Action research report

Related slideshares at research related to classroom saggu, assistant professor at khalsa college of hed on jul 23, research related to classroom problems. You sure you want message goes was a very helpful presentation in terms of samples of classroom action you sure you want message goes th at carreon r at deped research related to classroom research classroom college of education,• the question of the practical significancepractical significance of research? Where the teacher is the researcher and r’s practice is the focus of the research. According to good : action research is research used rs, supervisors and administrators to quality of their decisions and actions. Khalsa college of educatiion, is classroom oom action research begins with on or questions about ences, issues, or is a reflective process which helps teachers e and examine aspects of teaching ng and to take action to change suman saggu, assistant prof. Classroom action research is a method of finding works best in your own classroom so that you e student learning.

Action research project report

Many ce personal reflection on teaching, others empirical studies on teaching and oom action research is more systematic al reflection but it is more informal and formal educational suman saggu, assistant prof. This helps to make action hypothesis:If the problem is constructed by the f and the solution of the problem is in the help books, the habit of the help books can be suman saggu, assistant prof. To realize the need and importance of correct spelling in hypotheses / research eses are prepared in the light of most relevant causes of m of the suman saggu, assistant prof. Khalsa college of education, cation of course - linkedin course - linkedin 365 for course - linkedin research for research research presentation on reading research in the sal on teaching strategies to improve reading comprehension skills in e... Khalsa college of education, 365: powerpoint essential course - linkedin board essential course - linkedin writing for course - linkedin research for research research presentation on reading research in the sal on teaching strategies to improve reading comprehension skills in e... Succinct definition of action research appears in the workshop materials we use at the institute for the study of inquiry in education.

That definition states that action research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his or her tioners who engage in action research inevitably find it to be an empowering experience. Relevance is guaranteed because the focus of each research project is determined by the researchers, who are also the primary consumers of the s even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students. When teachers have convincing evidence that their work has made a real difference in their students' lives, the countless hours and endless efforts of teaching seem action research ional action research can be engaged in by a single teacher, by a group of colleagues who share an interest in a common problem, or by the entire faculty of a school. These seven steps, which become an endless cycle for the inquiring teacher, are the following:Identifying research informed 1—selecting a action research process begins with serious reflection directed toward identifying a topic or topics worthy of a busy teacher's time. Selecting a focus begins with the teacher researcher or the team of action researchers asking: what element(s) of our practice or what aspect of student learning do we wish to investigate?

2—clarifying second step involves identifying the values, beliefs, and theoretical perspectives the researchers hold relating to their focus. For example, if teachers are concerned about increasing responsible classroom behavior, it will be helpful for them to begin by clarifying which approach—using punishments and rewards, allowing students to experience the natural consequences of their behaviors, or some other strategy—they feel will work best in helping students acquire responsible classroom behavior 3—identifying research a focus area has been selected and the researcher's perspectives and beliefs about that focus have been clarified, the next step is to generate a set of personally meaningful research questions to guide the 4—collecting sional educators always want their instructional decisions to be based on the best possible data. Action researchers can accomplish this by making sure that the data used to justify their actions are valid (meaning the information represents what the researchers say it does) and reliable (meaning the researchers are confident about the accuracy of their data). Lastly, before data are used to make teaching decisions, teachers must be confident that the lessons drawn from the data align with any unique characteristics of their classroom or ensure reasonable validity and reliability, action researchers should avoid relying on any single source of data. Most teacher researchers use a process called triangulation to enhance the validity and reliability of their findings. Observing a phenomenon through multiple “windows” can help a single researcher compare and contrast what is being seen through a variety of planning instruction, teachers want the techniques they choose to be appropriate for the unique qualities of their students.

All teachers have had the experience of implementing a “research-proven” strategy only to have it fail with their students. The ability of the action research process to satisfy an educator's need for “fit” may be its most powerful attribute. Because the data being collected come from the very students and teachers who are engaged with the treatment, the relevance of the findings is the harried and overworked teacher, “data collection” can appear to be the most intimidating aspect of the entire seven-step action research process. The key to managing triangulated data collection is, first, to be effective and efficient in collecting the material that is already swirling around the classroom, and, second, to identify other sources of data that might be effectively surfaced with tests, classroom discussions, or 5—analyzing gh data analysis often brings to mind the use of complex statistical calculations, this is rarely the case for the action researcher. A number of relatively user-friendly procedures can help a practitioner identify the trends and patterns in action research data. During this portion of the seven-step process, teacher researchers will methodically sort, sift, rank, and examine their data to answer two generic questions:What is the story told by these data?

Answering these two questions, the teacher researcher can acquire a better understanding of the phenomenon under investigation and as a result can end up producing grounded theory regarding what might be done to improve the 6—reporting is often said that teaching is a lonely endeavor. The loneliness of teaching is unfortunate not only because of its inefficiency, but also because when dealing with complex problems the wisdom of several minds is inevitably better than sad history of teacher isolation may explain why the very act of reporting on their action research has proven so powerful for both the researchers and their colleagues. The reporting of action research most often occurs in informal settings that are far less intimidating than the venues where scholarly research has traditionally been shared. Faculty meetings, brown bag lunch seminars, and teacher conferences are among the most common venues for sharing action research with peers. However, each year more and more teacher researchers are writing up their work for publication or to help fulfill requirements in graduate programs. Regardless of which venue or technique educators select for reporting on research, the simple knowledge that they are making a contribution to a collective knowledge base regarding teaching and learning frequently proves to be among the most rewarding aspects of this 7—taking informed informed action, or “action planning,” the last step in the action research process, is very familiar to most teachers.

