Action Research in the Classroom Session 2

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Action Research in the ClassroomSession 2

• EDU 5120
• Baker University
• Dr. Christy Ziegler

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Week 1 Assignment

• Read and respond to Chapters 2-3 in Schmuck
• Complete pages 26, 39-40
• Begin researching publications/journals for 2
  research articles that you will use for your 2
  abstracts.

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Session 2 Agenda

• Review Assigned Reading - Schmuck Chapter 2 and 3
• Delve deeper into definitions processes of
  Action Research
• Reflective Interviewing Activity
• Action Research Question Development Activity
• Team Time - Finalizing Questions Establishing
  Team Norms

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Warm Up Activity

• In your research teams
• What is one success you have had since the
  beginning of the year?
• For those not currently teaching, what is one
  success you experienced from your time teaching?

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Schmucks STP
Path
Plan, Process, Procedures, Project
Situation
Target
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Force Field Analysis
Current Situation
Facilitating Forces
Restraining Forces
Undesirable state
Desirable state
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3 Faces of Continuous Improvement
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Schmuck Runkels Problem solving steps

1. Specify the problem
2. Assess the situation w/ force field analysis
3. Specify multiple solutions
4. Plan for action
5. Anticipate obstacles
6. Take action
7. Evaluate

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Take 15

• Talk about how you each responded to the
  problem-solving steps in the homework.
• With your research team, discuss your responses
  to the week one assignment from page 26 in
  Practical Action Research for Change.

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Action Research

• is a process in which participants examine their
  own educational practice, systematically and
  carefully, using the techniques of research.

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It is based on the following assumptions

• Educators work best on problems they have
  identified for themselves
• Educators become more effective when examining
  and assessing their own work then consider ways
  of improving
• Educators need time and space away from their
  daily routine to think deeply about their work
  and
• Educators can provide help, support and
  encouragement by working collaboratively.

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Action Research is NOT

1. It is not the usual things teachers do when they
   think about their teaching.
2. It is not only problem-solving.
3. It is not research on other people.
4. It is not the scientific method applied to
   teaching.

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Teachers as Researchers

• Develop research questions based on their own
  curiosity about teaching learning in their
  classrooms
• Examine their underlying assumptions about
  teaching learning
• Collect data systematically from with their
  students
• Share discuss their data research methodology
  with fellow teacher researchers

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Teachers as Researchers

• Analyze interpret their data with the support
  of colleagues
• Write about their research
• Share their findings with students, colleagues,
  members of the educational community
• Discuss with colleagues the relationships among
  practice, theory, and research
• Assume responsibility for their own professional
  growth.

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3 Approaches to Action Research

1. Individual teacher research
2. Collaborative Action Research
3. Schoolwide Action Research

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Article Jigsaw

1. Calhoun, E. (1993). Action research Three
   approaches. Educational Leadership, 51 (2),
   62-65
2. Joyce, B. Calhoun, E. (1995). School renewal
   An inquiry, not a formula. Educational
   Leadership, 52 (7), 51-55.
3. Lee, G.V. Barnett, B.G. (1994). Using
   reflective questioning to promote collaborative
   dialogue. Journal of Staff Development, 13 (1),
   18-21.
4. Mckay, J.A. (1992). Professional development
   through action research. Journal of Staff
   Development, 13(1), 18-21
5. Miller, D.M. Pine, G.J. (1990). Advancing
   professional inquiry for educational improvement
   through action research. Journal of Staff
   Development, 11 (3), 56-61.

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Jigsaw Activity

• Number off, 1-5
• Each team member will read a different article
• Move into article-alike groups and discuss.
  Select 3-5 key ideas/highlights from the article
  to share with base group.

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Return to Base Group

• Move back into original groups and share the 3-5
  key ideas from each article.
• Develop a way to represent your collective
  learning
• Drawing or graphic organizer
• Song or rap
• Metaphor
• Skit

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Reflective Interviewing

• Using reflective questioning to promote
  collaborative dialogue. Journal of Staff
  Development, 13 (1), 18-21.
• What questions would you ask another educator
  about their instructional practices?
• Clarifying Questions - Tell me about
• Purpose/Consequence Questions - What reason
  guided your choice to? What outcomes do you
  want to see when you?
• Linking Questions - How has this experience
  changed your thinking?

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Guidelines for Reflective Interviewing

1. Base questions on the respondents own
   experiences.
2. Word questions in neutral, non-judgmental ways.
3. Keep an overall purpose in mind.
4. Be prepared to follow up initial questions.

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Research Teams Unite

• Take 10-15 minutes to share your reflective
  interviewing notes (action planning templates)
  with your research group.
• Have your ideas about what direction your
  individual research might take changed?

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Guidelines for Research Questions

• The research question is
• significant meaningful to you.
• manageable.
• contextual.
• clearly stated.
• open-ended leads to other questions

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AR Question Revision Activity

1. Refer to the handout - Examples of Good AR
   QuestionsWhat makes these questions good?What
   revisions would you suggest?
2. Review the AR Question Revision Sheet.How well
   will each question work?What problems might each
   present?What suggestions do you have for
   revising each question?

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Team Time

• Finalizing Individual Questions
• Discuss Proactive vs. Responsive Research?
• Establishing Team Norms

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Session 2 Assignment

• Read Chapter 4 (Schmuck) Research Methods
• Read either Chapter 5 OR 6 (Schmuck) based on
  your research interest.
• Locate 2 journal articles and write a brief
  abstract for each. Be prepared to present your
  abstract in class next week. Abstracts and
  articles will be turned in.

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Research Teams

1. Jim, Anthony, Amanda, Jeff
2. Linda, Jessica, Molly, Josh
3. Lisa, Vicky, Lindsey,
4. Jeremie, Kristin, Ryan
5. Jennifer, Jacqueline, Stefani, Leigh, Stephanie