Benefits of action research

Resources and professional development across the r professional development and classroom resources across the sional & video erg space for ture & language ture discipline ge arts discipline atics discipline e discipline studies & studies & history discipline t print uing education &video ture & language studies & ture & language studies & erg space for ture & language ture discipline ge arts discipline atics discipline e discipline studies & studies & history discipline t print uing education &video ture & language studies & ture & language studies & action rs look for professional development opportunities that can make a difference in their practice, connect to their lives as teachers, and ultimately improve learning and instruction in their own classroom. The goal of action research is to investigate a self-selected issue in your own classroom to effect positive changes in your teaching and in your students' learning. In this way, you have the opportunity to extend existing professional development experiences to meet your individual needs and the needs of your the course of this workshop, you will have the opportunity to design one action research project of your choosing across any of the workshop session topics. If you are taking this workshop for credit, you may be required to complete an action research project. Check with your facilitator or credit-granting institution for more benefits of action gh conducting research is not something that most teachers feel prepared to do, teaching is, in actuality, a research activity. This is because research is already a part of what teachers do on a daily basis as they plan, deliver, and monitor instruction and learning. Teachers are well positioned to conduct research in their own classrooms because they continually ask questions about their teaching and seek answers to instructional issues through various forms of evidence (for example, student work samples, formative assessments, observations, etc.

The benefit of action research is that it provides a framework for systematic inquiry into your own research is local and focuses directly on issues surrounding a teacher's school, classroom, and students. In this way, the questions posed by an action research project and the findings it reveals are anchored in the specific circumstances of one teacher's class or one school's foreign language program. The personalized nature of action research means that it is not appropriate to generalize research findings to larger populations of students, as would be the case with formal experimental studies in laboratory process of action what does an action research project look like? Action research can also be used to investigate how a change in your practice might affect students' learning, participation, and motivation. For example, you could look at how a change in your feedback techniques affects student performance and which feedback techniques work best for particular communication you have selected what you would like to investigate, you will pose a research question. In action research, the goal is to describe a situation so as to improve upon it. Therefore, research questions should be framed using question words like "how," "what," and "what if.

Once the research question has been established, you will design a plan for carrying out your investigation, determine how you will organize the data that you gather, and then use the information you gathered to reflect on and improve your teaching example of action following is a sample action research project conducted by sherri blose, who prepared it while earning her master of arts degree in teaching from the university of pittsburgh:This action research project investigated the issue of language creativity. Finally, she decided that her classroom assessments needed to give credit to students who went beyond the comfort of memorized language and made efforts to use the language in new and creative ways to express their personal ng action gh the principles of action research are applicable to many academic subjects, the teaching foreign languages k-12 workshop uses a four-step approach specifically designed for foreign language instruction. What information will you need to collect to answer your research question and assess your project? After you've collected your data, how will you organize and review it to help you answer your research question? Workshop session includes an action research project section that provides questions and examples to help you frame your thinking and shape your project. Please remember to focus clearly on the issue or problem you are trying to address and to explain how your research project will provide new data regarding this issue. If you are taking this workshop for credit, see course credit for information on assignment requirements for the action research : the four-step action research project model was developed by professor richard donato of the university of more information on action research, check out these additional web and print resources:Action research: reseeing learning and rethinking practice in the lote paper by richard donato reports on a professional development project for texas teachers that was initiated by the languages other than english center for educator development (lote ced) at the southwest educational development laboratory in austin, texas, and includes summaries of several of the teachers' action research ks: an on-line journal for teacher site provides a forum for teachers from preschool to the university level to share their classroom research with one ch: holding up a mirror (pdf).

Article from education week describes one teacher's introduction to educational research, and how she eventually changed professional development at her school with the concept of teacher r research: action site from the graduate school of education at george mason university features a wealth of resources about the action research process, including links to relevant articles and other action research web ord, g. Legal real benefits of action the author latest postsabout jon hardysummer reading for teachers: how to fly a horse - july 20, 2016bilingual education: good for everyone… and dangerous too - september 4, 2015advice for esol teachers: professional development with "speaking in tongues" - july 6, 2015the real benefits of action research - june 23, 2015advice for new esol teachers: whose holiday and why? May 18, 2015tips for new esol teachers: what to do when your student is brand new (to english) - april 29, 2015advice for new esol teachers: communicating with home - april 9, 2015this past semester, as part of a graduate course for a new certification, i did an action research project with some of my second graders. Action research is basically the process of a teacher taking on the role of “researcher” in her or his own classroom with a specific goal in mind. The idea is that teacher can select a problem or area of concern to improve on and go through the research process to find out what is actually going on and how to be a better teachers we tend to follow this pattern without even realizing it: what’s the issue? Ideally action research gives us a method to dig into what’s going on and come out with better this is very general so let me be more specific. In working through this action research, i made personal discoveries about my own teaching and about my students that i might have never have found if i hadn’t taken such a “deep dive” into my own practice.

In this way it was the best professional development i’ve ever support my action research, i made home visits to most of my students. I took notes on our interactions and thought about the minute-to-minute interactions that make up my lessons. I planned and adjusted as we worked through the unit and conferenced with my students as they read and wrote and talked with each other about what they were working the end my action research finding were almost secondary to the value of the process of getting to know my students and my own teaching so well. Would offer the following advice for anyone interested in giving action research a try:Make your question specific. It’s called “action research” because the teacher should be able to take action based during the process and based on the results. The answer to your question should make a difference to orate your research into your daily teaching. Having a concrete record of what happened will allow you to go back and reflect on even the smallest tely i found my action research project really empowering.

