ACTION RESEARCHGroup 1 – Assignment 2

Chloe Weaver Narelle WebbBec Wheldon

Dallas Wolf Emily Weight

Purpose - What is Action Research?

Action Research is a collaborative method of

Planning

Taking action

Collecting data

Analysing

Reflection

(Image Diagrams of Action Research, n.d)

The cyclical process of Plan Act Evaluate:

1. Selecting a focus2. Clarifying Theories3. Identifying research questions4. Collecting Data5. Analyzing Data6. Reporting results7. Taking informed action

(Leading the Digital Education Revolution –

Image, n.d)

Methodology – The Cyclical Process

Methodology – The Principle of Triangulation

(Image Diagrams of Triangulation, n.d)

Methodology – The Principle of Triangulation

Research question Do my students perform more effectively when working in group environments?

Data collection methods •Observation of interactions•Analyses of children’s work•Interview with children

“The concept suggests that using multiple sources is not a search for truth, but rather a search for

clarity on the perspective we each bring to data and its analysis.” (Holly, Arhar ,Kasten, 2005, pg 215)

Collaborative Action ResearchWhat: The study of educational issues Who: Multiple researchers with collaboration between schools, educators and administrators.

Critical Action ResearchWhat: The review of social issues Who: University researchers, school administrators, teachers and community members.

Methodology - Types of Action Research

Classroom Action ResearchWhat: Improvements within the classroom .Who: Individual classroom teachers.

Participatory Action ResearchWhat: Investigating real life issues.Who: Any number of members within the general community.

Methodology - Types of Action Research

In education, use action research to INFORM and CHANGE

• School based curriculum development• Professional development• Systems planning• School restructuring• Evaluative tools

Methodology - Action Research in Education

PROS;

• Relevant & meaningful• Driven directly by those involved • Structured platform for improvement• Tools for ongoing development• Ownership of research outcomes

CONS;• Researcher bias• Results not able to be generalised

For & Against Action Research

3 reasons for Action Research

• to PROMOTE personal and professional growth• to IMPROVE practice to enhance student

learning • to ADVANCE the teaching profession

Why to use Action Research

Case Study 1

Digital Education Revolution NSW

• The introduction of Laptops into NSW classrooms has allowed teachers to explore and develop current pedagogies • Enabling educators to align with 21st century thinking• Offers another tool for the classroom, where

both teachers and students benefit• Greater collaborative learning• Creation of knowledge through

technological engagement

‘What the World Is’ & ‘What the World could be..’

Improvement in teaching English to ESL studentsin NSW

Outcome: • The school students developed their English and

their understanding of how to learn• Their teachers developed new ways of thinking

about supporting their students’ learning• The teacher educators worked with a new model

of teacher in-service

Case Study 2

Student Benefits:

• Teaching improves – learning outcomes improve• Students ‘collaborate’ to create learning

environment• Stronger student/teacher relationship• Modernised classroom

facilities/resourcesand lessons plans

Value - Student Benefits

Builds a reflective practitionerMaking progress of school wide prioritiesBuilding professional cultures

Teacher Benefits:• Conducted in the classroom• Research directly benefits teachers• More effective educators• Increased knowledge base• Peer resources• Always conducted within • professional & ethical guidelines

Value - Educator Benefits

Simplicity of process

• Teacher initiates and facilitates • Focus remains on required outcomes• Flexibility in data gathering methods• Can be done with one or many participants

Value – Simplicity of process

“Wherever scientists look and whatever

they look at, they see nature acting and

evolving not as a collection of independent

parts, but as an integrated, interacting,

self-consistent,

and self-creative whole”(Reason, & Bradbury, n.d.)

Image Diagrams of Action Research.[Image] (n.d). Georgia Southern University. Retrieved 23rd September 2009 from http://academics.georgiasouthern.edu/col/id/action_research/index.phpLewin, K. (1958). Group Decision and Social Change. New York: Holt, Rinehart and Winston. Sagor, R. (2000). Guiding school improvement with action research. United States:Association for supervision and curriculum development.Borg, W. (1981). Applying educational research: A practical guide for teachers. NewYork: Longman.Watts, H. (1985). When teachers are researchers, teaching improves. Journal ofStaff Development, 6 (2), 118-127. Johnson, B.M. (1995). Why conduct action research? Teaching and Change,1, 90-105.The Qld Department of Education and Training, (2008). Advantages of action research in schools. Retrieved October 30th, 2009, http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action-advantage.htmlA Guide to Action Research. (2009). Retrieved October 10, 2009, from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htmMcLean, James. (1995). IMPROVING EDUCATION THROUGH ACTION RESEARCH: A GUIDE FOR ADMINISTRATORS AND TEACHERS. The Practicing Administrator's Leadership Series: Roadmaps to Success. Thousand Oaks, CA: Corwin Press. ED 380 884. Digital Education Revolution. (2009). Retrieved October 20, 2009 from https://www.det.nsw.edu.au/proflearn/der/staffdev/vision.html

References

Perrett, G. (2003). Teacher Development Through Action Research. Australian Journal of Teacher Education, Vol 27, No. 2. Retrieved November 2nd 2009 from http://ajte.education.ecu.edu.au/ISSUES/PDF/272/Perret.pdf Dr Stephen Waters-Adams S Waters-Adams, Action Research in Education (Image), Faculty of Education, University of Plymouth, 2006 Retrieved October 22nd 2009 from  http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htmAction research projects John Canning Subject Centre for Languages, Linguistics and Area Studies, Retrieved October 22nd 2009 from http://www.llas.ac.uk/projects/2837

Barry, K. & King, L. (1998). Beginning Teaching and Beyond. (3rd ed.). Katoomba: Social Science Press.Leading the digital Education Revolution [Image] (2009). Retrieved October 10, 2009, 2009. From https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htmReason, P., and Bradbury, H. (n.d) Handbook of Action Research: Parcipitative Inquiry and Practice. Retrieved October 29, 2009 from www.bath.ac.uk/carpp/publications/pdf/handbook_of_action_research.pdfLeading the Digital Education Revolution – Action Research. [Image]. (n.d.)Retrieved October 29 from https://www.det.nsw.edu.au/proflearn/der/infopages/action2.htm McNiff, J. (2002) Action Research for Professional Development: Concise Advice for new Action Researchers.

Retrieved October 29 from http://www.jeanmcniff.com/Copy%20booklet%20for%20web%20site.doc 

References Con’t