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 Philippa Corden Received by Open Learning Returned to Student Name Georgina Davis Name Melissa Delbridge Name Anna Davis Unit Name Development and Education Curtin Student No. Unit Code EDP125 Date Submitted ? ? November 2009 Assignment No. Group Assignment 2 Tutor’s Name Jacqui Symons Assignment Title (where applicable) Purpose, Methology and Value of 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:Philippa Corden, Georgina Davis, Melissa Delbridge, Anna Davis 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: 20-23CR: 24-27 D: 28-31 HD: 32-40 EDP125 Assignment 2

3. Philippa Corden, Georgina Davis, Melissa Delbridge and Anna Davis For Primary School Teachers Research Teaching Success

4.  What is Action Research?  Why Conduct Action Research?  How do we Conduct Action Research?

5. “Systematic study of an issue or problem by a teacher or other practitioner, with the goal of bringing about more productive outcomes for children” (McDevett & Ormrod, 2009. p 56).

6. Learn what it is you don’t know Avoid focusing on the wrong thing Easy to use

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

8. Identify Focus PlanActObserveReflect

9. You have some ideas of how you think things can be improved

10. Need to consider time constraints Where are you going to collect the data What methods are you going to use How will you divide the time available to you

11. Identify a new educational strategy Example – instructional techniques, counselling practices, school policies Example – behaviour management, noise control, school policies. Actualise the Plan Identify different discipline strategies

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

13. Analyse current data Student Research Photography / Video

14. ? Observation of Interactions Interview with children Analysis of children's work (Waters-Adams, 2006)

15. Keep momentum building Share ideas and experiences Challenge each others assumptions Opportunity to make amendments

16. Problem Solving Broaden Perspectives Foster Community Spirit Help Meet Needs

17. Can be adapted to suit any issue or environment Promotes shared understandings and approaches Cyclic nature Change is owned and managed by the participants

18. Collaboration builds trust and support It can start small and grow over time Outside help can be invited Empowers teachers

19.  Time Constraints  Lack of Resources  Bias  Resistance to Change

20. Ethical Guidelines Seek Permission from participants and school administrative bodies Be open and honest Respect participants right to privacy Maintain confidentiality

21.  Keep a diary or journal about your everyday observation in the classroom  Collect information and observe children who seem disengaged and not interested in learning  Talk to colleagues about issues that they seem to have problems with  Ask parents to help research issues that may concern them

22.  Write a statement of what you investigated  The methods you used  What did you find out?  What was the result of your research?  Where do you go from here?

23. Reference: Feldman, A. & Weiss, T. (n.d.). Suggestions for Writing the Action Research Report, University of Massachusetts Amherst. Retrieved 28/10/09 from http://www- unix.oit.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.htmlhttp://www- unix.oit.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html McDevitt, T., & Ormrod, J. E. (2009). Child development and education. Fourth Edition. New Jersey: Pearson Merrill Prentice Hall. McNiff, J. (2002). Action Research for Professional Development: Concise advice for new action researchers. Retrieved 13/10/09 from http://www.jeanmcniff.com/armethodofcare.htmlhttp://www.jeanmcniff.com/armethodofcare.html Murica, K. & Powell, B. (n.d.). Action Research and the Professional Development of Teachers: The Waikiki Primary School Experience. Retrieved 2/10/09 from http://www.education.murdoch.edu.au/clcd/docs/EducationReview http://www.education.murdoch.edu.au/clcd/docs/EducationReview Queensland Government, Department of Education and Training. (2002). Boys, Gender & Schooling. Retrieved 2/10/09 from http://education.qld.gov.au/students/advocacy/equity/gender- sch/action/action.html Science across the Curriculum. (2004, March 17). Professional Development through Collaboration, Inquiry and Reflection. Retrieved 27/10/09 from http://www.educ.mun.ca/sac/inquiry.htmlhttp://education.qld.gov.au/students/advocacy/equity/gender- sch/action/action.html http://www.educ.mun.ca/sac/inquiry.html Waters-Adams, S. (2006). Action Research in Education. Faculty of Education: University of Plymouth. Retrieved 16 & 23/10/09 from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm