Action Research in Graduate Teacher Education Programs Bonita Friend Williams Paulina Kuforiji Bonita Flournoy Columbus State University 17th Georgia Conference On College & University Teaching Kennesaw, Georgia February 12, 2010

Concern about Reforms in Schools  Lingering achievement gaps  Need for teachers who believe that change can occur (action research)  Development of teacher leaders who use inquiry processes and are supported  Challenge of curriculum mandate

Action Research  Contextualized, systematic, localized, and aimed at developing changes in practice and student learning (Mills, 2003; Wallace, 2000).  Fundamental components include: developing a plan for improvement implementing the plan observing and documenting its effects reflecting on effects for further planning and informed action (Kemmis & McTaggert, 1988).

Course Goals  Empowering teachers as researchers  Increasing teacher leadership capacity  Learning action research process and skills  Using action research to enhance student achievement  Engaging in reflection for planning  Sharing research findings with the community of practice beyond the capstone class

Culminating Forum In 1998, faculty from several programs in the Department of Teacher Education designed an alternative to the Master of Education Program Exit Examination. Seeking a more authentic and flexible capstone experience, the faculty provided an opportunity for degree candidates to design and conduct research- based projects in their classrooms to systematically investigate the effectiveness of their teaching. The Department of Teacher Education Graduate Symposium is scheduled each fall and spring as a professional venue to share the inquiries and investigations completed by graduate degree candidates.

Culminating Forum The goal of the Professional Symposium sponsored by the College of Education Department of Teacher Education is to produce reflective educators who will make a contribution through research to local school systems and to the larger educational community.

Columbus State University Graduate Capstone Research Courses:  Teacher Inquiry and Investigation - EDCI 6255  Capstone Research Project - EDUT 6999  Leadership in Curriculum Change - EDCI 7158  Text: Action Research: A Guide for the Teacher Researcher, by G. E. Mills, 2003 (to guide action research projects)

Course Participants Sample  Groups of varying backgrounds starting in Spring 2005  Master’s and Specialist candidates in middle and secondary grades covering Mathematics, Reading, Science, Social Studies, English Language-Arts, School Library Media and Instructional Technology  Teaching experience from 0-31 years Interchange enriches faculty, students and community.

The Action Research Process

Permission to conduct research School District Permission Building Level Permission Individual Parental / Student Consent CSU -IRB – Human Subjects Committee The Action Research Process

Identifying a topic Planning for Action Research Reviewing related Literature Gathering preliminary information Reconnaissance Limiting a topic Preliminary consideration Examination of Journal articles, books, and other sources related to action research project Primary sources Journal articles, Monographs, Papers presented at conferences Personal interest, Importance, Time, Difficulty, Monetary costs, Research ethics Purpose is to inform and guide decisions necessary in planning research Focus on who, what, when, where, and how Self-reflection, Description, Explanation Secondary sources Reviews of research Summaries or analyses

Action Research Proposal Worksheet The Action Research Process 1. Tentative Title of your Project: 2. Describe the research problem or topic. 3. What kind of documentation do you have of the problem or issue? 4. Describe your “experiment”, or intervention. 5. Describe your assessment. What kind(s) of assessment information are you going to collect to measure the outcomes of your “experiment”? FULL TEXT

Literature Review Matrix Data Source Triangulation Matrix The Action Research Process

Literature Review Matrix AuthorsYear Variables Considered in the Study Variable 1Variable 2Variable 3

Research Question123 Pre-existing knowledge? Student Survey Reading Inventory Technology Inventory Computer Knowledge Pre-test (Fall 2008) GA Technology Assessment Attitude Scales - Technology- Use of computers? Teacher lesson plans for technologyStudent SurveyParent Survey Achievement?STAR Reading Pre- test STAR Reading Post- test Language Arts Course Grades (1 st Grading Period) Language Arts Course Grades (3rd Grading Period) GA Technology Assessment Post-test (Spring 2009) Knowledge of computers? Questionnaire (student) Teacher-made Observations - Language Arts - Technology Time on computers?Teacher logs Reading time?Teacher logs for students TRIANGULATION MATRIX DATA SOURCES

The Action Research Process Qualitative data collection techniques Collecting Data Quantitative data collection techniques Journals Interviews Observation Surveys, Questionnaires and rating scales Characteristics Accuracy Credibility Dependency Existing documents and records Checklist Tests and other formal instruments Characteristics Validity Reliability

