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The Educator as a Researcher: A Practical Guide to Writing an Action Research
- 1. The Educator asa Researcher: A Practical Guide to Writing an Action Research Rachel Luna Peralta Lecturer, Macao Institute for Tourism Studies (IFTM) PhD Student, University of Saint Joseph (USJ) June 20, 2020
- 3. Overview •WHAT is ActionResearch? •WHY should educators conduct an Action Research? •HOW should educators carry out, write, and publish an Action Research?
- 4. Teachers play myriadof roles in and out of the classroom. Do they still have time to do research?
- 5. Poll 1 Do teachershave time to conduct research? a. Yes b. No
- 6. Teachers create newknowledge through research.
- 8. What is ActionResearch?
- 9. Action research isa form of enquiry that enables practitioners everywhere to investigate and evaluate their work. They ask, ‘What am I doing? What do I need to improve? How do I improve it?’ (McNiff & Whitehead, 2006, 2010)
- 10. “To do actionresearch is to plan, act, observe, reflect more carefully, more systematically, and more rigorously than one usually does in everyday life.” (Kemmis & McTaggart, 1992)
- 11. Action Research ismore of a holistic approach to problem- solving, rather than a single method for collecting and analyzing data.
- 12. Characteristics of AR Practice-based,situation-based, context-specific Improving practice, creating knowledge Collaborative and participative Reflective Demands higher order questioning Contributes to social and cultural transformation
- 13. Models of ActionResearch McNiff et al. (2003) McNiff (1988) Kemmis & McTaggart (2000) Action Research Spiral
- 14. Types of ActionResearch Individual Collaborative School-wide
- 15. Poll 2 Which typeof AR can you possibly do or are planning to do within this school year? a. Individual b. Collaborative c. School-wide
- 16. Why should educatorsconduct an Action Research?
- 17. It helps youto: •deepen your understanding about teaching and learning •develop your teaching skills and knowledge •try out different approaches and ideas •develop reflective practice •improve student learning
- 18. HOW should educatorscarry out an Action Research? HOW should they write and publish it?
- 19. Procedures for ActionResearch Identify a Problem (or RQ) Plan Action Act Evaluate
- 20.
- 21. Review your current practiceand identify issues/concerns/topics Identify a Problem (or RQ)
- 22. Diagnosis “A teacher researcher,among other things, is a questioner. Her questions propel her forward.” (Hansen, 1997, p.1) •What actually is the REAL problem? •What are the causes? Identify a Problem (or RQ)
- 23. Diagnosis •Conversations with colleagues •Professionalliterature •Problematic learning situations in your classroom •An ambiguous or puzzling classroom management concern Identify a Problem (or RQ)
- 24. I would liketo improve ____________________________________ I am perplexed by _________________________________________ I am really curious about ___________________________________ Something I think would really make a difference is ___________ Something I would like to change is _________________________ What happens to student learning in my classroom when I ______? How can I implement ______________________________________? How can I improve ________________________________________? Identify a Problem (or RQ)
- 25.
