1. Beauty is in the “I” of the Beholder Thubten Yeshe

2. A World in Transition Modern WorldPostmodern World Single Reality Multiple Constructed Forms The Nature of Reality

3. The Relationship Between Researcher and “Researched” IndependentInteractive Quantitative Resulting Research Continuum Action Research

4. Quantitative Resulting Research Continuum Action Research The Role of Researched SubjectParticipant

5. The Research Process and Outcomes Generalization Working Hypothesis Quantitative Resulting Research Continuum Action Research

6. The Role of the Researcher’s Values Quantitative Resulting Research Continuum Action Research Value Free Value Bound

7. Quantitative Resulting Research Continuum Action Research The Researcher Methodology ExclusiveInclusive

8. Quantitative Resulting Research Continuum Action Research The Locus of Control Institutions of Theory Institutions of Practice

9. Action Research – Group 4 Origins Rediscovery Process Summary http://www.infed.org/research/b-actres.htm

10. Origins Kurt Lewin  Coined Term “Action Research”  Approach involved a spiral of steps 2 Camps  British Tradition - Self Reflective inquiry  USA - Social Change http://www.infed.org/research/b-actres.htm

12. Origins Kurt Lewin  Coined Term “Action Research”  Approach involved a spiral of steps 2 Camps  British Tradition - Self Reflective inquiry  USA - Social Change http://www.infed.org/research/b-actres.htm

13. REDISCOVERY Stringer Community-based research (social values) Extend understanding and resolve problems Characteristics  democratic∆ liberating  equitable ∆ life enhancing http://www.infed.org/research/b-actres.htm

14. Action Research Process Three Basic Phases 1. Look - gathering information 2. Think - interpreting and explaining 3. Act - resolving issues http://www.infed.org/research/b-actres.htm

15. SUMMARY Action Research is: Collective Self-Reflective Inquiry Conducted in a Social Situation Collaborative Critically Examined individually http://www.infed.org/research/b-actres.htm

16. Action Research – Group 3 Action Research Is… http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis A natural way of acting A natural way of research Act>Review> Act>Review> Act>Review>

17. Action Research – Group 3 How does Action Research Achieve Outcomes? http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Remove the gap between deciders and doers Participation generates commitment Participation provides more complete information Managers>Employees>Teachers>Pupils> Parents> Children>

18. Action Research – Group 3 Action Research Needs Critical Reflection http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Systematic reflection gives confidence Pay attention to unexpected results Reflect>Revise> Reflect>Revise> Reflect>Revise> Reflect>Revise> Reflect>Revise>

19. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Reflection>Action> Reflection>Action>

20. Action Research – Group 3 Flexible and Rigorous http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Change>Understanding> Change>Understanding> Change>Understanding> Fuzzy questions Answers become more precise with critical reflection Qualitative>Words Quantitative>Numbers

21. Action Research – Group 3 When to use action research http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Cycle>Cycle> Cycle>Cycle> Cycle>Cycle> Cycle>Cycle> Cycle>Cycle> Achieve understanding Achieve change

22. Action Research – Group 2 http://www.ascd.org/publications/books/100047/chapter1.html

23. Three Purposes for Action Research Building the Reflective Practitioner Building the Reflective Practitioner Making Progress on Schoolwide Priorities Making Progress on Schoolwide Priorities Building Professional Cultures Building Professional Cultures

24. Building the Reflective Practitioner Process that will foster continuous growth and development Process that will foster continuous growth and development Reflection on teaching practice Reflection on teaching practice Implement changes based upon experience Implement changes based upon experience Developing strengths through continuous progress Developing strengths through continuous progress

25. Making Progress on Schoolwide Priorities Development of common focus on strengthening school programs Development of common focus on strengthening school programs Collaborative achievement of shared goals Collaborative achievement of shared goals Team building and program development Team building and program development Significant progress on schoolwide priorities Significant progress on schoolwide priorities

26. Building Professional Cultures Independent/team research Independent/team research Multiple research inquiries Multiple research inquiries Shared findings among colleagues for improved independent practice Shared findings among colleagues for improved independent practice Contribute to organizational learning Contribute to organizational learning

27. Why Action Research Professionalize Teaching Professionalize Teaching Enhance Motivation and Efficacy of Faculty Enhance Motivation and Efficacy of Faculty Meet needs of increasingly diverse student body Meet needs of increasingly diverse student body Success with “standards-based” reform Success with “standards-based” reform

28. Professionalize Teaching Blue-collar Blue-collar Routine Routine Isolated Isolated Occasional supervised Occasional supervised Vigilance & vigor Vigilance & vigor Straight forward, simple Straight forward, simple Professional Professional Non-routine Complex Problem solving Collaboration Demanding Dynamic Informed practice – teacher expert Creative

29. Enhance Motivation of Faculty Empirical evidence of student achievement Empirical evidence of student achievement Credible evidence of teaching practice Credible evidence of teaching practice Increased job satisfaction (“I’m making a difference”) Increased job satisfaction (“I’m making a difference”) Teachers motivated by results Teachers motivated by results

30. Meeting Needs of Diverse Student Body Awareness of unique learner characteristics Awareness of unique learner characteristics Strong content background Strong content background Diagnosis of unique learner needs Diagnosis of unique learner needs Awareness of new/emerging strategies Awareness of new/emerging strategies Prescribe appropriate interventions Prescribe appropriate interventions

31. Success with “Standards-based” Reform High stakes accountability now norm High stakes accountability now norm Students & Teachers master standards Students & Teachers master standards Consequences Consequences Encourage experimentation, inquiry, dialogue by teachers Encourage experimentation, inquiry, dialogue by teachers Teachers conduct research “standards attainment” themselves Teachers conduct research “standards attainment” themselves

32. THE TIME IS RIGHT FOR ACTION RESEARCH !

33. Action Research – Group 1 Disciplined process of inquiry conducted by and for those taking the action Primary reason is to assist in improving and/or refining his or her actions http://www.ascd.org/publications/books/100047/chapter1.html

34. Action Research – Group 1 Big Idea 1: Selecting a Focus Big Idea 2 : Clarifying theories Big Idea 3 : Identifying research questions Big Idea 4 : Collecting Data Big Idea 5: Analyzing Data http://www.ascd.org/publications/books/100047/chapter1.html PROCESS – 7 STEPS

35. Action Research – Group 1 Big Idea 6: Reporting Results Big Idea 7 : Taking Informed Action http://www.ascd.org/publications/books/100047/chapter1.html