The Action Research Process Sharing and Reflection Local presentations Communicating the results of action research Professional conferences Electronic dissemination Academic journals

Teacher Action Research Projects Sample Projects included:  “The Effects of Writing in Mathematics: Do 5 th Grade Students Achieve Higher Scores on Multiple Choice Math Tests or Open-ended Math Tests?”  Gender Issues: Short Changes in the Science Curriculum  The Effect of Structured Heuristics on Invention in Student Writing

Action Research Paper Evaluation Rubric o Paper Evaluation Rubric Paper Evaluation Rubric

Oral Presentation Rubric - Content Content Rubric

Oral Presentation Rubric - Delivery 1234Points Organization Audience can not understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in a logical sequence which audience can follow. Student presents information in a logical, interesting sequence which audience can follow. 4 Content Knowledge Student does not have grasp of information; student can not answer questions about information. Student is uncomfortable with information and is able to answer only rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge of content with explanations and elaboration. 4 Visuals Student used no visuals. Student occasionally used visuals that rarely support text and presentation. Visuals related to text and presentation. Student used visuals to reinforce screen text and presentation. 4 Mechanics Student’s presentation had four or more spelling and/or grammatical errors Presentation had three misspellings and/or grammatical errors Presentation had no more than two misspellings and/or grammatical errors Presentation had no misspellings and/or grammatical errors 4 Delivery Student mumbles, incorrectly pronounces terms and/or speaks so that audience in the back can not hear Student incorrectly pronounces terms. The audience had difficulty hearing the presentation. Student’s voice was clear. Student pronounces most terms correctly. Student used a clear voice and correct, precise pronunciation of terms. 4 Total20

Phase II : Steps to Action Chart Summary of Findings Research Questions Recommended Action Targeted to Findings Who is Responsible for the Action? T-Teacher S-Student P-Parent Who Needs to Be Consulted or Informed Who Will Monitor / Collect Data? TimelineResources 1.What are the factors that impact aliteracy? 1.1. Lack of interest 1.2. Parental influence 1.3. Teacher recommendation / influence 1.4. Poor academic ability 1.1. Promote interest in reading 1.2. Inform parents of influence 1.3. Teachers should allow for time for reading and choice of material 1.4. Improve strategies to develop reading success 1.1. T, P 1.2. T, S, P 1.3. T, S 1.4. T 1.1 – 1.3 P Principal and School District will be informed T: 1. Observations 2. Survey & Questionnaires 3. Interviews 4. Reading level 5. GPA Begins January 2009 and ends April / May 2009 None 2.0. Which factor has the greatest effect? 2.1. Adult (parent and teacher) Influence 2.1. Teachers and parents need to be informed of their role in their student ’ s reading habits T, P T: 1. Survey Begins January 2009 and ends April / May 2009 None 3.0. What impact does aliteracy have on student achievement? 3.1. Low GPA; poor performance in academics Future social, economic, cultural, and civic implications Students need to read to be successful. Develop strategies to build a sense of importance and interest inside and outside of school T, S ST: 1. Observations 2. Survey & Questionnaires 3. Interviews Begins January 2009 and ends April / May 2009 None

Impact and What’s Next for the Teachers?  Students’ Reflection Videos

Impact and What’s Next for the Teachers?  Students’ Reflection Videos

Impact and What’s Next for the Teachers?  Students’ Reflection Videos

Impact and What’s Next for the Teachers?  Students’ Reflection Videos

Impact and What’s Next for the Teachers?  Students’ Reflection Videos

Research Questions 1.What are the effects of graduate action research courses on preparing teacher researchers and leaders? 2.What are the impacts of a state funded action research initiative?

Action Research website

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References Johnson, A. (2009). What every teacher should know about action research. Columbus, OH: Allyn & Bacon Johnson, A. (2008). A short guide to action research. Columbus, OH: Allyn & Bacon Mertler, C. (2009). Action Research – Teachers as researchers in the classroom. Thousand Oaks, CA: Sage Publication, Inc. Mills, G. Action Research: A guide for the teacher researcher. Columbus, OH: Prentice Hall Kemmis, S., & McTaggart, R. (Eds.) (1988). The Action Research Planner. Melbourne: Deakin University. Wallace, M. J. (2000). Action research for language teachers. New York: Cambridge University Press.