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Thus, selecting a focus, the first step in the process, is vitally important. Selecting a focus begins with the teacher researcher or the team of action researchers asking: What element s of our practice or what aspect of student learning do we wish to investigate?
Step 2—Clarifying Theories The second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus. For example, if teachers are concerned about increasing responsible classroom behavior, it will be helpful for them to begin by clarifying which approach—using punishments and rewards, allowing students to experience the natural consequences of their behaviors, or some other strategy—they feel will work best in helping students acquire responsible classroom behavior habits.
Step 4—Collecting Data Professional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid meaning the information represents what the researchers say it does and reliable meaning the researchers are confident about the accuracy of their data.
Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or school.
To ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Triangulation is like studying an object located inside a box by viewing it through various windows cut into the sides of the box.
When planning instruction, teachers want the techniques they choose to be appropriate for the unique qualities of their students. Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is assured.
Fortunately, classrooms and schools are, by their nature, data-rich environments. Each day a child is in class, he or she is producing or not producing work, is interacting productively with classmates or experiencing difficulties in social situations, and is completing assignments proficiently or poorly.
Teachers not only see these events transpiring before their eyes, they generally record these events in their grade books.
The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or questionnaires.
Step 5—Analyzing Data Although data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher.
A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions: What is the story told by these data?
Why did the story play itself out this way? By answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the situation.
Step 6—Reporting Results It is often said that teaching is a lonely endeavor.
It is doubly sad that so many teachers are left alone in their classrooms to reinvent the wheel on a daily basis. The loneliness of teaching is unfortunate not only because of its inefficiency, but also because when dealing with complex problems the wisdom of several minds is inevitably better than one.
The sad history of teacher isolation may explain why the very act of reporting on their action research has proven so powerful for both the researchers and their colleagues. The reporting of action research most often occurs in informal settings that are far less intimidating than the venues where scholarly research has traditionally been shared.
Faculty meetings, brown bag lunch seminars, and teacher conferences are among the most common venues for sharing action research with peers.
However, each year more and more teacher researchers are writing up their work for publication or to help fulfill requirements in graduate programs.
Regardless of which venue or technique educators select for reporting on research, the simple knowledge that they are making a contribution to a collective knowledge base regarding teaching and learning frequently proves to be among the most rewarding aspects of this work.
When teachers write lesson plans or develop academic programs, they are engaged in the action planning process.Finally! Kolbe's Breakthrough for Better Relationships. Takes Two SM is a fun, fast and easy way to bring more joy, and less stess to your relationship..
read more. The advanced search lets you search by a much larger number of criteria including citations, title, description, docket numbers, dates, date range, as well as other numeric fields. The purpose of a field report in the social sciences is to describe the observation of people, places, and/or events and to analyze that observation data in order to identify and categorize common themes in relation to the research problem underpinning the study.
Planning, action and reflection upon action is the process for Action Research, therefore this can be seen as an action-reflection ‘cycle’.
Consequently with all research methods there is a pool of criticism around Action Research. Writing a Research Paper.
This page lists some of the stages involved in writing a library-based research paper. Although this list suggests that there is a simple, linear process to writing such a paper, the actual process of writing a research paper is often a messy and recursive one, so please use this outline as a .
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