Action Research Made Easier - Txgifted
Overview
What is Action Research?“Any systematic inquiry conducted byteachers, counselors, or others with avested interest in the teaching and learningprocess or operate, how they teach, andhow their students learn” (Mills, 2011).
What is Action Research?“A gap is sometimes perceived by educators.There is a need for best practices, but attimes the research findings from researchersto practitioners breaks down” (Johnson, 2008).
What is Action Research?“Action research is done by educators forthemselves and is a systematic inquiry intotheir own practice” (Johnson, 2008).
What is Action Research?Identifyan area ofFocusDevelop anAction PlanCollect DataAnalyzeandInterpret DataCreswell, J. (2012). Educational research:Planning, conducting, and evaluatingquantitative and qualitative research. (4thed., p. 581). Boston, MA: PearsonEducation, Inc.
What is Action Research?Systematic process lends to credibility ofinquiry.Assures “Rigor” in the study: Quality Validity Accuracy Credibility
1423Nine SimpleSteps567 89
Step 1
Identifying & Limiting the TopicCategorization assists in focusing upon a topic.Mertler and Charles (2011) list the following educationalresearch topics: Classroom ManagementInstructional MethodsRelation of Human Growth Patterns to EducationGrading and EvaluationConferencing
Identifying & Limiting the TopicCategorization in Gifted Education: AssessmentProgram DesignInstructional MethodsSocial/Emotional NeedsDiverse PopulationsAdvocacy
Identifying & Limiting the TopicBroad Topic What teachers’ lives are likeoutside of school Factors that affect learningamong culturally diversestudents Visual dissection versus realdissection of lab specimensNarrowed Version ofTopic Leisure activities of elementaryand the amount of time spent onthem Hispanic student's perceptionsof factors that make academicsuccess more difficult Tenth-grade biology students’perceptions of virtual and realanimal dissectionsMertler, C.A. (2014). Appendix C of Action research: Improving schools and empowering educators (p. 59). Thousand Oaks, CA: Sage.
Identifying & Limiting the TopicBased upon your topic: Formulate research question(s). Consider HOW they might be answered; if toobroad, revise. Know that they may continue to be revised asyou move through steps 2, 3, & 4.
Step 2
Gathering InformationBegin to build your idea: Explore your own perceptions about thetopic Begin to look into topic via professionaljournals Explore “less-academic” sources such asteacher’s manuals, resource guides, blogs,Pinterest, etc.
Gathering InformationExamine Research Question Systematically (Step 2Template: Probing the Question) What evidence exists that what you perceive is a problem is an actual problem?Who are the stakeholders (specific students, administrators, parents, etc.) that are affected bythe problem?How is this program, material, concept, etc. currently implemented, taught, etc.?How is the this program, material, concept, etc. currently reinforced or maintained?How is the effectiveness or mastery of this program, material, concept, etc. currently evaluatedor assessed?Where does the program, material, concept, etc. fit into the program's mission, course content,etc.?When during the school year does this program occur, is the material taught, is the conceptcovered, etc.?
Gathering InformationBased upon your discoveries: Consider your research question(s). AGAIN, consider HOW they might beanswered; if too broad or too narrow,revise.
Gathering InformationBased upon your question(s) & preliminary factgathering, formulate a HYPOTHESIS Informed through: Self reflection Historical context of teaching & learning in yourschool/program/district Guided by discoveries through investigation of “current “state ofaffairs” with respect to condition(s) you wish to change orimproveMertler, C.A. (2014). Appendix C of Action research: Improving schoolsand empowering educators (p. 60). Thousand Oaks, CA: Sage.
Step 3
Reviewing Related Literature“An examination of journal articles, ERIC,documents, books, and other resourcesrelated to your action research project”(Johnson, 2008, p. 75)
Reviewing Related LiteratureGood Reasons for doing Literature Review: You are able to better identify your problem, develop yourresearch design, and develop your overall project (Rousseau and Tam,1996)It can provide opportunities for replication or provide insightfor potential research problems (Mertler, 2014) Helps prevent the “recreation of the wheel”if a solution already exists (Mertler, 2014)
Reviewing Related LiteraturePlaces to search: Old School: Books – provide excellentoverviews Online: Google ScholarProQuestERICScholarly Journals in Gifted Education
Reviewing Related LiteratureStep 3: Reviewing Related LiteratureTEMPLATE: Planning Your Action Research Literature Review This template designed to guide your literature review. It groups/categorizes your findings and incorporates theliterature into your research for your topic.
Step 4
Developing a Research PlanStep 4: Developing a Research PlanTEMPLATE: Action Research Design DevelopmentThis template designed to guide your thoughts as youplan.Consideration is given to: TopicPurposeResearch Question(s)Type of Data CollectionSpecific DataDescription of ResearchResearch Designdevelop a research
Developing a Research PlanResearch Designs: Qualitative Quantitative Mixed Method
Developing a Research Plan All aspects of your study and its design must bePARALLEL! Will your DESIGN seek the CORRECT DATA thatwill ANSWER YOUR RESEARCH QUESTION?
Developing a Research PlanDon’t Forget INFORMED CONSENT Discuss withadministration to determine if necessary for yourresearch.School Districts and Universities SHOULD have someform of: Human Subject Review Boards Institutional Review Boards
Step 5
Implementing Plan &Collecting DataIdentifyan area ofFocusDevelop anAction PlanCollect DataAnalyzeandInterpret DataCreswell, J. (2012). Educational research:Planning, conducting, and evaluatingquantitative and qualitative research. (4thed., p. 581). Boston, MA: PearsonEducation, Inc.
