Adapted by: Kim Scott (From Vicki Nicolson & Jane Nicholls) G.R.I.T.S. Gore Rural Information Technology Schools Action Research Plans For 2009 Adapted by: Kim Scott (From Vicki Nicolson & Jane Nicholls)

Definition of action research: Action research is any systematic inquiry conducted by teacher researchers and/or principals to gather information about how their particular school operates, how they teach, and how well their students learn. This information is gathered with the goals of gaining insights, developing reflective practice, effecting positive changes in the school environment, and improving student outcomes and the lives of those involved. Geoffrey Mills

Why Action Research? “Action” research is an approach that always involves participants making or implementing change, rather than just investigating an issue. Action “research” involves the participants making informed decisions about what and how they are going to implement change. Data is gathered to support decisions made.

Term One Action research process 1. Identify an area of focus, 2. Collect data, 3. Analyze and interpret data, 4. Develop an action plan.

Term Two Action research process Research – changes, Change Action Plan (if necessary), Implement Action Plan.

Term Three Action research process Re-collection of data, Analyze data, Make conclusions Present Findings

Criteria for selecting an area of focus: 1. The area of focus should involve teaching and learning and should focus on your own practice. 2. The area of focus is something within your locus of control. 3. The area of focus is something you feel passionate about. 4. The area of focus is something you would like to change or improve. Must be approved by your Principal Spend time discussing your ideas

Practical Action Research Assumes that teacher researchers, as decision makers, will choose their own area of focus, determine their data collection techniques, analyze and interpret their data, and develop action plans based on their findings.

Goals of Action Research To enhance the achievement of the children in your classroom. To enhance the lives of you as professionals – by giving you a change process that works

Credo for Reflective Practice Everyone needs professional growth. All professionals want to improve. All professionals need to continue learning. People need and want information. Collaboration enriches PD.

An Action Research Plan 1. Write an area of focus statement. 2. Define the variables in the study. 3. Develop research questions. 4. Describe the intervention or innovations. 5. Describe negotiations that need to be undertaken. 6. Develop a timeline. 7. Develop a statement of needed resources. 8. Develop data collection ideas. 9. Decide how to present it.

Data collection techniques: Typical qualitative data collection techniques used in action research include the following: participant observation, interviews, questionnaires, attitude scales, standardized tests, archival documents, journals, audiotapes and videotapes, artifacts, and field notes.

Triangulation. Triangulation is the collection of information in many ways rather than relying solely on one source. It is also referred to as a "multi-instrument" approach.

Validity Validity in action research refers to how we know that the data we collect (test scores, for example) accurately gauge what we are trying measure. To put it technically, "validity refers to the degree to which scientific observations actually measure or record what they purport to measure" (Pelto and Pelto, 1978, p. 33).

Reliability Reliability refers to the consistency with which our data measures what we are attempting to measure over time.

Data analysis Data analysis is an attempt by the teacher researcher to summarize the data that have been collected in a dependable, accurate, reliable, and correct manner. It is the presentation of findings in a way that has an air of undeniability.

Data interpretation Data interpretation is an attempt by the researcher to find meaning in the data, to answer the question "So what?" Data interpretation focuses on the implications or meanings of the study's findings. Spend time discussing with a partner how you might collect your data

Dialectic Action Research Spiral

Problem-Resolving Action Research Model

Levels of Action Learning The Individual New learning about self and new ways of working The Group Collaboration with others provides support and challenge for individual and group learning The School System New ideas and strategies that help provide a better school system

Plan The Action Learning Cycle Act Reflect Describe

7 Questions What do already know, and what else do I need to know? What can I already do, and what would I like to learn? How much time and effort do I want to put into this? What help might I need, and who can I get it from? How flexible and responsive am I in the use of different techniques? Whom else do I want to inform, and how will I inform them? How long should it take?

Where might I start? Follow an interest Investigate a situation (identified by yourself or others) Use a particular technology Critique something Change a routine Modify a technique Face problems and try to find a solution Spend time working out the details

The strategy must: Work best for you and your learners Be achievable in your situation Be worthwhile Be something you’re interested in Be something that needs changing

Data Collection What am I trying to show? How will I demonstrate this? What sort of data will I collect? How will I interpret the data?

Are you ready to begin?

Ideas for Action Research Projects Visual Language – presentation Literacy – improved skills in critical literacy, research, writing, reading Inquiry – graphic organisers, thinking skills, questioning, engagement levels Assessment – video clips, school support programmes e.g. Successmaker Teaching Techniques – interactive whiteboards, use of ICT