Action Research

Overview Video:

1. Before watching the video:

Explain in a short paragraph (no less that 10 sentences) what you think Action Research (AR) to be.  How do you feel about it?  How does it work?

I think that AR is where teachers perform a scientific-like experiment on their own teaching.  They identify a problem or feature that they want to improve or reflect on more and they first form a hypothesis about it.  They make detailed observations about it in the classroom and reflect on it.  Then they come up with a conclusion and a number of ways to solve the problem.  I see this as working best if implemented by an entire school, and if reflections are shared with other teachers and administration.  I think that Action Research is a great idea and seems very effective but it also sounds like a lot of work.  I wonder how many teachers would implement it independently.  Teachers are very busy as it is.  I could see teachers implementing part 5 of the process say the reflection, but not all of the steps formally.

2. Define the word data.  Who usually talks about data?  Why?

Data is information.  Librarians and people who work with computers talk about data because they work very closely with information.  Usually the most important part of this type of work is making data accessible to people.

2. As you watch the video:

2a.)  Several participants gave similar (although not identical) definitions of what AR is; can you reproduce at least two of these definitions below?

1.      The whole idea of AR is to improve practice.  Schoolwide AR is a collective inquiry.

2.      AR gives (teachers) the tool as to how and why.  Why can't some students write?  How to analyze the data, look deep into what they found, and how to use the data?

2b.)  What is the Action Research Cycle?

1.      Select a Focus

2.      Collect Data

3.      Organize the Data

4.      Analyze and Interpret the Data

5.      Take Action

2c.)  What are the 4 criteria mentioned for selecting a focus for the inquiry?  Can you think about any additional criterion that may be necessary?

1.      Student-centered

2.      Manageable

3.      Consensus

4.      Scope of Influence

Additional criteria are that the foci must be broad enough that they target a variety of grade levels, but focused enough so that they target a specific problem realistically.

Also, the focus needs to be something that all participating faculty are interested in.  They have to be convinced that it's something that needs attention or improvement.

2d.)  Give examples of data mentioned in the overview. 

1.      Surveys

2.      Interviews

3.      Creative Student Projects

2e.)  Why multiple sources of data? 

            Multiple sources lead to more valid results.  For example, interviews may tend to yield results that the interviewees think are favored.  In surveys, for example, people may be more honest.  If both interviews and surveys are used, perhaps one will get a blending of data that is personal and specific and honest.

2f.)  How do they organize the data?  What is the outcome?

            Participating faculty come together to compare results.  Communication is the key.  They may create graphs or charts to display the data, or put it all up on posterboard.  It is important to identify categories in which each piece of data can be placed.

2g.)  Characterize the process of analysis as it was presented to you in this short segment of the video. 

            Educators analyze data by communicating with each other.  They work as a team and challenge themselves to learn new ways to tackle problems and overcome obstacles.  They also involve parents and students in the communicative process in order to come up with solutions.

2h.) Is the Action the end of the process?  Why or why not?

            Educators use the data thats been collected and organized and use it to make a collective decision about the Actions faculty will engage in.  The Action is not finished when the research is over.  The cycle starts over again to determine if the Action Research has been successful. 

3.) After Watching the Overview Video:

Describe what you learned about the concept of Action Research.  Compare to your Before watching the video statement.

            After watching the video my opinion of Action Research has changed.  I'm more of a fan of it now.  It seems that the reason it works is because it increases communication all around.  The parents are actually involved (interviews) in the decision-making process of their childs education so they feel good about it.  Teachers also have more say in administrative decisions and changes. 

            In addition, the teachers get a more wholistic community with the other faculty and have a measure of how they are doing.  It seems like the entire community is better at supporting each other with Action Research.  I like it. 

            Were I involved in a school doing Action Research, I would consider creating a newsletter that informs the whole community about the Action Research taking place in its effects.  Also a web-community would be an effective extension of the community.  It seems like there would be some grants that would fund this kind of thing.

Case Study tape 2 Augusta, GA

4. Background: Who is the  population concerned by this Action Research Project?

            The faculty and the students.