When teachers write lesson plans or develop academic programs, they are engaged in the action planning process. What makes action planning particularly satisfying for the teacher researcher is that with each piece of data uncovered (about teaching or student learning) the educator will feel greater confidence in the wisdom of the next steps. Although all teaching can be classified as trial and error, action researchers find that the research process liberates them from continuously repeating their past mistakes. More important, with each refinement of practice, action researchers gain valid and reliable data on their developing purposes for action stated earlier, action research can be engaged in by an individual teacher, a collaborative group of colleagues sharing a common concern, or an entire school faculty. These three different approaches to organizing for research serve three compatible, yet distinct, purposes:Building the reflective progress on schoolwide ng professional ng the reflective individual teachers make a personal commitment to systematically collect data on their work, they are embarking on a process that will foster continuous growth and development. In this way, the individual teachers conducting action research are making continuous progress in developing their strengths as reflective progress on schoolwide singly, schools are focusing on strengthening themselves and their programs through the development of common focuses and a strong sense of esprit de corps.

As a result, when a faculty chooses to focus on one issue and all the teachers elect to enthusiastically participate in action research on that issue, significant progress on the schoolwide priorities cannot help but ng professional an entire faculty will share a commitment to student development, yet the group finds itself unable to adopt a single common focus for action research. However, like the doctors at the medical center, the teachers in a “quality” school may well differ on which specific aspects of the shared vision they are most motivated to pursue at any point in s whose faculties cannot agree on a single research focus can still use action research as a tool to help transform themselves into a learning organization. It is common practice in a quality medical center for physicians to engage in independent, even idiosyncratic, research agendas. However, it is also common for medical researchers to share the findings obtained from their research with colleagues (even those engaged in other specialties). In these schools, multiple action research inquiries occur simultaneously, and no one is held captive to another's priority, yet everyone knows that all the work ultimately will be shared and will consequently contribute to organizational action research now? Ever there were a time and a strategy that were right for each other, the time is now and the strategy is action research!

With the exploding knowledge base on teaching and learning and the heightened demands on teachers to help all children achieve mastery of meaningful objectives, the inadequacy of the blue-collar model for teaching is becoming much the teachers in a school begin conducting action research, their workplace begins to take on more of the flavor of the workplaces of other professionals. Nevertheless, great personal satisfaction comes from playing a role in creating successful solutions to continually changing puzzles. For this reason, it is imperative that these 21st century pioneers, our classroom teachers, conduct the research on “standards attainment” the time is right for action research. Skills overviewgetting startedtranslationsafrikaansarabiccatalanchinese (traditional)chinese (simplified)dutchenglishesperantofinnishfrenchgermanhebrewhindiitalianjapanesekoreanpersianportuguesespanishabout mike & bobresearchthe big6 worksyale university reportbig6 case studyacing the examthe big6â„¢ and student achievement super3 action research reportdeveloping information literacy skills lesson plans integrated into the 6th iranian primary science curriculum based on the big6 modelfree stufflessons+articlesthe big6™ helps students achieve standards by janet murray information alchemythe international baccalaureate program in international schools and big6: a wonderful partnershipciting - for the very young (super3 style)using the big6 to prevent plagiarismtesting information literacy skillsacing the examcritical thinking, task definition and the reference interviewlocation and access: evaluate sources early and often the big6™ and special needs students: my personal experiencethe big6 works: empirical evidence from one middle school's experiencecreating revolution, big6 stylehow the big6 took me from lazy language arts teacher to motivated media specialistproject wiki! An effective and motivating tool for big6 collaborationssites to teach the big6 research stepsapply big6™ skills to incorporate history content standards in the curriculumhow to integrate information literacy into higher education curriculumbig6 task definition tools in higher educationthe big6 and freshman year: how to select coursesbig6 and higher education: big6 transcends boundariesbig6 and higher ed: information seeking strategies and library instructioninformation literacy, big6 and university education higher ed accreditation and big6 – making the connectionthe big6 goes to the georgia conference on information literacyinfocus: use of informationhigher ed collaboration: the key to a successful partnershipbig6 in higher education: considering the acrl standards in a big6 contextusing the big6™ in a university writing course: a collaborative teaching experiencethe big6 graduates – on to college! Worldpodcasting and professional development: how podcasting forms more questions than answers for educatorsbig6 in action: the big6 in israelwhat's new with the big6™ at neveh channahproject information literacybob's boxes (perfect chart) articlemoving every child ahead: the big6 success strategyassignmentsmaine first graders research and write books (grade 1), big6 enewsletter 10.