Check failed, please try , your blog cannot share posts by real benefits of action the author latest postsabout jon hardysummer reading for teachers: how to fly a horse - july 20, 2016bilingual education: good for everyone… and dangerous too - september 4, 2015advice for esol teachers: professional development with "speaking in tongues" - july 6, 2015the real benefits of action research - june 23, 2015advice for new esol teachers: whose holiday and why? Check failed, please try , your blog cannot share posts by 1: benefits of action n byanna reid, david e the meaning of action research and how it can improve teaching and n overviewparticipants: classroom teacher, head of year, teaching and learning coordinatorphase: primary, secondary, and outcomesconducting research within the classroom is very valuable to the development of teaching and learning – anything from effective assessment to managing behaviour can be the focus of thorough research without disrupting your class research is an effective method of classroom exploration, allowing teachers to identify issues in need of further consideration. This unit is the first step to establishing what action research is and how to plan it effectively for your practical, interactive activities of this unit will demonstrate to participants how to:Define action research: understand the meaning of action research in a teaching and learning tand the need for evidence: determine what counts as evidence in making decisions about teaching, learning and interaction in ish your first research cycle: enable participants to plan and start their preliminary action research e the potential of research: understand potential benefits of undertaking action research for you and your pupils by experiencing an initial unit will introduce the structure of plan, do, review, and draw upon participants’ prior knowledge and understanding of research. This will then allow them to pursue their preliminary action research resources trainer notes presentation handout 1. Cycle 1 planning templatedownload research for improved classroom teachingunit 1: benefits of action 2: suitable topics of 3: planning and running your 4: evaluating your ship and leadership ting teacher mance ng staff business ing value for ng and leadership: leadership: entiation in for classroom r development rate progress with research for improved classroom ment without pmental lesson ive lesson ive use of pupil bite-size y learning and oning for , safeguarding and arding whole-school inclusive teaching ing behaviour through restorative ting and tackling ting extremism and ting prejudice-based exploitation and ng low-level ng assistants: successful classroom ngs: governors and school protection in education ment law in education meeting for team g, feedback and nding nding pupil nding teaching and ion baseline : attachment disorders and mental : hidden disabilities: adhd and : language and accessing the : supporting sensory sful middle the trainer science teacher account or sign seems you have no tags attached to pages. To attach a tag simply click on the tags button at the bottom of any ages of action (1992) and eight teachers collaboratively working to design teaching module of force based on the constructivist approach. Themselves as researchers and felt ownership of their teaching oom practices can best be changed by teachers who engage in their own research (briscoe and wells, 2002: abs).

Research process can force teachers to examine their personal beliefs regarding the nature of science and resolve conflict among them (beliefs) and curriculum perceived (briscoe and wells, 2002: 427). As a literature review of action research process can provide teachers knowledge base even they don't conduct the research yet (briscoe and wells, 2002: 430). Engaging in research as a viable activity for solving problems of teaching and learning generated in the own classroom (briscoe and wells, 2002: 431). Teachers become researchers, they not only become more reflective, analytical, and critical of their own teaching, but increase their problem-solving skills as well (briscoe and wells, 2002: 432). To other, more common, quick fix professional development activities, encouraging teachers to participate in action research and supporting them through the research process can be a viable approach to facilitating change in teaching consistent with current calls for reform (briscoe and wells, 2002: 432). Who engage in action research generally become more aware of their own practices, of gaps between their beliefs and practices, and of what their pupils are thinking, feeling, and learning. Action research helps sharpen teachers' reasoning capabilities and facilitates the development of dispositions to self-monitor one's teaching practices over time (biott, 1983; elliot, 1980; noffke & zeichner, 1987; ruddick, 1985; zeichner, 1993 cited by tabachnick and zeichner, 1999: 310).

Process of action research, which in all cases included collecting data about their students' thinking and understandings, seemed to encourage and support prospective teachers in focusing more on their students' conceptions and explanations (tabachnick and zeichner, 1999: 320). Is our (authors') view that action research linked to critical theory is the only coherent and viable way of addressing the issues of curriculum evaluation, curriculum development, and professional development/teacher education (pedretti and hodson, 1995: 468). Research can help teachers to reduce the gap (tension) between their theories and practices or between knowing about and doing (pedretti and hodson, 1995: 476). In other words they were putting the rhetoric of action research into practice (pedretti and hodson, 1995: 477). Thus the action research group becomes a site for a creative contestation among existing personal beliefs and practices, the beliefs and practices of other members (pedretti and hodson, 1995: 478). Reconstruction of personal belief entailed in action research can be very demanding, both intellectually and emotionally (pedretti and hodson, 1995: 478). Research provided a way of building bridged between these two groupd of science teachers (elementary and secondary) and breaking down some of the traditional barrier (pedretti and hodson, 1995: 479).

Know that they are capable of carrying out meaningful research and contributing to curriculum design and development (pedretti and hodson, 1995: 481). Our (authors') view, this renewal and extension of professional confedence is the most significant outcome of the (action research) project. For the professional development of others can establish the sts network, form working parties, write articles, and join research projects. Critical rapid and far-reaching changes can be achieved through membership of action research groups, and that effective curriculum development results from encouraging and supporting teachers in thinking and learning about their own classroom practices, and the beliefs and values that underpin them (pedretti and hodson, 1995: 481). A fairly hesitant start (to conduct action research), all five teachers become most enthusiastic and offered useful advice about teaching strategies (solomon et al.