 2009 from

http://blog.thisnext.com/storage/chalkboard.jpg

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References cont.

Ford Car( Image) (n.d.). Retrieved 07 October, 2009 from

http://images.google.com/imgres?imgurl=http://blogs.edmunds.com/greencaradvisor/2009_Ford_Fiesta.jpg&imgrefurl=http://blogs.edmunds.com/greencaradvisor/Manufacturers/Ford/&usg=__-KLXkT_z-OR9nyOwGNTs5t43asw=&h=800&w=1200&sz=68&hl=en&start=178&um=1&tbnid=TC7Rh1uvkvNV9M:&tbnh=100&tbnw=150&prev=/images%3Fq%3D2009%2Bford%2Bimages%26ndsp%3D20%26hl%3Den%26client%3Dsafari%26rls%3Den%26sa%3DN%26start%3D160%26um%3D1

Questionaire (Image) (n.d.). Retrieved 08 October, 2009 from

http://www.census.gov/history/img/questionnaire.jpg

Action Research Cycle (Image) (n.d.). Retrieved October 5, 2009 from

www.celt.ust.hk/ideas/ar/intro.htm

Investigate the scope of the problem (Image) (n.d.). Retrieved 24 October, 2009 from

http://www.englishonline.org.cn/files/art.jpg

Survey (Image) (n.d.). Retrieved 22 October, 2009 from

http://www.b2binternational.com/b2b-blog/images/yesnowhite400.jpg

Teachers (Image) (n.d.). Retrieved 25 October, 2009 from

www.otq.qut.edu/graphics/flash/f-teachers-discussing2.320x240.jpg

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References cont

Laptop (Image) (n.d.). Retrieved 26 October, 2009 from

www.syntechsystems.com/images/stories/pc-and-car-menu.jpg

Chart (Image) (n.d.). Retrieved 28 October, 2009 from

www.2.hubpages.com/u/1622168_f260.jpg

Values (Image) (n.d.). Retrieved 28 October from

www.boeing.com/companyoffices/aboutus/ethics/images/ethics_primary.jpg

Ethics (Image) (n.d.). Retrieved 29 October from

http://zeo.sgul.ac.uk/students/clubs/societies/Ethics.jpg

Ethics and Education Book (Image) (n.d.). Retrieved 29 October from

www.tandf.co.uk/journals/titles/17449642.asp

Teach Face( Image) (n.d.). Retrieved 30 October, 2009 from

http://farm4.static.flickr.com/3017/2300396608_ea67159bf5_m.jpg

Honesty Chalkboard (Image) (n.d.). Retrieved 31 October, 2009 from

www.uga.edu/honesty/images/honesty.jpg

School Children (Image) (n.d.). Retrieved 5 November,2009 from

http://www.oms.nysed.gov/press/SA2008-09_files/images/image1.png


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