A song of research: turning the big6 into a tunepreventing victimization: strategies for personal safetybig6 writing process organizerinsights through web sitesthe big6 in england: introducing the big6 in a small london secondary schoolu. History, civil war: a study in change“the super3 research song” by the dandylionsintroduction to the big6: puzzle gamevisual literacy: the memorial projectpresentation skills: working with secondary studentsresearch projectsbanana splitsevaluation: the final steporganizing information (pictures) lessonlocation and access: threading the needlesuper3 dinosaur lessonkwhl chartpresentationssuper3 dinosaursintroducing the big6big6 overview 2011big6 zen overviewthemes of the big6the super3big6 (big6 model in spanish)project information literacy (texas library assn)comprehensive info literacy-big6 by the month (texas library assn)big6 student resourcesinfoworm coloring pagesstorekidsgrades k-6worksheets k-6checklist for any assignmentwriting assignment checklistscience fair project organizerevaluation checklistgamesgame: match the super3! Grades k – 2)online game introduction to the big6™game: match the big6™ (grades 3 – 6)super3 coloring pagesarticles k-6big6: a good way to get startedbig6 in action: evaluationit's time for science fairpresentationssuper3 dinosaursgrades 7-12big6 writing process (grades 7 - 12)big6 research project organizerwriting resourcesworkshops & eventsonsite workshopssample on site workshop agendaworkshop modulescommunityfacebooktwitterbig6 by the monthbig6 by the monthbig6 by the month websitefree recorded overview webinar - aug 2013site our free email mailing pot by constant 3 action research ng super3 with math and writing: one teacher’s quest for learning (grade 3), enewsletter 10. That is, i want my students to continue to learn the guaranteed and viable curriculum while also gaining the process skills embedded in information year, when my current students were in second grade, the lms and i taught them the super3 while doing a research project. Although the standards vary, they all lean toward the need for students to have a systematic process for problem one study at wayne central high school in 1997-1998, a social studies teacher embarked on an action research project in hopes of raising his students’ scores on the new york state regents exam in american history. Study examined the effect of big6 on a class of eighth-grade students who were assigned to research and write about events surrounding the african-american civil rights movement.

This study showed the value of concise models that illustrate the full problem-solving process in order for young “researchers” to more fully grasp the extent of the task facing them. Use a table to outline how each big6 stage can be used in school, work and life:Big6 information problem-solving context: completing an assignment for context: deciding which movie to attend on saturday context: reporting on five years product g out that the task involves writing a two-part essay and realizing that a key to success is using documented supporting ng out that it will be necessary to attend a 7:00-7:30 p. Using the “quick guide” on the first page to locate the entertainment g disks with the sales data and identifying the relevant g the articles and typing notes directly into a word processing program, noting the g the movie ads and focusing on times and ing the various files, cutting and pasting the data by relevant categories and a word processor, creating an outline, then a draft of the ining that there is only one movie playing at the time that you both want to an electronic spreadsheet program to combine the various sales data and generating a chart from the ing that your details are weak on one of the two parts and that you need to go back and find additional ing that the newspaper was a good source for the necessary information and that you successfully met your congratulated by your manager for a nice job; recognizing that the spreadsheet software was more than students learned the super3: “plan, do, review” in second grade during a research project in conjunction with a nonfiction writing unit. Began this practice in november, 2009, and continued for 7 weeks, ending the research data collection in january, one to two weeks, i gathered information in four parts:Part 1:  where i included “plan, do, review” in a 2:  what occurred as a result during the lesson and in the student 3:  students’ 4:  teacher’s one: week november 1:  where i included “plan, do, review” in a lesson. Marzano**** research shows that students are the best reflectors on what they know; that is, a student is more accurate than the teacher in assessing his own knowledge, if given a guideline. This action research provided a framework from which i was able to see that simple, focused changes in the classroom can create complex, wide-spread effects that have a positive impact on all these weeks, i was able to see how my students picked up on the language of the super3 as i used it in daily instruction.

Will continue to use the action research model as a systematic way to improve my instruction and my students’ waters has been an elementary classroom teacher in the parkway school district for over 20 years. Bloomington: solution outbig6 skills overviewgetting startedtranslationsafrikaansarabiccatalanchinese (traditional)chinese (simplified)dutchenglishesperantofinnishfrenchgermanhebrewhindiitalianjapanesekoreanpersianportuguesespanishabout mike & bobresearchthe big6 worksyale university reportbig6 case studyacing the examthe big6â„¢ and student achievement super3 action research reportdeveloping information literacy skills lesson plans integrated into the 6th iranian primary science curriculum based on the big6 modelfree stufflessons+articlesthe big6™ helps students achieve standards by janet murray information alchemythe international baccalaureate program in international schools and big6: a wonderful partnershipciting - for the very young (super3 style)using the big6 to prevent plagiarismtesting information literacy skillsacing the examcritical thinking, task definition and the reference interviewlocation and access: evaluate sources early and often the big6™ and special needs students: my personal experiencethe big6 works: empirical evidence from one middle school's experiencecreating revolution, big6 stylehow the big6 took me from lazy language arts teacher to motivated media specialistproject wiki!