Presenters:

Nicole TerryRuchini Thenabadu

Connie VescoZerrin 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.”

“

“If you want to truly understand something, try to change it’’ Kurt Lewin

• 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

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.

Some example improvements through evaluations

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)

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

Characteristics:Action research is cyclic by natureEmpoweringMethodically eclectricProvides a major link between professional

development and self-evaluationAllows the opportunity for teachers to look

and theorise about their current practice in the classroom

Whitton et al. (2004).

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)

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

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 Collection of data takes place Resources and schedules planned

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

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.

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 planThis is the final step:

✏Identification of the new practical strategy is identified.

✏Share the research with other informally at staff meetings.

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

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.

Evolution

Training

Honesty

Informed

Confidentiality

Sensitivity

Conclusion

Conclusion

References 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. (2007). 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

ReferencesPencils Image (n.d.) Retrieved 5 October, 2009 fromwww.admc.hct.ac.ae/ hd1/english/pencils2.jpg

Action research image retrieved fromhttp://jarinefl.files.wordpress.com/2008/12/actionresearch.jpg

Research Image (n.d.) Retrieved fromhttp://www.government-skills.gov.uk/images/research/research-entry.jpg

Learning Tree (Image) (n.d.). Retrieved October, 15, 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

References cont.Lewin Image (2009) Retrieved 24 October, 2009 fromlyndonlarouche.org/ lewin.jpg

Mario ImageFord Car ImageBlackboard ImageQuestionaire image (ruchini)

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

www.celt.ust.hk/ideas/ar/intro.htmInvestigate the scope of the problem Image Retrieved 24 October,

2009 fromhttp://www.englishonline.org.cn/files/art.jpg