1. Assignment Attachment Form Provide ALL details requested on this form. Use one form for each assignment. Visit http://otl.curtin.edu.au/open/assignment.html for detailed assignment submission instructions.http://otl.curtin.edu.au/open/assignment.html Post to:Distance and Open Learning of Technology GPO, WA 6845 Email:opencurtin@curtin.edu.auopencurtin@curtin.edu.au Fax:(08) 9266 2777 Phone: (08) 9266 4100 In person:Level 1, Robertson Library, Building 105 PART A – to be completed by Student (please print clearly) PART B – Office Use Only Name McConnell, Milliken, Milovanovic, Montefiore Received by Open Learning Returned to Student Address for Return Email Phone No. Unit Name Development and Education Curtin Student No. Unit Code EPD125 Date Submitted 08/11/2009 Assignment No. 2 Tutor’s Name Susan Davis Assignment Title (where applicable) Powerpoint Presentation – Conducting Action Research Students comments to Tutor or Open Learning (if any) Please read the following and sign where indicated [or type your name when submitting electronically]. DECLARATION: I declare the attached assignment is my own work and has not previously been submitted for assessment. This work complies with rules concerning plagiarism and copyright. [Refer to http://www.policies.curtin.edu.au/documents/academic_misconduct.doc for plagiarism and copyright information.] I have retained a copy of this assignment for my own records. http://www.policies.curtin.edu.au/documents/academic_misconduct.doc Signed: Toni McConnell, Rachel Milliken, Biljana Milovanovic, Sarah Montefiore PART C – to be completed by Tutor: Comments to Student Recorded Mark:Tutor:

2. CRITERIAINADEQUATE 0-4COMPETENT 5-6PROFICIENT 7-8EXEMPLARY 9-10TOTAL Effectivness of PowerPoint 10 Overlooks major points or key information. Confusing: lacks coherence Some key points. Evidence of clarity and structure. Most points are included. Many clear elements. Well organized. Considers all major points. Coherent and logical sequence. Wiki 10 Does not adequately address the issues related to the PowerPoint presentation. Addresses most of the ideas raised in the PowerPoint presentation. Main ideas of the PowerPoint are well explained and expressed. Thorough evaluation of all issues and ideas raised by the PowerPoint Academic conventions 10 Academic conventions of writing and referencing are inadequate Presentation and referencing are adequate Sound grasp of academic writing and referencing Outstanding writing and exemplary use of referencing CRITERIAINADEQUATE 0-2COMPETENT 3PROFICIENT 4EXEMPLARY 5 Aesthetic quality 5 Presentation difficult to see, inconsistent in style or does not work properly. Tools used to deliver Most major points. Effective use of graphic lay-out and design. Main points explained using elements that communicate effectively and follow the basic principles of P/P design. Major points explained through use of highly effective graphics and design principles. Teamwork 5 Did not contribute to the completion of the project Contributed, but work was inferior or inadequate. Contributed to completion with adequate work. Contributed to completion with high quality work TOTALF: 0-19P: 20-25CR: 26-30 D: 31- 35 HD: 36-40 MARK: /40F: 0-19P: 20-23CR: 24-27D: 28-31HD: 32-40 COMMENTS:

3. Conducting Action Research Toni McConnell Rachel Milliken Biljana Milovanovic Sarah Montefiore

4. 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

5. Importance of Action Research Allows proactive and continual improvement of Providing attentive, organised and enhanced understanding of educational context.  Teaching strategies  Learning methods  School programs & policies

6. RESEARCH EVALUATEACTION REFLECTION Action Research

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

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

9. 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

10. 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

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

12. 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

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

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

15. 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

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

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

18. Tips on Conducting Successful Action Research  EVALUATE: results of implementing the change(s)  RESEARCH: journal of observations and associate findings with scientific validation  ACTION: adjust the method of implementation as required  REFLECTION: share findings

19. 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.

20. Questions

21. 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 www.det.nsw.edu.au/proflearn/research/actres.htm www.det.nsw.edu.au/proflearn/research/actres.htm 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 www.ericdigests.org www.ericdigests.org Eileen Ferrance (2000) Themes in education, Action research, Northwest and Islands Regional Education Laboratory at Brown University, retrieved October 19, 2009 from www.alliance.brown.edu/pubs/themes_ed/act_research.pd www.alliance.brown.edu/pubs/themes_ed/act_research.pd

22. Thank you