- 26. CAUSES: Variables that AffectLearning (RQ) Student Classroom Teacher School Identify a Problem (or RQ)
- 27. Student Variables thatCan Affect Student Learning • Gender, race, and/or ethnicity • Prior education • Prior knowledge and experiences • Health • Physical disabilities • Age • Socioeconomic status • First language • Learning styles • Peer relationships • Special talents • Emotional health • Size and stature • Athletic ability • Personality • Interpersonal skills • Nutrition • Sleep • Special needs • Intellectual impairments • Intellectual strengths–multiple intelligences • Self-concept • Hobbies and interests • Behavioral issues • Motivation to learn • Level of participation in class Identify a Problem (or RQ)
- 28. Student Variables thatCan Affect Student Learning • Reading comprehension and skills • Language skills • Physical appearance • Attitudes and dispositions • Family mobility • Single-parent versus two-parent family • Social skills • Values • Home life • Student culture • Afterschool activities Identify a Problem (or RQ)
- 29. Classroom Variables ThatCan Affect Student Learning • Size and configuration of classroom space • Light • Temperature • Seating arrangements • Availability of curriculum resources and learning materials • Availability of computers and other instructional technology • Class size: number of students • Classroom décor: displays of student work, displays of commercial materials, few or no displays • Carpeting Identify a Problem (or RQ)
- 30. Classroom Variables ThatCan Affect Student Learning • Number of children with special needs • Location of classroom in the building • Age-appropriate environment • Class schedule of learning activities • Attractiveness and stimulation of physical environment • Classroom pacing • Classroom disruptions • Classroom rules (where do they originate and how are they communicated) • Classroom culture • Class climate: student centered or teacher centered? • Pathways in classroom; traffic flow • Classroom routines Identify a Problem (or RQ)
- 31. Classroom Variables ThatCan Affect Student Learning • Teacher’s desk arrangements and location • Configuration and location of student desks or work stations • Noise levels, acoustics • Supportive or non-supportive learning environment • Student responsibility and leadership in class • Patterns of classroom interactions • Availability of music and art materials, displays of student art • Classroom safety • Modular age-appropriate furniture • Ventilation • Blackboards and other similar equipment • Emotional and affective climate • Availability of print materials • Greeting of students each day • Snack time Identify a Problem (or RQ)
- 32. Teacher Variables ThatCan Affect Student Learning • Professional preparation • Content knowledge • Knowledge and understanding of children • Philosophy of education • Motivation to teach and commitment to teaching • Knowledge of pedagogy • Personality • Prior experience • Classroom management effectiveness • Collegial and administrative support • Teaching style and specific instructional approaches Identify a Problem (or RQ)
- 33. Teacher Variables ThatCan Affect Student Learning • Enthusiasm • Gender, race, and/or ethnicity • Ability and commitment to individualize instruction • Emotional disposition • Interpersonal and social skills • Health and energy level • Expectations and assumptions about student learning • Patience • Hobbies and interests • Level of education • Age • Size and stature • Physical appearance • Motivation skills • Knowledge of curriculum • Approaches to assessment • Self-concept • Attitudes about teaching, learning, and children • Professional and personal confidence • Authenticity • Knowledge of and skill in cooperative learning • Ability and motivation to team teach • Practice of reflection and self assessment • Participation in professional development • Sense of identity and integrity • Physical disabilities • Commitment to diversity and social justice • Knowledge of multicultural pedagogy and curriculum • Involvement and experience in writing individualized educational programs or plans (IEPs) • Skills and attitudes about collaboration • Teacher culture • Organizational and leadership skills Identify a Problem (or RQ)
- 34. School Variables ThatCan Affect Student Learning • School culture • Principal's leadership • Parental involvement and parent teacher association (PTA) • School mission and academic programs • Formal curriculum • Hidden curriculum • School philosophy of education • Organization and structure • Size and configuration • Budget and resources • Student culture • Extracurricular activities • Athletic program • School schedule and traffic patterns • Staffing arrangements • Demographic composition of student body • Physical appearance of the school • Resources (learning, curriculum, and technology resources) • Special facilities (library, computer labs, gym, cafeteria) • Philosophy of discipline • Teacher and staff demography • Partnerships with other institutions • Transitions between classes Identify a Problem (or RQ)
- 35. School Variables ThatCan Affect Student Learning • Student leadership and engagement • Student activities, clubs, and organizations • Before- and afterschool programs • Teacher/student ratio • Class sizes • Heterogeneous or homogeneous grouping • Elementary, middle school, or high school • Formal and informal communication systems • Public/private/parochial • Teacher culture • District regulations • Dress code • Support programs available (counseling, reading, special education) • Commitment to diversity, inclusion, and social justice • Learning priorities • Opportunities for professional development • Community support • Teacher leadership • Safe environment Identify a Problem (or RQ)
- 36. Examples of TeacherAction Research Questions • What happens to the quality of student writing when we implement peer editing throughout our ninth-grade English classes? • What happens to student understanding of specific geometrical concepts when I incorporate exploratory exercises into the teaching of geometry in my classroom? • What happens to student behavior in my classroom when I start my class with a short meditation, mind-relaxing activity? Identify a Problem (or RQ)
- 37. SAMPLE DepEd ACTIONRESEARCH TOPICS and TITLES.docx Identify a Problem (or RQ)
- 38. Poll 3 At thispoint, have you thought of a topic for your AR? a. It seems that I have some clear ideas now, but I need to think more. b. I am still trying to figure out what I want to do. c. Yes, I have at least one clear idea of what to do now.