5. Motivation: What motivated this Action Research Project?

            The school received unsatisfactory results on a state administered writing test.  This triggered the administration to take action to change this.

6. The Five Phases: Who decides, executes, etc. the five phases of the action research project?

            The faculty decided on the means to execute the five phases.  A volunteer committee met in the beginning of the year to review strategies and to improve the students writing.

7. Remarks: Give your opinion on the presented project, its usefulness, its applicability in different contexts, the way it was conducted, etc.

            I think that the idea of a book publishing project is great because it allows parents and teachers to see how children are writing.  I also gives students something to show their parents and community how they've progressed.  I like the idea of turning the Action Research into a project that gives back to the community.  This will give the kids motivation outside of the classroom.

8. Results/Conclusion(s): What was concluded for students, for faculty, for the subject being taught, the school, etc?  Is this phase the END of the project?  Why/when or why not?

            At the end of this tape the teachers get together and compare results.  Their figures show that they have improved their students test scores.  They give each other a round of applause.  Next year they will use Action Research to determine how well different approaches, such as whole writing, affect students performance.

Case Study tape 3 Ames Iowa

 4. Background: Who is the population concerned by this Action Research Project?

            The whole community is concerned with Action Research.  The faculty are working together to maximize each students learning.

5. Motivation: What motivated this Action Research Project?

            The school's mission statement motivated the project.  The mission is to determine how each student develops knowledge, skills, and self-esteem.

6. The Five Phases: Who decides, executes, etc. the five phases of the action research project?

            They began by training representatives across the district.  They also received staff development support from the district.  The staff votes on the project.  The teachers represent their colleagues in meetings.  A meeting took place as each school in the district began Action Research.

7. Remarks: Give your opinion on the presented project, its usefulness, its applicability in different contexts, the way it was conducted, etc.

            The goal of the project was to improve reasoning skills.  They collected data with student interviews.  Teachers agreed on strategies and also compare results.  They focused on helping students become better problem solvers.  The administration and faculty focus on keeping the things that work and throwing out what doesn't work.

8. Results/Conclusion(s): What was concluded for students, for faculty, for the subject being taught, the school, etc?  Is this phase the END of the project?  Why/when or why not?

            The process is never-ending.  They keep what works and get rid of what doesn't.  This process has made an impact because teachers are talking about students and progress now unlike before.

Final General Personal Reflection:  Assess what you learned in this unit?  Evaluate Action Research applicability to your teaching context.  Pros & Cons?  Reading the Types of Action Research described in the accompanying textbook, explain which model seems more adapted to your environment and why?

            The most important thing I've learned about Action Research up to this point is the importance of communication in the school community.  I've never taught formally, but based on the complaints I hear from people who teach, I think that this biggest problem is a lack of communication among teachers, language and ESL teachers, administration, and parents.  It appears that in schools that use Action Research, communication is essential as well as increased by the projects undertaken.

            The only disadvantage I can see to Action Research is all of the extra work added to the already busy lives of teachers.  Also, in the case study videos the groups that actually work with the Action Research are small.  How do schools determine which professionals are to be included in this group?  How does the administration make sure that all of the teachers (not just those who are part of the decision-making process) feel included and involved?

            I like that the possibilities for Action Research are broken down in to three realistic models.  Since I don't know what my teaching environment will be like, the only option I can consider at this point is Individual Teacher Research.  I think that this is a great way for teachers to constantly monitor several problems simultaneously that they wish to improve.  Again, however, it would take a lot of discipline for me to be consistent with my observations and reflections.  I can see that other school duties may take priority if things got too busy.

            I think that in order for Action Research to be most effective, it would need to be at least Collaborative and include other teachers and administrators of a school.  Again, the feature of Action Research that I take away as being most significant is communication.  Even if just a few teachers are working together to make improvements, the results are going to be greater with a bigger support system.

            I think that the most ideal form of Action Research is a Schoolwide project.  Especially since ESL and Foreign Language teachers are often excluded from the school community, I think that Schoolwide Research could help bring all teachers into the discussion.  Hopefully, it would give all teachers equal influence in progress of their school.