The researcher also helped participants in the statistical analysis of data. Each action plan was essentially a proposed strategy for implementing the result of the action research project. This result informed the participant's teaching decisions. In the example above, if the concept maps increased students' reading comprehension, the participant would continue to use it in that teaching context.
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Pretest and posttest scores were obtained for each participant. A paired sample t test was used to analyze the extent to which there was a statistically significant difference between pretest and posttest mean scores for the addressed variable. Analysis of the data also revealed improved scores in all dimensions of the observation sheet. Table 2. Mean SD. A possible explanation is that engaging in the stages of action research enabled participants to enhance their teaching skills. For example, during action research, participants reviewed literature related to the problems they identified with their teaching.
This might have enabled them to make data-driven decisions that impacted their teaching practices. In this study, each participant designed a study, collected data, and became a decision maker. This might have led to empowering them. Such teacher empowerment could have helped participants to improve their teaching skills. This explanation is confirmed by many researchers e. Another explanation for the result of the present study is that Pedagogical Action Research Projects might have helped in narrowing the gap between theory what student teachers studied in the ELT Methodology course and practice what they did in the Teaching Practice.
Pedagogical Action Research Projects can be important means of professional development through which teachers can enhance their teaching skills. However, the use of Action Research Projects in this study had some constraints. The first constraint is the amount of time needed to plan and implement an Action Research Project, especially the time needed for using new teaching techniques and strategies. This constraint was confirmed by some research studies e. Another constraint was the lack of research experience.
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As far as the researcher knows, none of the participants played the role of a researcher before. Issues such as identifying a research problem, collecting data, or carrying out statistical analysis were new to them. Some research skills might have best been developed before the research started in a focused workshop environment. However, the support offered by the researcher at every step in the projects helped them in overcoming this barrier. Melbourne: ACER.
Elaborating a model of teacher professional growth. Action research of young college English teachers. All you need to know about action research 2 ed.
London: Sage. Doing action research in English language teaching: A guide for practitioners. New York: Routledge. Action research for educators 2 ed. Thousand Oaks, California: Corwin. Themes in Education: Action Research.
Bibliography – MESH
Brown University: The Education Alliance. Participatory action research. Lincoln, nd Eds. Thousand Oaks, CA: Sage. Resolving social conflicts: Selected papers on group dynamics. Doing action research in your own organization. Action research essentials. San Francisco: Jossey-Bass.
Improving teaching through classroom action research. Lee Ed.
London: Routledge. American Meteorological Society, Nov, London: Corwin Press. Patel Eds. Teaching English as a second language: A new pedagogy for a new century pp. British Educational Research Journal, 33 5 , Journal for Educational Action Research, 10 3 , Educational Action Research, 13 4 , London: Kogan Page. Action research for improving educational practice 2 ed. Involving participants in writing is an important way for everyone to reflect more deeply on what is being learned.
The following is the recommended template for the Master of Arts in Learning Technologies thesis for Pepperdine students. However, there are multiple ways that an action research report may be organized. The reader needs to be invited to think about the problem at the widest level. This should answer the question—Why should I read this; why should I care about this study? This is not about the context but about the problem and how it is linked to your vision for a different future. There are two parts to this. One, is the local context this section, and the other, is the professional context review of literature.
These can come in whatever order makes sense to you. What previous work informs your understanding of the problem?
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What theories or predictions about outcomes come from past studies? How is what you plan to do similar or different from what others have tried? The inquiry question is the overarching problem selected. The cycles questions are sub-questions that helped address this larger issue in different ways. Each cycle is a discrete experiment—taking action as a way of studying change. Your report needs to include either a detailed report for each cycle as follows or a report of the cycles in a more summary format.
Might include some guesses about what will happen.
ldi.mx/includes/legendary/biology-terminologies-prefix-and-suffix-quick-review-notes.php The first part of the question clearly states what you will do in very specific language. The second part shares your best guess at an outcome. The reactions of others that you expect to result from your action. Your action research is a design experiment.
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You are designing with an eye toward a deeper understanding of change. Where did you look for direct or indirect evidence of what happened? Indicate your plans for your analysis in a paragraph or two. If you were to repeat the process, what would you change? What worked best for you?
What most surprised you? Here is where you will take stock of your overall learning process during your action research. It might be helpful to think of a reflection as a set of connections between the past, present and future. If this section is only a summary of events that happened, it is inadequate as a reflection. A reflection provides a deep understanding of why events occurred as they did, and how those outcomes helped you address your overarching question.
At the conclusion of a good reflection, you should ideally know more than you did when you began. If you have not gained new insights about the problem and your problem-solving action, it is likely that you are only summarizing. Reflection is a powerful learning experience and an essential part of action research. The references provide the context for your ideas.
In many ways, the references indicate the community of researchers and writers that you are writing for. An important part of the action research process is sharing artifacts of the inquiry to enable the action researcher to continually reflect on practice so that peers may contribute feedback and support. The Web Portfolio, then, becomes a place for both internal and external reflection. A good action research portfolio, like a report, documents practices at each step of the inquiry.
The accumulation of content provides critical mass for reflection and for recognizing change in practice. There is no perfect template for an action research portfolio. One key idea, however, is to be sure to document each cycle and gather artifacts accordingly. That documentation process should utilize both descriptive and reflective writing. The Center for Collaborative Action Research has collected action research portfolios that serve as effective models. The model portfolios are categorized into two groups: School Action Research for projects that help improve instructional practices and Community Action Research for projects in university, corporate, and other community settings.
In general, your portfolio might include, but is not limited to the following:. This review of collaborative action research provides a context to review the reports that are contained on this site. If you are interested in learning more about, or teaching collaborative action research research, the CCAR Action Research Tutorials provides videos, resources, activities, and ideas.