- 39. Identify a Problem (or RQ) PlanAction Act Evaluate
- 40.
- 41. Plan Interventions Plan Action • Whatactions are possible? • What alternatives are there? • Evaluate alternatives. Divergent Phase • Which intervention will be adopted? • Decide from among alternatives. Convergent Phase • How will the intervention be implemented?Planning
- 42. Conducting a LiteratureReview Read broadly and generally, at first, then read more narrowly. When you are researching a novel topic that seems to have few resources, look for related topics and then synthesize them. Ask for help - a librarian, media specialist, and colleagues Read enough to get started, but not so much that you become too exhausted to conduct your study. Read with a critical eye Plan Action
- 43.
- 44. Put the planinto action and collect data sources Act
- 45. Putting the Planinto Action •Initiation •Development •Follow-up Act
- 46. Putting the Planinto Action •What data am I looking for? •Where will I look for data? •How will I monitor my practice over time? Act
- 47. Gathering Data •Observe whatis going on as you implement the action •Record, store, and sort the data •Know how to retrieve them later Act
- 48.
- 49. Observation and Data GatheringTechniques • Field notes • Record sheets and observation schedule • Written accounts – prose or poetic • Personal logs, diaries, journals – record for personal action and reflection on the action • Questionnaires – pilot before using • Surveys and interviews – closed, semi-structured and open surveys and interviews; open response are more difficult to analyse but offer rich info and insights Act
- 50. Data Sources for Classroom/SchoolResearch • Individual Educational Plans • Formal teacher evaluations • Curriculum materials • Lesson plans • Classroom tests and quizzes • Formal assessments • School mission and goals statement • School and district organizational and informational materials • Local community newspaper • School, school district, and teacher association newsletters • Student progress reports • Student assessment of teaching • Pre- and post-tests • Field notes • Teacher planning materials/teacher plan book • Professional journals • Observational checklists • Views and opinions of before- and afterschool providers • Standardized tests • Student work samples • Professional development plan • School-community demographic data Act
- 51. Data Sources for Classroom/SchoolResearch • Meeting agendas • Handouts from curriculum and professional development workshops • Exhibits • State assessment testing data • Student suspension, expulsion, and dropout rates • Student autobiographies • Teacher and student journals • Surveys of parents, teachers, and students • Interviews with parents, teachers, and students • Focus group interviews with parents, students, and colleagues • Photographs • Video- and audiotape recordings • Informal feedback and informal assessments • Observations of teaching by teacher and/or colleagues • Tally sheets/checklists to record specific behaviors • Student and teacher portfolios • Student self-assessment • Conferences with teachers and parents • Report cards Act
- 52.
- 53. How successfully hasthe intervention addressed the issue? •What are the success criteria? •What are the outcomes of the intervention? •What ongoing monitoring will there be? •What will you do if the intervention is not working? Evaluate
- 54. Analyzing the Data •Triangulate the data (Pines, 2009, p.256) • Sift through and put into order everything you have collected, making notes as you go • Design a systematic approach to analyze your data (categories) • Review your information after it is coded to determine frequency of phenomena • Examine and study your data several times • Write continuously to document actions and ideas as they take place (data collection/data analysis occur simultaneously) • Create a visual representation of what you have collected • Consult with and involve your students • Take a break away from the study • Confer with colleagues Evaluate
- 55.
