Transcript ACTION RESEARCH Chapter 6: Data Analysis

Writing it Up!
Abstract & Introduction
Abstract…
A brief summary of the research.
The first thing (after the title) that someone
will read.
Abstract
Includes a brief version of:
1. The area of focus: What is the research
about?
2. Context of the research site/participants:
Who, where?
3. Methodology used
4. Findings of the study
Example #1
This article examines the impact of an adjunct English language tutorial
program on the academic performance of first-year Architecture students.
With increasing numbers of international students enrolling in Australian
universities, language and academic skills programs have shifted from
generic to more discipline specific models; however, there has been little
research on the effects of these programs on ESL students’ academic
performance. This study uses a mixed method approach to evaluate the
effectiveness of an English as a second language (ESL) intervention
program. Findings indicate that students value a highly disciplinespecific approach to language and academic skills support and that
regular participation in a content-based ESL program can lead to positive
learning outcomes for students. Preliminary findings also suggest that
there are positive longer-term benefits on students’ academic outcomes.
The authors suggest the need for longitudinal studies on the impact of
discipline-based programs for ESL students.
Improving the academic outcomes of undergraduate ESL students: the case for discipline-based academic skills programs
Chi Baika* and Joan Greigb aCentre for the Study of Higher Education, University of Melbourne, Australia; bFaculty of Architecture, Building and Planning,
University of Melbourne, Australia (Received 21 November 2008; final version received 24 May 2009
Example #2
This paper traces the development over several years of an initiative
involving student journals that was introduced into a tertiary science
education course for pre-service teachers to promote enhanced learning of
how to teach science. Very soon after introducing the journals into course
work the lecturer began engaging in ‘unplanned’ informal reflection
(reflection-in action and reflection-on-action) when she witnessed the
shallow, often trivial nature of her students’ reflective writing and the lack
of pedagogical insights they were gaining from the exercise. Motivated by
her own ongoing scholarship the lecturer introduced purposeful coaching
of reflective skills into her pedagogy to scaffold students’ learning and
promote more useful reflection. The impact of these interventions on
students’ reflective capabilities and learning were investigated using a
formal action research cycle. Findings indicate that student teachers’
reflective skills improved and resulted in deeper and more focused
thinking about how to teach science for learning
Promoting higher levels of reflective writing in student journals, Anne Hume* School of Education, University of Waikato, Hamilton, New Zealand
(Received 17 October 2007; final version received 3 October 2008)
Write it!
#1. Quickly discuss your research study
1. The area of focus statement: What is the
research about?
2. Context of the research site/participants: Who,
where?
3. Methodology used
4. Findings of the study
#2. Write it!
Introduction…
Introduces your entire paper.
Introduction is the…
What background does my reader
need to know to understand the
importance of my study?
Introduction
Includes:
• The problem/issue/area of focus:
What lead you to do this research?
• Context of the research site and participants:
Who, what, when, where
(no names without written permission)
• Sets up the study
Why is your study important?
What do you hope to accomplish by doing the study?
Example #1
Personal experiences as second language learners, bilingual
teachers, and post-graduate studies in Bilingual Education were the
driving forces behind this study. Understanding and overcoming
one’s own difficulties are the first steps in making second language
learning for others an easier, more successful process. This study
focuses on the important and significant influence of one’s first
language (L1 - Spanish) on the reading comprehension process of
one’s second language (L2 - English). As learners (oneself, one’s
children and students) build, broaden, and strengthen their L1 by
acquiring new vocabulary and developing reading comprehension
skills, those same skills and traits are transferred to their reading
comprehension abilities in their L2. …
This Action Research Project took place in a private school with a
high socio-economic profile in Bogota, Colombia during the months
of February and March 2009. It is an all girls’ Catholic school
offering grades K4-12. Most of the students have had opportunities to
travel abroad, participate in summer camps, and school sponsored
international education programs which emphasize the English
language. In primary school …
The classroom population ranges from twenty to thirty
students. There are usually three groups per grade. …In the particular
group that was chosen for this study there are 29 energetic girls.
Their ages range from eleven to thirteen years. Again they represent
one-third of the sixth grade student population. …
Based on the above description .... This study will show
significant correlations indicating that when the first language has
strong foundations and is continuously improved, the development of
the second language is easier.
Example #2
Experiential education as a pedagogical philosophy was first introduced
in the 19th century, thus becoming one of the oldest forms of education.
Experiential education has since then been widely implemented and
utilized as a learning tool in many schools and organizations. The main
idea behind this form of education is the integration of students’
experiences into the academic curriculum; in other words, connecting
classroom theory with practice in the real world. These experiences may
include academic knowledge, physical activity, and social and emotional
challenges. … The intention of experiential education is not to replace
traditional education; it must be seen as a complement as it provides
students with diverse learning opportunities.
The experiential education program at our school is called
Classroom Without Walls (CWW), making reference to the idea that
the learning that takes place within the four classroom walls is
extended into the world. This program is offered to all students, from
kindergarten to 12th grade. Each grade level offers its students a
CWW trip once a year…
The main objective of the program in terms of destinations is …
Apart from the outdoor education activities; all trips within the
CWW program must include an explicit academic and social
component. The purpose of the academic component is to…
In terms of the social component, it is the program’s goal to show
our students the social reality of the country they live in. …
By ensuring that the CWW program at our school is structured
in such a way that it addresses our variables of study, and at the
same time our school’s mission, we can feel confident that it will
only enhance our student’s education. This paper will show us the
validity behind this statement.
Outline it!
#1. READ REFLECTIVE MEMOS
#2. OUTLINE
A. Problem/issue/area of focus
•
What/Why
B. Context
•
What, where, who, when
C. Set up Study
•
Why is your study important? What do you
hope to accomplish by doing the study?