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- Chapter 1. What Is Action Research?;
Gozalo, E. Padayogdog - Training 't use action research and apply it in all situations and. Issues in gender-sensitive and disability-responsive policy research selecting a focus begins with the teacher researcher or the team of action researchers asking: what element s of our practice or what aspect of student learning do we wish to investigate? What Is Action Research? When teachers write lesson plans or develop academic programs, they are engaged in the action planning process.
What makes action planning particularly satisfying for the teacher researcher is that with each piece of data uncovered about teaching or student learning the educator will feel greater confidence in the wisdom of the next steps. Although all teaching can be classified as trial and error, action researchers find that the research process liberates them from continuously repeating their past mistakes. More important, with each refinement of practice, action researchers gain valid and reliable data on their developing virtuosity.
As stated earlier, action research can be engaged in by an individual teacher, a collaborative group of colleagues sharing a common concern, or an entire school faculty. These three different approaches to organizing for research serve three compatible, yet distinct, purposes: Building the reflective practitioner Making progress on schoolwide priorities Building professional cultures.
When individual teachers make a personal commitment to systematically collect data on their work, they are embarking on a process that will foster continuous growth and development.
Making Research Work
When each lesson is looked on as an empirical investigation into factors affecting teaching and learning and when reflections on the findings from each day's work inform the next day's instruction, teachers can't help but develop greater mastery of the art and science of teaching. In this way, the individual teachers conducting action research are making continuous progress in developing their strengths as reflective practitioners.
Increasingly, schools are focusing on strengthening themselves and their programs through the development of common focuses and a strong sense of esprit de corps. Often an entire faculty will share a commitment to student development, yet the group finds itself unable to adopt a single common focus for action research.
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This should not be viewed as indicative of a problem. Schools whose faculties cannot agree on a single research focus can still use action research as a tool to help transform themselves into a learning organization.
Action research resource papers
They accomplish this in the same manner as do the physicians at the medical center. It is common practice in a quality medical center for physicians to engage in independent, even idiosyncratic, research agendas. However, it is also common for medical researchers to share the findings obtained from their research with colleagues even those engaged in other specialties. If ever there were a time and a strategy that were right for each other, the time is now and the strategy is action research!
This is true for a host of reasons, with none more important than the need to accomplish the following: Professionalize teaching. Enhance the motivation and efficacy of a weary faculty. Meet the needs of an increasingly diverse student body. Teaching in North America has evolved in a manner that makes it more like blue-collar work than a professional undertaking. Although blue-collar workers are expected to do their jobs with vigilance and vigor, it is also assumed that their tasks will be routine, straightforward, and, therefore, easily handled by an isolated worker with only the occasional support of a supervisor.
Professional work, on the other hand, is expected to be complex and nonroutine, and will generally require collaboration among practitioners to produce satisfactory results. With the exploding knowledge base on teaching and learning and the heightened demands on teachers to help all children achieve mastery of meaningful objectives, the inadequacy of the blue-collar model for teaching is becoming much clearer. When the teachers in a school begin conducting action research, their workplace begins to take on more of the flavor of the workplaces of other professionals.
The wisdom that informs practice starts coming from those doing the work, not from supervisors who oftentimes are less in touch with and less sensitive to the issues of teaching and learning than the teachers doing the work. Furthermore, when teachers begin engaging their colleagues in discussions of classroom issues, the multiple perspectives that emerge and thus frame the dialogue tend to produce wiser professional decisions.
The work of teaching has always been difficult.
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But now it isn't just the demands of the classroom that are wearing teachers down. Students increasingly bring more problems into the classroom; parental and societal expectations keep increasing; and financial cutbacks make it clear that today's teachers are being asked to do more with less. Worse still, the respect that society had traditionally placed upon public school teachers is eroding, as teacher bashing and attacks on the very value of a public education are becoming a regular part of the political landscape. Consequently, teacher burnout has become the plague of the modern schoolhouse.
However, without credible evidence that the work of teaching is making a difference, it is hard to imagine the best and brightest sticking with such a difficult and poorly compensated line of work.
Fortunately, evidence has shown that teachers who elect to integrate the use of data into their work start exhibiting the compulsive behavior of fitness enthusiasts who regularly weigh themselves, check their heart rate, and graph data on their improving physical development. For both teachers and athletes, the continuous presence of compelling data that their hard work is paying off becomes, in itself, a vitally energizing force. In a homogeneous society in which all students come to school looking alike, it might be wise to seek the one right answer to questions of pedagogy.
It is now imperative that classroom teachers have strong content background in each of the subjects they teach, be familiar with the range of student differences in their classrooms, and be capable of diagnosing and prescribing appropriate instructional modifications based upon a knowledge of each child's uniqueness. Crafting solutions to these dynamic and ever changing classroom issues can be an exciting undertaking, especially when one acknowledges that newer and better answers are evolving all the time.
Nevertheless, great personal satisfaction comes from playing a role in creating successful solutions to continually changing puzzles. Conversely, if teachers are expected to robotically implement outdated approaches, especially when countless new challenges are arriving at their door, the frustration can become unbearable.
Action Research - as easy as 1, 2, 3 | TeachingEnglish | British Council | BBC
In most jurisdictions standards-driven accountability systems have become the norm. Although they differ somewhat from state to state and province to province, fundamentally these standards-based systems have certain things in common.
Bloomer, M. Learning careers: Continuity and change in young people's dispositions to learning. British Educational Research Journal, 26 5 , — Busato, V. Learning styles: A cross sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68 , — Carr, M. Tracking the development of learning dispositions. Assessment in Education, 9 1 , 9— Carr, W. Becoming critical: Knowing through action research. Geelong, Victoria: Deakin University Press. Chalmers, D. Teaching for learning at university.
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London: Kogan Press. Clark, B. The organisational context. Wilson Eds. Birmingham: Adline Publishing. Cole, M.
Student learning motivation and psychological hardiness: Interactive effects on students' reactions to a management class. Academy of Management Learning and Education, 3 1 , 64— Cooper, J. Student involvement in learning: Cooperative learning and college instruction. Journal on Excellence in College Teaching, 1 , 68— Cope, J. Entrepreneurial learning and critical reflection. Management Learning, 34 4 , — Cope, C. Improving students' learning approaches through intervention in an information systems learning environment. Studies in Higher Education, 30 2 , — Dehler, G.
Using action research to connect practice to learning: A course project for working management students. Journal of Management Education, 30 5 , — Deeter-Schmetz, D. Enriching our understanding of student team effectiveness.
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