- 56. McNiff’s Steps inAction Research 1 • Review your current practice. 2 • Identify any aspect that you wish to improve. 3 • Imagine a way forward in this. 4 • Try it out. 5 • Monitor and reflect on what happens. 6 • Modify the plan in the light of what has been found, what has happened, and continue. 7 • Evaluate the (modified) action. 8 • Continue until you are satisfied with that aspect of your work. Identify a Problem (or RQ) Plan Action Act Evaluate
- 57. Finalize your AR, Reflect,and Publish
- 58. Writing your WorkplaceReport • What was my concern? • Why was I concerned? • What experiences could I describe to show the reasons for my concern? • What did I think I could do about it? • What did I do about it? • What kind of evidence did I produce to show the situation as it unfolded? • How did I ensure that any conclusions I came to were reasonably fair and accurate? • How did I evaluate the validity of the account of my learning? • How did I modify my practice in the light of my evaluation?
- 59. For higher degreeaccreditation • Abstract • Introduction • Background to the research • Contexts for the research – Personal and theoretical • Methodology • Gathering and interpreting data and generating evidence • Main findings and significance • Implications, Recommendations
- 60.
- 61. The University ofManchester Academic Phrasebank http://www.phrasebank.manchester.ac.uk/
- 62. Useful Websites Praxis TeacherResearch https://praxis-teacher-research.org/ Classroom Action Research – British Council https://www.teachingenglish.org.uk/article/classroom-action-research UK’s Time Education Supplement (TES) https://www.tes.com/news/action-research-classroom-quick-gui Education Endowment Foundation https://educationendowmentfoundation.org.uk/tools/diy-guide/getting-started/ Center for Collaborative Action Research http://cadres.pepperdine.edu/ccar/define.html Jean McNiff website https://www.jeanmcniff.com/ Jake Whitehead website https://www.actionresearch.net/ Bob Dick website http://aral.com.au/de
- 64. A Collection ofAction Research Resources https://drive.google.com/drive/folders/1YEwzbGdgyBC2f2bB1WL_3Ajk MnzeGlZ0?usp=sharing
- 65. Publishing and disseminatingyour research a. Written Reports – journal articles, book chapter, books, Educational Action Research https://www.tandfonline.com/toc/reac20/current Action Research https://journals.sagepub.com/home/arj Other Teacher Education-related journals, CPDI journals, your own school/university journal b. Oral Presentations – local, regional, national, and international conferences and webinars
- 66. Action Research is… •Critical collaborative inquiry by… • Reflective practitioners being… • Accountable and making results of their inquiry public… • Self-evaluating their practices and engaged in… • Participatory problem-solving and continuing professional development. Identify a Problem (or RQ) Plan Action Act Evaluate
- 67. “The art ofteaching is the art of assisting discovery.” – Mark van Doren “Teachers are expected to reach unattainable goals with inadequate tools. The miracle is that at times they accomplish this impossible task.” – Haim Ginott
- 69. References Calhoun, E. F.(1993). Action research: Three approaches. Educational Leadership: New Roles, New Relationships. 51(2), 62-65. Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3) 463-474. http://dx.doi.org/10.1080/09650790903093284 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Springer McNIff, J. (1993). Teaching as learning. Routledge. McNiff, J. (2013). Value and virtue in practice-based research. September Books. McNiff, J., & Whitehead, J. (2006). All you need to know about action research: An introduction. Sage Publications, Ltd. McNiff, J., & Whitehead, J. (2010). You and your action research project, 3rd Ed. Routledge. Pine, G. J. (2009). Teacher action research: Building knowledge democracies. Sage Publications, Ltd. http://dx.doi.org/10.4135/9781452275079 Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press University of Birmingham. (2020). Education Research that Matters: Ways of researching. https://www.futurelearn.com/courses/ways-of-researching
- 70.
- 71.
Editor's Notes
- #4 Educators – school admin, principals, teachers
- #5 Poll 1: Yes or No
- #7 The problems that teachers encounter in the classroom such as bad student behavior, poor academic performance, etc can be addressed through Research. How?
- #8 Teacher as a researcher – there was an initiative “to take the lid off the black box of teachers’ practices” (Eggleston et al., 1976). In the later 1970s and early 1980s, AR became increasingly popular as a method that enabled teachers to claim ownership of their own research enquiries (McNiff, 1993). UK adopts action research as an embedded form of professional development that can empower educators.
- #10 Common words in all 3 questions – I, DO, plus IMPROVE (2 Qs)
- #11 Action research is an approach used for improving personal and social situations or conditions.
