1. For Primary Teachers

3. What is Action Research? Why Conduct Action Research? How do we Conduct Action Research?

4. Why Action Research?  Learn what it is you don’t know  Avoid focusing on the wrong thing, goals not set in concrete  Easy to use  Learn what it is you don’t know  Avoid focusing on the wrong thing, goals not set in concrete  Easy to use

5.  Promotes idea sharing / inclusive  Actions are developed by and for individual school environments  Actions and refined and improved by the cyclic nature of action research  Inclusive

7.  What are the issues  Send out requests to the school community asking teachers and parents to put forward issues that they think need addressing.  Form a consultation group to brainstorm ideas on where the school needs improving.

8.  Need to consider time constraints.  Where are you going to collect the data.  What methods are you going to use.  How are you going to divide the time you have available to you.

9.  Identify a new educational strategy.  Example - instructional techniques, counseling practises, school policies.  Identify different discipline strategies  Example - behaviour management, noise control, school policies. actualise the new plan.

10.  Survey students, teachers, parents and other stakeholders  Interview groups and individuals  Observations  Mapping

11.  Analyze current data  Photography/video  Student Research

12.  Data provides ‘proof’ of issue  Use of graphs and pie charts to interpret the results of the research.  Computing statistics percentages, averages, correlations, coefficients.  Relate patterns observed with original questions.

13. Analysis of children’s work Observation of interactions Interview with children ?

14.  Keep momentum building  Opportunity to share ideas and experiences  Challenge each others assumptions  Opportunity to make amendments

15.  Problem Solving  Broaden Perspectives  Foster Community Spirit  Help Meet Needs

16.  Can be adapted to suit any issue or environment  Promotes Idea Sharing  Cyclic nature  Change is owned and monitored by the participants

17.  Ownership builds trust and support  Projects can start small and grow large  Outside help can be invited  Empowers teachers

18.  Seek permission from participants and school administrative bodies  Be open and honest  Respect participants right to privacy

20.  Dinkelman, T. (1997) The promise of action research for critically reflective teacher education, Teacher Education, vol. 32, no. 4 p. 250-274. Retrieved October 2, 2009, from Curtin University Library E-Reserve  http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action.html http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action.html  http://www.google.com.au/#hl=en&source=hp&q=+Action+Research+and+the+Profe ssional+Development+of+Teachers%3A+The+Waikiki+Primary+School+Experience. &btnG=Google+Search&meta=&aq=f&oq=&fp=803bcfc5f369f9b http://www.google.com.au/#hl=en&source=hp&q=+Action+Research+and+the+Profe ssional+Development+of+Teachers%3A+The+Waikiki+Primary+School+Experience. &btnG=Google+Search&meta=&aq=f&oq=&fp=803bcfc5f369f9b  http://www.jeanmcniff.com/armethodofcare.html retrieved 13/10/09 http://www.jeanmcniff.com/armethodofcare.html retrieved 13/10/09  http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htm retrieved 16/10/09 http://www.edu.plymouth.ac.uk/RESINED/actionresearch/arhome.htm retrieved 16/10/09