Implementing Plan & Collecting DataSteps 5 & 6: Implementing Plan, Collect Data, & Analyzing the DataTEMPLATE: Planning for Data Analysis Utilize this template to help guide you through a systematicmeans of planning data collection & subsequent data analysis
Implementing Plan & Collecting DataKeep a list of what you need for each data collection methodsMake a calendar Dates, times, etc. of data collection (And stick to it) Keep a reflective journal during the process
Step 6
Analyzing the DataSteps 5 & 6: Implementing Plan, Collect Data, & Analyzing the DataTEMPLATE: Planning for Data Analysis Refer back to this template to help guide you through asystematic means of data analysis
Analyzing the DataTips that you may find helpful: Play into your own “Learning-Style” Post your research question(s) on the wall where you can see it. Use colored stick notes to sort out/categorize your ideas Keep a notebook or recorder handy for those “aha” moments whiledriving, etc. (OK, maybe not while driving) Have a statistician review your statistical analysis OTHER TIPS?
Step 7
Developing an Action PlanSO, NOW WHAT?Based on the study, what should be done now ?(Mills, 2011)
Developing an Action PlanIdentifyan area ofFocusDevelop anAction PlanCollect DataAnalyzeandInterpret DataCreswell, J. (2012). Educational research:Planning, conducting, and evaluatingquantitative and qualitative research. (4thed., p. 581). Boston, MA: PearsonEducation, Inc.
Developing an Action PlanStep 7: Developing an Action PlanTEMPLATE: Sample Steps to an Action ChartThis template is designed to guide thinking about the actionresearch cycle.Here the opportunity is given to consider what revisions to make,what changes need to occur, or what improvements need to bemade so that future actions are meaningful.
Step 8
Sharing and Communicatingthe ResultsRemember this earlier quote?“A gap is sometimes perceived by educators.There is a need for best practices, but attimes the research findings from researchersto practitioners breaks down” (Johnson, 2008).
Sharing and Communicating the ResultsStep 8: Writing an Action Research ReportTEMPLATE: Research ReportThis template is designed to the writing of an Action ResearchReport
Sharing and Communicating the ResultsWebsite to share the data?New South Whales Professional Learning and LeadershipDevelopment Website
Step 9
Developing an Action PlanIdentifyan area ofFocusDevelop anAction PlanCollect DataAnalyzeandInterpret DataCreswell, J. (2012). Educational research:Planning, conducting, and evaluatingquantitative and qualitative research. (4thed., p. 581). Boston, MA: PearsonEducation, Inc.
Putting it alltogether
So, what is Action Research?“Action research is not a library project where we learn more about a topicthat interests us.It is not problem-solving in the sense of trying to find out what is wrong, butrather a quest for knowledge about how to improve.Action research is not about doing research on or about people, or finding allavailable information on a topic looking for the correct answers. It involvespeople working to improve their skills, techniques, and strategies.Action research is not about learning why we do certain things, but ratherhow we can do things better.”(Ferrance, 2008)
Contact InformationChristina T. Dearman, Ph. D.Gifted & Talented SpecialistEXPO ProgramDenton ISDcdearman@dentonisd.orgJoyce E. Kyle Miller, Ph. D.Texas A&M University-CommerceDepartment of Curriculum and Instructionjoyce.miller@tamuc.eduKathryn Schaeffer, M. Ed.Exec. Dir. of Advanced AcademicsCarrolton-Farmers Branch ISDSchaefferk@cfbisd.eduDebbie Troxclair, Ph. D.Lamar UniversityCollege of Education & Human DevelopmentTeacher Education Departmentdebbie.troxclair@lamar.edu
Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th ed., p. 581). Boston, MA: Pearson Education, Inc. Putting it all together. So, what is Action Research? “Action research i
Easier UVM is meant to be taken as a set of coding guidelines or biases. Easier UVM alone will not address every issue you are going to face as you build a complex verification environment, and for that reason, every rule in Easier UVM can have exceptions. While all the code produced from the Easier UVM
SP3 : Technologies de traitement SP4 : Outil global d'aide à la décision Action 6 PCB OPTITRI Action 7 PCB ECODEPOT Action 8 STAB PCB Action 9 PCB SEDICA Action 10 FUNGI EAT PCB Action 12 BIODECHLOR PCB Action 13 DESTHER PCB Action 14 PLATPIL PCB Action 15 SEDIRHONE PCB / / / / SP3.1 : dragage et criblage SP3.2 : confinement SP3.3 : absorption
Step 4: Developing a Research Plan In a traditional educational research study, the development of a research design and plan for collecting data is known as the research methodology. Inherent in designing an action research study are several specific decisions that must be made during this step in the action research process. Once the research
tion.2 As analyst Ben Nimmo has written, “the spread of digital publishing technologies has made it easier to create false stories. The internet has made it easier to publish fake stories, and social media have made it easier to spread false stories.”3 Those facts, combined
Participatory Action Research (PAR) Participatory Action Research Steps Similar to popular education, participatory action research is a pro-cess of collective inquiry to reach a deeper understanding of the context and causes of a problem impacting a community. As with popular education, the ultimate goal of participatory action research .
Teacher educators can undertake action research themselves, as in Case Study 1, but will sometimes have to take a different role with respect to action research; that of encouraging other professionals to use action research in their own pract ice. Many professionals will want to use action research to improve their practice.
PLA: Participatory Learning and Action; PAR: Participatory Action research; PAD: Participatory Action Development; PALM: Participatory Learning Methods; PRA: Participatory Rural Appraisal. . that it is action based upon understanding achieved through the analysis of research information. Strategic action (Grundy and Kemmis, 1982)
The principle of archaeological illustration outlined above remains the same, and digital technology has not changed this: What it has done has provided different tools, in the form of graphics software and scanning hardware to enable a more efficient execution of illustrations. This guide addresses how to illustrate small finds using existing principles within a digital environment which is .