- #14 Because the process tends to be cyclical, it is often referred to as an action–reflection cycle. The process is ongoing because as soon as we reach a provisional point where we feel things are satisfactory, that point itself raises new questions and it is time to begin again. Action study is a participatory study consisting of a spiral of the following self-reflective cycles: PARTUICI{ATORY AR Planning in order to initiate change Implementing the change (acting) and observing the process of implementation and consequences Reflecting on processes of change and re-planning Acting and observing Reflecting
- #19 Let’s go to the details of AR.
- #20 Diagnosis – What actually is the REAL problem? What are the causes? Define a specific questions. It should be something that can actually be tested. Narrow your topic/identify your Research Question/s. Plan Interventions – 1) Divergent Phase – what actions are possible? What alternatives are there? Evaluate alternatives? 2) Convergent Phase – Which intervention will be adopted? Decide among alternatives? 3) Planning – How will the intervention be implemented? Conduct a Lit Review to understand the topic. Design process – determine data methods, consider ethical issues, get permissions, create deadlines, set up the systems. Implementation – Putting the plan into action – initiation, development, what are the causes, follow up? Multiple cycle of experimentation and data collection. Qualitative or Quantitative Data. Analyse. Organize data with charts, graphs, trends. Discuss with friends or colleagues/collaborate with others to interpret results. Evaluation – How successfully has the intervention addressed the issue? What are the success criteria? What are the outcomes of the intervention? What ongoing monitoring will there be? What will you do if the intervention is not working? Reflect on your own practice. Share and publish your research. The process could take some time – weeks, months, semester/s or a school year.
- #21 Diagnosis – What actually is the REAL problem? What are the causes? Define a specific questions. It should be something that can actually be tested. Narrow your topic/identify your Research Question/s. Plan Interventions – 1) Divergent Phase – what actions are possible? What alternatives are there? Evaluate alternatives? 2) Convergent Phase – Which intervention will be adopted? Decide among alternatives? 3) Planning – How will the intervention be implemented? Conduct a Lit Review to understand the topic. Design process – determine data methods, consider ethical issues, get permissions, create deadlines, set up the systems. Implementation – Putting the plan into action – initiation, development, what are the causes, follow up? Multiple cycle of experimentation and data collection. Qualitative or Quantitative Data. Analyse. Organize data with charts, graphs, trends. Discuss with friends or colleagues/collaborate with others to interpret results. Evaluation – How successfully has the intervention addressed the issue? What are the success criteria? What are the outcomes of the intervention? What ongoing monitoring will there be? What will you do if the intervention is not working? Reflect on your own practice. Share and publish your research. The process could take some time – weeks, months, semester/s or a school year.
- #22 Now, you understand the process, but you may ask yourself, what exactly should I research about? The beginning of any endeavor is usually the most difficult part, but once you have identified your topic for AR, it would be easier to proceed to the next step. The next slides are specific steps you would do in conjunction with the procedures for Action Research that would lead to the writing of your research. As you work on the action research, you are also drafting your research output, so it is important to have a specific notebook/file/journal for this purpose. Note-taking and recording are important during the process of AR.
- #27 Perhaps, some of the problems in your classroom are caused by different variables.
- #28 For example: Poor reading comprehension of students
- #36 Poll 3: Have you thought of any topic now for your AR?
- #40 Diagnosis – What actually is the REAL problem? What are the causes? Define a specific questions. It should be something that can actually be tested. Narrow your topic/identify your Research Question/s. Plan Interventions – 1) Divergent Phase – what actions are possible? What alternatives are there? Evaluate alternatives? 2) Convergent Phase – Which intervention will be adopted? Decide among alternatives? 3) Planning – How will the intervention be implemented? Conduct a Lit Review to understand the topic. Design process – determine data methods, consider ethical issues, get permissions, create deadlines, set up the systems. Implementation – Putting the plan into action – initiation, development, what are the causes, follow up? Multiple cycle of experimentation and data collection. Qualitative or Quantitative Data. Analyse. Organize data with charts, graphs, trends. Discuss with friends or colleagues/collaborate with others to interpret results. Evaluation – How successfully has the intervention addressed the issue? What are the success criteria? What are the outcomes of the intervention? What ongoing monitoring will there be? What will you do if the intervention is not working? Reflect on your own practice. Share and publish your research. The process could take some time – weeks, months, semester/s or a school year.
