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Flashcards in Chapter 12 Deck (24)
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1

Action Research

A systematic investigation conducted by practitioners to provide information to immediately improve teaching and learning

2

Stages of action research

Planning
Acting
Observing
Reflecting

3

Benefits of Action Research

Collaboration with colleagues

Reflection on practice

Empowerment of individuals

Acquaints individuals with relevant research

Acquaints individuals with evidence-based systematic inquiry

Encourages organization-wide evaluation of current procedures with an eye toward improvement

Creates better decision-making

Gives practitioners the tools to think more systematically about the effectiveness of practice

4

Steps of Conducting Action Research

Select a focus, topic, or issue to study
Determine design and collect data
Summarize and interpret data
Take action based on findings
Iterate back to first step

5

Selecting a Focus, Topic, or Issue to Study

Involve some part of teaching/learning (or whatever you’re engaged in)

Be something that is part of your own teaching, classroom, school (or your professional practice)

Be something that you can control or have influence on

Be something that you can change or improve

Be something that you feel passionate about, some that you are motivated to learn more about

6

Reconnaissance

Taking time to self-reflect on the area you are interested in from the perspective of your own beliefs and from the context of the classroom or school (local context)

7

Questions to Ask Yourself When Considering a Topic

Who is involved with the problem/area to be improved?
What is the evidence of a problem?
Where is the problem occurring?
When is the problem occurring?

8

Literature Review

Keep it relatively brief
Focus on secondary sources

9

Determine Design and Data Collection

Qualitative
Quantitative
Mixed-Methods

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Triangulation

Using multiple data sources to converge on the true state of affairs

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Qualitative Data

Experiencing: Direct observation of participants
Enquiring: Interviewing students, teachers, parents, etc
Examining: Document and record analysis

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Quantitative Data

Cognitive: Tests of knowledge and understanding
Non-Cognitive: Ratings of attitudes and beliefs
You need to substantiate the reliability and validity of your measures to the best of your ability

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Experiencing

Direct observation of participants

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Enquiring

Interviewing students, teachers, parents, etc

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Examining

Document and record analysis

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Quantitative Data focuses on ____________.

Focus on Practical Significance

17

Qualitative Data focuses on ____________.

Looking for Communalities Across Interviews and Observations

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Five Criteria of Action Research Validity

Democratic Validity
Outcome Validity
Process Validity
Catalytic Validity
Dialogic Validity

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Democratic Validity

Representation of stakeholders in the action research process

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Outcome Validity

Is the action plan that results from action research viable and effect?

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Process Validity

Internal validity and credibility

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Catalytic Validity

Does the research compel the participants to “take action”?

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Dialogic Validity

Are the results disseminated in a manner that allows a conversation or dialogue with colleagues through some public forum

24

Criteria for Evaluating Action Research

Determine the motivation and involvement of the researcher

Look for consistency between the research question and your methodology

Look for whether multiple methods of data collection have been utilized

Confirm that there has been an emergent, cyclical process of research – action – reflection

Is there any external monitoring or feedback?