Conducting Action Research Toni McConnell Rachel Milliken Biljana Milovanovic Sarah Montefiore

Action Research The study that a teacher, or other practitioner, may conduct in relation to an issue or problem, with the aim of discovering more prolific achievements for children

Importance of Action Research Proactive and constant improvement of teaching methods, programs and policies ensuring attentive, organised and enhanced understanding of educational context.

RESEARCH EVALULATEACTION REFLECTION Action Research

Action Research Procedures  Recognise Area of Interest  Research Plan  Data Collection  Analysing and Interpreting Data  Construct the Plan of Action  Review Plan

Recognise Area of Interest  Identify problem area or issue  Undertake groundwork research  Use preliminary results to ascertain some research questions

Research Plan  Determine methods for data collection  Organise resources required  Prepare proposed schedule to complete answers to questions  Request direction and assistance from peers and field specialists

Data Collection  Quality of data collected is of high importance  Methods of data collection can include: questionnaires, surveys, interviews, observations, portfolios/journals, existing records, etc  A minimum of two methods are essential

Analysing and Interpreting Data  Identify patterns  Obtain percentages, averages, or determine if the results are correlation coefficients, etc  Comprehensive review of the data

Construct the Plan of Action  Design realistic and relevant changes to instructional techniques, counseling methods and school policies  Encourage contribution by all (teachers, students, supervisors, colleagues) to adopt the new approach  Put the plan into action

Review Plan  Were the findings suitable to the problem?  What learning occurred? Were solutions found?  Communicate findings with colleagues  Discuss appropriate implementation measures

Ethical Considerations  Maintain confidentiality and respect the right of privacy  Obtain consent from students/parent for participation  Kept Supervisors and peers informed on the progress  Ensure there is sufficient data available to substantiate the conclusion

Action Research Benefits Students  Relative lessons and activities  Learning difficulties recognised and addressed  Greater learning outcomes  Improved comprehension

Action Research Benefits Teachers  Provide effective and relative lessons & activities  Identify and improve personal teaching strategies  Ascertain & analyse causes of learning difficulties

Action Research Benefits Schools  Develop a co-operative environment  Peer feedback and reflection on teaching strategies

Tips on Conducting Action Research  Review results of implementing the change(s)  Maintain journal on observations and associate findings with scientific validation  Adjust the method of implementation as required  Share findings with fellow colleagues and/or supervisors (as well as parents & students if applicable)

Conclusion Every student should be given the opportunity to expand their dominant intelligences and strengthen their weak intelligences. Action Research creates numerous benefits for all participants involved, directly resulting in positive learning outcomes for students.

Questions

References Cochran-Smith & Lytle (1993) G.E Mills (2007) NSW Department of Education (2006 & 2007), Professional Learning and Learning Development, Action Research. Retrieved October 17th from McDevitt, T & Ormond, J (2010). Child Development and Education, (4th Edition). Pearson Education Borgia. E, Schuler, D (1996). Action Research in Early Childhood Education. eric digest. Retrieved October 17, 2009 from Eileen Ferrance (2000) Themes in education, Action research, Northwest and Islands Regional Education Laboratory at Brown University, retrieved October 19, 2009 from

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