Transcript Action Research

Action Research
What It Is
and
How to Design an Action Research
Project
Kenneth C. Bratspies
NJ EXCEL Mentor
What is Action Research?
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Participants examine their own educational
practice.
Systematic
Based on these assumptions:
Educators work best on issues they have identified.
 They become more effective, when examining and
assessing their own work.
 They help each other by working cooperatively.
 This process and cooperative work helps them in their
professional development.
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Types of Action Research
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Individual Teacher Research:
typically focuses on a single issue in the
classroom
 may seek solutions to problems in classroom
management, instructional strategies, use of
materials or student learning
 teacher has support of principal, supervisor,
instructor, parents and others
 This is a personal approach to the professional’s
work situaiton.
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Types of Action Research
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School-wide (or department-wide):
asks a broader fundamental question
 seeks to identify an issue within the greater
culture
 Teams of staff members are researchers.
 Teamwork and individual contributions are
valuable parts.
 Accordingly, ownership of the process and
problem is shared.
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Types of Action Research
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District-wide:
utilizes many resources; is most complex
 rewards can be great (district change)
 requires greater “buy-in”
 The involvement of multiple constituent groups
lends energy and can create an environment of
genuine stakeholders.
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The Action Research Cycle
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Identification of the problem or area
Posing an essential question for research and
investigation
Collection and organization of data
Analysis and interpretation of the data
Take action based on the data.
Reflect on the outcome; make adjustments.
Identify a Problem for Action
Research
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Make sure the problem is meaningful and doable
in the confines of daily work.
Pose a higher order question.
Use common language; avoid jargon.
Be concise.
The question must be meaningful.
There should not already be an answer to the
question.
Gather Data with Collection Tools
Select the data and collection tools that are most appropriate for the issue being researched.
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interviews
portfolios
diaries
field notes
audio tapes
photos
memos
questionnaires
focus groups
anecdotal records
checklists
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journals
individual files
logs of meetings
videotapes/CDs
case studies
surveys
records--tests, report cards
attendance
self assessment
samples of student work
projects, performances
Structure the Data
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Organize that data into meaningful information.
Use at least 3 sources.
Triangulate the data; point to an outcome.
Identify trends and themes
Interpret the data
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Analyze and interpret major themes/trends.
Quantify the results in charts or tables.
Data that is not appropriate for chart form
should be reviewed holistically.
Make logical conclusions from the evidence.
Act on the Evidence
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Using the information from your data collection
and your review of the current literature:
Design a plan of action.
 Make a change and study that change.
 Select only one variable for validity.
 Continue to document; collect data.
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Evaluate Results
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Assess the effects of your intervention.
Determine if improvement occurred.
Isolate the evidence that supports improvement.
If no, what adjustments can be made to elicit
better results.
Next Steps
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Identify additional questions raised by the data .
Plan for additional improvements.
Make revisions or additions to your study.
Form additional collaborations.
Continue the inquiry process.
Benefits of Action Research
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Provides a focus on school issues or problem or
areas of collective interest.
Form of professional development
Supports meaningful collegial interactions
Has potential to impact school change
Promotes self reflection on professional practice
Improves communications on professional
issues
Questions and Discussion