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Action research papers training

Teacher College Record, 6 , — Fraenkel, J. How to design and evaluate research in education 8th ed. Boston: McGraw-Hill. Furlong, J. Best practice research scholarships: An evaluation.

Research Papers in Education, 20 1 , 45— Gewirtz, S. Doing teacher research: A qualitative analysis of purposes, processes and experiences. Educational Action Research, 17 4 , — Gould, P. From the hill to the swamp: Combining research and practice. Green, S. Guskey, T. Evaluating professional development. Hahs-Vaughn, D. Who is conducting teacher research? The Journal of Educational Research, 6 , — Halai, N. Developing understanding of innovative strategies of teaching science through action research: A qualitative meta-synthesis from Pakistan.

Hendricks, C. Improving schools through action research: A comprehensive guide for educators. Boston: Pearson Education, Inc. Huber, C. Johnson, R. Examining the validity structure of qualitative research. Education, , — Kemmis, J. Action research as practice-based practice. Educational Action Research, 17 3 , — Kemmis, S. Victoria, Australia: Deakin University Press. Keys, C. Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38 6 , — Levin, B. The effects of collaborative action research on preservice and experienced teacher partners in professional development school.

Journal of Teacher Education, 54 2 , — McGee, A. Critical reflections of action research used for professional development in Middle Eastern Gulf State. Educational Action Research, 16 2 , — McTaggart, R. Principles for participatory action research. Adult Education Quarterly, 41 3 , — Merriam, S.

Postgraduate programs using action research

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Action Research, 4 4 , — Peters, J. Chattanooga, TN. The questions asked by action researchers guide their process.

A good question will inspire one to look closely and collect evidence that will help find possible answers. What are good examples of action research questions? What are questions that are less likely to promote the process of deep sustained inquiry? The best question is the one that will inspire the researcher to look at their practice deeply and to engage in cycles of continuous learning from the everyday practice of their craft.

These questions come from a desire to have practice align with values and beliefs. Exploring these questions helps the researcher to be progressively more effective in attaining their personal goals and developing professional expertise. Good questions often arise from visions of improved practice and emerging theories about the change that will move the researcher closer to the ideal state of working practices.

If I [insert the action to be taken], how will it affect [describe one or more possible consequences of the action]? We will look at two examples, one from education and one from a business.

Classroom Action Research

Suppose the researcher is worried about designing the learning context to meet the needs of students who are currently not doing well in the classroom. The general question might be:. How can I personalize instruction to match the diverse needs of my students?

This forms a good overall goal which can then lead to many possible cycles of action research, each with a separate question. I find that forming cycle research questions in two parts is helpful. The first half describes the action and the second part focuses on the outcome that is anticipated and will be measured. If I listen to students, will I have a better understanding of them?

This question suggests an action and a possible outcome but they are vague in both in the description of the action and in the possible outcome. It is not clear how the action researcher will increase attention to students and what evidence will help evaluate the action. If I set up community circle time to listen to students describe their learning experiences in my classroom description of the action , in what ways, if any, will the information about their learning processes lead to changes in my teaching practices description of the outcome that will be studied?

Now it is clear what the researcher intends to do and what a possible outcome might be. In listening to students, the researcher might discover information that will lead directly to an experiment in instructional design. Or might refocus the overall goal to one that was not apparent when the researcher began the inquiry. The following is another example, from a business setting where people in diverse offices are working in ways that would benefit from greater coordination.