What It Is and How to Design an Action Research Project Kenneth C. Bratspies NJ EXCEL Mentor

What is Action Research? Participants examine their own educational practice. Systematic Based on these assumptions: Educators work best on issues they have identified. They become more effective, when examining and assessing their own work. They help each other by working cooperatively. This process and cooperative work helps them in their professional development.

Types of Action Research Individual Teacher Research: typically focuses on a single issue in the classroom may seek solutions to problems in classroom management, instructional strategies, use of materials or student learning teacher has support of principal, supervisor, instructor, parents and others This is a personal approach to the professional’s work situaiton.

Types of Action Research School-wide (or department-wide): asks a broader fundamental question seeks to identify an issue within the greater culture Teams of staff members are researchers. Teamwork and individual contributions are valuable parts. Accordingly, ownership of the process and problem is shared.

Types of Action Research District-wide: utilizes many resources; is most complex rewards can be great (district change) requires greater “buy-in” The involvement of multiple constituent groups lends energy and can create an environment of genuine stakeholders.

The Action Research Cycle Identification of the problem or area Posing an essential question for research and investigation Collection and organization of data Analysis and interpretation of the data Take action based on the data. Reflect on the outcome; make adjustments.

Identify a Problem for Action Research Make sure the problem is meaningful and doable in the confines of daily work. Pose a higher order question. Use common language; avoid jargon. Be concise. The question must be meaningful. There should not already be an answer to the question.

Gather Data with Collection Tools Select the data and collection tools that are most appropriate for the issue being researched. journals individual files logs of meetings videotapes/CDs case studies surveys records--tests, report cards attendance self assessment samples of student work projects, performances interviews portfolios diaries field notes audio tapes photos memos questionnaires focus groups anecdotal records checklists

Structure the Data Organize that data into meaningful information. Use at least 3 sources. Triangulate the data; point to an outcome. Identify trends and themes

Interpret the data Analyze and interpret major themes/trends. Quantify the results in charts or tables. Data that is not appropriate for chart form should be reviewed holistically. Make logical conclusions from the evidence.

Act on the Evidence Using the information from your data collection and your review of the current literature: Design a plan of action. Make a change and study that change. Select only one variable for validity. Continue to document; collect data.

Evaluate Results Assess the effects of your intervention. Determine if improvement occurred. Isolate the evidence that supports improvement. If no, what adjustments can be made to elicit better results.

Next Steps Identify additional questions raised by the data . Plan for additional improvements. Make revisions or additions to your study. Form additional collaborations. Continue the inquiry process.

Benefits of Action Research Provides a focus on school issues or problem or areas of collective interest. Form of professional development Supports meaningful collegial interactions Has potential to impact school change Promotes self reflection on professional practice Improves communications on professional issues

Questions and Discussion