- #44 Diagnosis – What actually is the REAL problem? What are the causes? Define a specific questions. It should be something that can actually be tested. Narrow your topic/identify your Research Question/s. Plan Interventions – 1) Divergent Phase – what actions are possible? What alternatives are there? Evaluate alternatives? 2) Convergent Phase – Which intervention will be adopted? Decide among alternatives? 3) Planning – How will the intervention be implemented? Conduct a Lit Review to understand the topic. Design process – determine data methods, consider ethical issues, get permissions, create deadlines, set up the systems. Implementation – Putting the plan into action – initiation, development, what are the causes, follow up? Multiple cycle of experimentation and data collection. Qualitative or Quantitative Data. Analyse. Organize data with charts, graphs, trends. Discuss with friends or colleagues/collaborate with others to interpret results. Evaluation – How successfully has the intervention addressed the issue? What are the success criteria? What are the outcomes of the intervention? What ongoing monitoring will there be? What will you do if the intervention is not working? Reflect on your own practice. Share and publish your research. The process could take some time – weeks, months, semester/s or a school year.
- #45 As you are implementing the ACTION or the INTERVENTION, record what you are doing and remember that different data sources can be used.
- #47 Perhaps the time when you began to understand that your students needed help was when two of them were marked down in examinations because of their poor spelling. You were shocked to receive notification of the exam results (source of data).You made a note of this in your record book (source of data).You noted in your journal (source of data) that you would do something about it. You consulted with colleagues through e-mail (source of data) about what you could do, and read books (source of data) about possible strategies. You decided to try some new ‘look and say’ spelling strategies, and began to keep detailed records (source of data) of what you were learning as you tried them out. You also kept detailed field notes (source of data) about how your students were responding, and you invited them to keep their own journals (source of data) about what they were learning Data gathering techniques, frequency of data gathering
- #50 Qualitative, Quantitative, Mixed Methods (most preferred)
- #51 How do I encourage my students to read? Implement the action by preparing your lesson plan, formal assessments, pre/post-tests, standardized test, etc.
- #52 You may also observe how others teach or ask others to observe you, then you may conduct conferences with teachers. The report card is another source of data that can show improvement in the reading comprehension skills of your students.
- #53 Diagnosis – What actually is the REAL problem? What are the causes? Define a specific questions. It should be something that can actually be tested. Narrow your topic/identify your Research Question/s. Plan Interventions – 1) Divergent Phase – what actions are possible? What alternatives are there? Evaluate alternatives? 2) Convergent Phase – Which intervention will be adopted? Decide among alternatives? 3) Planning – How will the intervention be implemented? Conduct a Lit Review to understand the topic. Design process – determine data methods, consider ethical issues, get permissions, create deadlines, set up the systems. Implementation – Putting the plan into action – initiation, development, what are the causes, follow up? Multiple cycle of experimentation and data collection. Qualitative or Quantitative Data. Analyse. Organize data with charts, graphs, trends. Discuss with friends or colleagues/collaborate with others to interpret results. Evaluation – How successfully has the intervention addressed the issue? What are the success criteria? What are the outcomes of the intervention? What ongoing monitoring will there be? What will you do if the intervention is not working? Reflect on your own practice. Share and publish your research. The process could take some time – weeks, months, semester/s or a school year.
- #55 Always go back to the procedure. It is iterative so you may want to go back through the process of AR until you are finished with the whole research process.
- #57 Here are specific actions to carry out the procedures. As you are doing AR, write your notes/draft.
- #58 Each type of report, platform, or reader has its distinct structure.
- #59 This is a report you prepare for submission to your supervisor, principal, or head.
- #60 AR can also be used for writing thesis and dissertations.
- #61 Why? How? What? So what?
- #62 Useful reference for academic writing
- #65 Limited time access until Sunday only.
- #67 As a summary….