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Week 3

The document discusses an introduction to action research course. It covers defining action research and deciding on an area of focus. Examples of action research are provided. The document outlines drafting a research proposal and report. It discusses selecting a topic within one's locus of control involving teaching and learning. Homework involves observing one's own teaching for a week to identify things learned and potential areas of focus.

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Jojames Gaddi
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54 views

Week 3

The document discusses an introduction to action research course. It covers defining action research and deciding on an area of focus. Examples of action research are provided. The document outlines drafting a research proposal and report. It discusses selecting a topic within one's locus of control involving teaching and learning. Homework involves observing one's own teaching for a week to identify things learned and potential areas of focus.

Uploaded by

Jojames Gaddi
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Week 3 (Sep12.

06)
Introduction to Action Research
Agenda for Today
What is action research
Deciding on an area of focus
Action research – example#1
Research report/proposal
Action research proposal – parts that make the
whole
Draft #1
Housekeeping
HW: Deciding on an area of focus through
observing your own teaching for a week. Prepare
a 1-page essay (drawing or any format). Bring it
to class on Week 5 to share: Things I’ve learned
from my own teaching.
Q&A
Sharing life – what to share
 The worst moment in my teaching career…
 One moment in my classroom…
 Anything else about your teaching?
Types of Scientific Research (Review)
 Categorized by purpose
 Basic Research
 Applied Research
 Evaluation Research
 Research and Development (R&D)
 Action Research (Woho!)
 Categorized by method
 Quantitative
 Descriptive research
 Correlational research
 Causal-comparative research
 Experimental research
 Single-subject research
 Qualitative research
 Narrative research
 Ethnographic research
 Categorized by time
 Cross-sectional research
 Longitudinal research
Introduction to Action Research
 What is action research: Mills (p5)
Select an area of focus for your Action Research

What criteria/tips does Mills suggest when


selecting an area of focus?
Select an area of focus for your Action Research (cont.)

Mills recommends the following criteria when selecting and


area of focus:

 The area of focus should involve teaching and learning and


should focus on ones own practice.
 The area of focus is something within your locus of control.
 The area of focus is something you feel passionate about.
 The area of focus is something your would like to change or
improve.
Why teacher researcher? (3.1.1)
 What do I learn from this reading?
Why teacher researcher?
 What does the author intends to say about
research through Julie and little Johnny's
story?
In what sense is Julie a researcher?
 It conveys the simplicity of beginning with
genuine questions.
 Goal of research: to gain access to the
play ground
 Method: getting data- little Johnny to ask
mom, analyze the data and find the
pattern!
Research is a process of
 Discovering essential questions;
 Gathering data, and analyzing it to
 Answer those questions.
What teacher research/action research
is
Research that is initiated and carried out
by teachers in their classrooms and
schools.
Teacher researcher use their inquiries to
study everything:
The best way to teach reading,
Most useful methods for organizing group
activities,
Different ways girls or boys respond to a
science program.
Teacher research…
Begins with genuine research questions that are truly
relevant to researchers
Teacher researcher
Significant contributor to research
Source of systemic reform in individual schools and districts.
Rich in classroom anecdotes and personal stories.
Not written in distance, third-person voice, but has an
immediate, first person tone.
Stories are a critical tool for illuminating the deeper
theories or rules governing the way a classroom community
works.
A “maybe” work – after the list of so many
duties/obligations… but there are ways to develop inquiry
skills that are relevant to almost any teacher and classroom
Little r and Big R (3.1.2)
 What do I learn from this reading?
Teacher-researcher
Research can focus on problem they are trying to
solve in their own classrooms.
Observing students closely, analyzing their
needs, and adjusting the curriculum to fit the
needs of all students
Teacher research involves collecting and
analyzing data as well as presenting it to others
in a systematic way
Teacher-Researcher: the end goal is to create
best possible learning environment for students.
e.g. blank look – “how else can I teach this
concept?” (and that’s research!)
“Careful gardener” metaphor
Celebrating “Things I learned last week” (3.1.3)

 Observe your own teaching and your


class/students for a week
 Look closely at the small details
 Process daily small moments
 These small details will become building blocks of
our lives as researchers
HW for this week:
Discovering my research questions through observation
 Things I’ve learned this week about
teaching. It can be any form:
 A journal
 A list
 A poem
Remember the purpose of doing this though!!!
To identify you an area of interest and try to frame your
research questions.
Strategies for working toward a research
question (3.2)
Process the reading (whole class)
Each group pick one of the strategies and
help the class understand that strategies
through giving examples.
Understanding Action Research
Textbook Chapter 1
Framing research questions
Open-ended (not yes or no question)
Pose the question in a way that can be
answered by descriptions and observations
– how & what
What intrigues you in your classroom?
What are you puzzled by in your
classroom?
Are there what-ifs running through your
mind begging to be explored?
The way of finding and framing research
questions
It takes time
It may involve a lot of exploration through
wonderings
The research cycle continues with new
question as well as possible answers.

Tip: Don’t rush to state a question so your


research can begin. Figuring out the
question is an important part of the
research.
Finding research interest/area/question (brainstorming )
 Sharing the journey - how do I find my
own research interest/research question

Early
? Literacy
ESL

Language
? acquisition
Research
interest Literacy &
technology

Computers
and writing

Online
discussion
3 major steps in doing a research study (Review)
 Preparing a proposal describing the study
to be done and its significance (EDU651)
 Collecting and analyzing data (EDU652)
 Writing a report of the complete study
(EDU652)
Action Research example #1
 What is the structure of the research
report?
 Parts that make a whole
 What is the background info-in what way does
the author stated the problem?
 What is the purpose of the study?
 What are the research question and sub-
questions?
Components of a Research
Proposal
 Jigsaw
Format of a Research Report/Proposal
Abstract

 Introduction
 Problem Statement
 Purpose of the study
 Research questions
 Definition of terms
 Review of the literature
 Methodology
 Results/Findings (Research Report)
 Discussion (Significance of the study-how might the inquiry
improve my teaching)

References
Bibliography

Appendices
Introduction Components (Draft #1)
 Problem Statement
 Purpose of the study
 Research questions
 Definition of terms

An annotated bibliography of 8 entries


Identify Your Area of Interest – 1st try
What intrigues you in your classroom?
Action Research Examples
 http://education.ucsc.edu/faculty/gwells/n
etworks/
For Next Week –Library Time
 Get a good mastery of literature search
skills so that you are able to do search for
your proposal writing.
 Prepare 8 entries of annotated
bibliography (which will also be the bases
of your literature review draft#2 (8+4).
 Out of the 8, at least 4 needs to be
empirical research; at least 3 needs to be
action research.
Housekeeping

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