Runners in action @ University Academic Oval, UP Diliman
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outline
1. history of action research
2. what is action research and what is not action research?
3. types of action research
4. steps in action research
5. benefits of action research
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History of “action research”
Kurt Lewin,
a social psychologist and educator,
is credited
with coining the term
“action research.”
USA, 1940s 4
History of “action research”
Stephen Cory (Teachers College,
Columbia University)
-- first to use action research in education
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History of “action research”
Stephen Cory says--
1. studying the outcome of one’s
teaching would improve one’s daily
teaching practices, and
2. there is a need for teachers and
researchers to work together.
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History of “action research” (AR)
1950s AR was attacked as:
--- unscientific,
--- a bit more than common sense,
and an
--- amateurs’ work…
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History of “action research” (AR)
1950s - research designs and quantitative data
collection methodologies has been the norm…
1970s revival of AR – teachers questioned the
applicability of the above for being—
theoretical and general –
not grounded in practice 8
History of “action research” (AR)
Why science and math education research had little influence on practice?
Two main perspectives: researchers and teachers
a. academic discipline vs classroom culture and
reality
b. Psychostatistical vs myriad variables in actual
research paradigm interaction
(standard --- generalization)
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"Non-professional sweeper" "professional sweeper"
History of “action research” (AR)
As it spreads, action research
is seen with great value, and has taken
many meanings.
(e.g., teacher-based research, classroom
research by teachers, school-based
research, teacher research) 10
What is research?according to Shulman -- is a
family of methods sharing the characteristics of scientific inquiry such as:
1. Evidence and arguments are verifiable or open to examination.
2. Not dependent on human consideration e.g., eloquence or sweet/flowery talk
3. Avoids (as much as possible) and discusses sources of errors in conclusion
4. Can be speculative, creative and inventive.
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Additional characteristics of Research
• Share and publish results and experiences via:
.. Faculty and/or parents’ meetings
.. Conferences, seminars/workshops
.. Journals, newsletters, blogs, internet sites/slide
share, Agίmat
www.curriculum.nismed.upd.edu.ph
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Many studies are currently being undertaken re action research in science and mathematics education.
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14 ACTION RESEARCH in large classes project by DOST-SEI in Ph schools and in science and mathematics classrooms (2011- 2013)
What is action research & what is it not?
√ Action research is …
A tool to help raise science & mathematics education
process where participants systematically examine their own practice using research techniques that aims to inform or improve his/her practices in the future.
NOT a library project
in order to learn more about a topic
NOT a problem-solving activity in
order to see what
is wrong.
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What is action research & what is it not?
√ Action research is … It involves people
working to improve their skills and techniques, and strategies
Learning HOW we ourselves can do things better –
What worked and what didn’t…
NOT doing research on/about people
nor finding information
to answer questions
NOT about learning why we do this or that
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types of action research
Individual
Teacher
Action Research
Collaborative
School-wide Action
Research
District-wide
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Identify a problem
Gather data
Inter-pret data
Action based on
data (interv-ention)
Reflection and planning
Writing/sharing/
publishing
steps in action research
1. Identify a problem area
Some criteria:
- not a yes/no question
- stated in common language
- concise
- meaningful
- no answer yet
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2. Gather data through: -->
Interviews Focus group discussions
Journals, diaries Individual files and Self-assessment
Samples of student work: projects, performances, portfolios
Memos Minutes of meetings
Audio-videotapes Photos Field notes
Case studies Surveys Anecdotal records
Checklists Questionnaires
Records such as tests, report cards, attendance
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3. Interpret Data
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Analyze and identify: Themes Patterns Relationships Important elements Summarize and group/ tabulate quantities Use technology, statistics as needed
4. Action based on data
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-- collected data + current literature review -> plan changes on action -- one variable at a time -> significant Continue to document/collect data …
5. Reflection & Planning
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Evaluate the effects of the action research intervention. Are there pieces of evidence to show clearly that there is improvement? What changes can be made to actions to get better results? As a result of the action research, what are other questions, improvements, revisions and steps that can be pursued by the research team?
6. write and share results & experiences
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Good teachers have always systematically looked at the effects of their teaching on student learning. Mills, E.G. (2000). Action research: A guide for the teacher researcher. NJ: Merril,Prentice Hall. p15
Benefits of Action Research
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Teaching as a Profession - Autonomy in professional judgement - need not be told what to do or not to do by superintendents,
principals, researchers, innovators … - New ideas are welcomed but.. are subject to the
judgement of the teachers themselves. Anything new is subject to adaptation of teachers.
Teachers are in a privilege position to teach well.
Benefits of Action Research
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Professional development - Sense of growth and efficacy - Gain confidence - Self knowledge, PCK, ways
to improve, etc.
Science & Math education development -- team work/collegial interactions -- increased sharing and collaboration -- raise students’ performance -- add to knowledge base, transformation (culture/country)
References
Mills, G.E., (2000). Action Research:A guide for the teacher
researcher. NJ:Merril,Prentice Hall.
Hopkins, D. (2002). A teacher’s guide to classroom
research. NY: Open University Press
Ferrance, E. (2000). Action research. LAB, The Education
Alliance, RI: Brown University
Capobianco, B. & Feldman, A. (2010). Repositioning teacher
action research in science teacher education. J.Sci.
Teacher Education. 21:909-915 DOI 10.1007/s10972-
010-9219-7
Coghlan, D. (2007). Insider action research doctorates: Generating
actionable knowledge. Higher Education. 54:294-306. DOI
10.1007/s10734-005-5450-0
Lim, P.T.H. (2007). Action research for teachers: A balanced model. Proceedings of the
Redesigning Pedagogy: Culture, Knowledge and Understanding Conference, Singapore,
May 2007.
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