is a process of self-evaluation of how one teaches. - Action research, objective of action research - improve the quality of research., also called Teacher Research in the field of education - Action Research, action means - doing, research means - search, You as the teacher needs to search by - means of doing, There is no clear record as to when it started but according to the historical records, the term________was first used by a German American social psychologist, Kurt Levin in the 19th Century   - History of Action Research, who was the German American social psychologist who first use action research? - Kurt Levin, was first utilized in the field of education. - Action Research, Why Action Research was first utilized in the field of education. - because teachers believed that classes become better with evaluation. On how teachers effectively taught the subjects and could be directly taught to their learners inside their classrooms., was among the first to use action research in the field of education.  - Stephen Corey at Teachers College at Columbia University, he believed that the scientific method in education would bring about change because educators would be involved in both the research and the application of information. - Stephen Corey, summed up much of the thought behind this fledgling branch of inquiry - Corey 1954, You as a teacher is important that you are involved, and it is necessary for you to encounter the problems that you find it deem necessary to work on an Action Research.  - Action Research is focused on a classroom problem., ---FIRST--- as a teacher, why is it important that you are involved, and it is necessary for you to encounter the problems that you find it deem necessary to work on an Action Research? - First, because your primary objective is to make your teaching better., -----SECOND-----as a teacher, why is it important that you are involved, and it is necessary for you to encounter the problems that you find it deem necessary to work on an Action Research.  - Second, this is a systematic way, and it is process oriented. Just like the other research, there are steps you need to follow in writing your action research., ------THIRD----as a teacher, why is it important that you are involved, and it is necessary for you to encounter the problems that you find it deem necessary to work on an Action Research?  - Third, it must recommend a solution. Remember, the purpose of your research is to look for solutions to your problem. And always remember, the action is for Action Research.  , -----FOURTH----- as a teacher, why is it important that you are involved, and it is necessary for you to encounter the problems that you find it deem necessary to work on an Action Research?   - Fourth, it is participatory, meaning, your whole class will be part of your undertaking, and these are your students. , One good example is, you, the teacher observed that most of your students are hooked in using their gadgets, social media applications and many more of these devices that students use when you are having your class.   - it is participatory, meaning, your whole class will be part of your undertaking, and these are your students., This is one thing for sure that teachers do not like their  students to be doing inside the classroom. - students are hooked in using their gadgets, social media applications and many more of these devices that students use when you are having your class. , You as the teacher________Then, you start to question,___________After you have documented the entire process, then__________  - You as the teacher thinks of what are occurring and studies how and why all these things are happening. Then, you start to question, ‘why are my students addicted to these gadgets’? After you have documented the entire process, then you think of why not  use these things in my classroom  teaching., Types of Action Research - Individual teacher research, collaborative action research, school-wide action research, district-wide action research, Emphasis: Single classroom issue - Individual teacher research, possible provision needed: individual teacher research? - Coach/mentor, Access to technology Aid with data organization and analysis  , probable effect: individual teacher research? - Curriculum Instruction Assessment, Side Effects: Individual teacher Research - Updated training up by data. Information not always shared , emphasis: collaborative action research - Single several classrooms with common issue classroom or, possible provision needed: collaborative action research - Ancillary teachers Release time Close link with superintendents  , probable effect: superintendents research - Curriculum Instruction Assessment Policy, Side effects: Collaborative action research - Modified collegiality Development of partnerships  , Emphasis: School-wide action research - School issue, problem, or area of collective interest ,  Possible provision needed: School-wide action research - School assurance Management Communication External associates  , probable effect: School-wide action research   - Latent to influence school reformation and transformation Policy Parent participation Appraisal of agendas  , Side effects: School-wide action research - Upgraded collegiality, teamwork, and communication Team building Divergences on procedure  , emphasis: District-wide action research - District issue Organizational structures  , possible provision needed: District-wide action research  - District commitment Implementer Recorder Communication External partners  , probable effect: District-wide action research - Distribution of funds Specialized advance actions Administrative structures Strategy  , side effects: District-wide action research - Improved collegiality,  collaboration, and communication Team building Divergences of process Common idea  , The Importance of Action Research in the Classroom:  Why should I do Action Research in my classroom? - The idea of Action Research is that instructional glitches and challenges are best identified and investigated where the action is: at the classroom and school level.  , Why should I do Action Research in my classroom? (Guskey, 2000) - by integrating research into these settings and engaging those who work at this level in research activities, findings can be applied immediately, and problems solved more quickly  , Oja & Pine, 1989; action research (AR) provides teachers with:  - opportunity to gain knowledge and skill in research methods and to become more aware of the options and possibilities for change. It gives them a rich source of data for improving their classrooms and schools. They can try new teaching practices and reflect on the changes in their classrooms and students Teachers participating in Action Research become more critical and reflective about their own practice. Teachers engaged in Action Research depend more on themselves as decision makers and gain more confidence in what they believe about curriculum and instruction (Strickland, 1989).  , Teachers engaged in Action Research depend more on themselves as decision makers and gain more confidence in what they believe about curriculum and instruction - (Strickland, 1989), Action Research gives teachers a voice in the field______ - It allows teachers to depend on themselves to know what is happening and what needs to happen in their own classrooms. Instead of teachers relying on administrators or teacher educators to tell them what to do, Action Researchers have command of their own knowledge and information to support decisions they make about their teaching practices.  , Gathering valid, relevant evidence allows the teacher to make informed rather than intuitive decisions about effective practice. The process validates teachers as professional decision makers by putting them in charge their teaching practices and professional development. It allows teachers to feel in control of their own situation while abiding by and implementing national or district mandates. - Reliability and Validity in Research , Autonomous professionals must have the ability to engage in self-study of their teaching and testing their classroom practices to see if they work.   - need of action research, the research process.... - research problem statement of the problem definition review of literature hypothesis assumptions sample instrumentation procedures methodology data analysis findings conclusion, implies that an investigation, inquiry, or study is to be conducted, or that the problem is ready for investigation, inquiry, or study.   - The Research Problem, There are certain elements that a problem must possess before it becomes a research problem ready for investigation.   - 1. aim or purpose of the problem. It answers the question why? Why is there an investigation, inquiry, or study? 2. subject matter or topics to be investigate answers the question what? 3. the place or locale where the research is to be conducted, this answers the question where? Where is the study to be conducted? 4. the period/time of the study which the data are to be gathered. This answers the question when? When is the study to be carried out? 5. population or universe from whom the data are to be collected. This answers who? Or from whom? Who are the respondents? From whom are the data to be gathered?  , It answers the question why? Why is there an investigation, inquiry, or study?   - aim or purpose of the problem., answers the question what? - subject matter or topics to be investigated, this answers the question where? Where is the study to be conducted?  - the place or locale where the research is to be conducted, This answers the question when? When is the study to be carried out?  - the period/time of the study which the data are to be gathered., This answers who? Or from whom? Who are the respondents? From whom are the data to be gathered?  - population or universe from whom the data are to be collected., Action research Cycle - Where are we now?----------where do we want to be------how will we get there? set a question-------action-explore, challenge, plan, trial-------reflection and implementation-------where to from here?, the process of choosing the research problem - criteria-----avoid subjects------- strategies to narrow down topic--------select focused topic from general subject area--------verify topic with instructor , first key: select and focus your topic - textbooks, other books, online databases, internet, or website pages handbook listing topics----- teachers and libraries personal friends' experiences and knowledge , narrow down the topic - 1. criteria (1.1) mist interest you (1.2) Must be within your abilities (1.3) Must be enough information to complete the research. 2. Avoid Subjects (2.2) too recent (2.3) too sensitive or controversial (2.4too hard to investigate   (2.5) too distasteful or uninteresting to you , Strategies to Narrow Down Topic:  - general encyclopedia indexes-----books–table of content, introduction, indexes------ magazine, journals, references, biographical sketches--------Free writing, clustering, listing., because your research is usually written under tight deadlines, you need to know how to find information quickly and efficiently in any library or at present library sites, online journal websites or e books available on the internet. - setting up a research strategy , The strategy begins with general references and takes you through various research materials to books, periodicals, and special documents - setting up a research strategy, is there enough? research strategy going from general sources to more specialized sources - Research Information, Create Bibliography folder list for relevant sources - Start Research, establishes what you want to say or prove in your research.  - The Problem Statement , following the guidelines, you can quickly create________based on your focused topic that sets the stage for your in-depth research.   - Develop a Preliminary Problem Statement, This statement acts like a general map guiding your research efforts.  - Problem Statement/ Preliminary Problem Statement , What are the steps in Action Research - identify the problem and ask questions-----create an action plan------enact the plan------study the plan of action------ report the results and get feedback----modify the plan, Teachers often have several questions they wish to investigate; however, it is important to limit the question to one that is meaningful and doable in the confines of their daily work.   - Identify A Problem Area, Careful planning at this first stage will limit false starts and frustrations.  - Identity A Problem Area, There are several criteria to consider before investing the time and effort in _________a problem__________ - "researching" Identify A Problem Area  , in identifying a problem, The question should be______ - a higher-order question—not a yes/no be stated in common language, avoiding jargon. be concise.  be meaningful. not already have an answer , An important guideline in choosing a question is - to ask if it is something over which the teacher has influence. as it something of interest and worth the time and effort that will be spent?  , example of a discrete problem that is readily identifiable  Or the problem to be studied may come from a feeling of discomfort or tension in the classroom.  - For example, a teacher may be using the latest fashionable teaching strategy, yet not really knowing or understanding what or how kids are learning.  , The collection of data is an important step in deciding what action needs to be taken.  - Gather Data, Multiple sources of data are used to better understand the scope of happenings in the classroom or school.   - Gather Data, what are the vehicles for collection of data?   - interviews, portfolios, diaries, field notes, audio tapes, photos, memos, questionnaires, focus groups, anecdotal records, journals, files, logs of meetings, videotapes, case studies, surveys, records – tests, report cards, attendance, self-assessment, samples of student work, projects, and performances checklists.  , Analyze and identify major themes.  - Interpret Data, in interpreting the data, what type of data can be reviewed holistically and important elements or themes can be noted. - Data that are not quantifiable, Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data.  - Interpret Data, Some of the data are quantifiable and can be analyzed without the use of statistics or technical assistance  - Interpret Data , Other data, such as opinions, attitudes, or checklists, may be summarized in table form.  - Interpret Data, Using the information from the data collection and review of current literature, design a plan of action that will allow you to make a change and to study that change.  - Act on Evidence , It is important that only one variable be altered. - Act on Evidence, As with any experiment, if several changes are made at once, it will be difficult to determine which action is responsible for the outcome.   - Act on Evidence, While the new technique is being implemented, continue to document, and collect data on performance.  - Act on Evidence, Assess the effects of the intervention to determine if improvement has occurred. If there is improvement, do the data clearly provide the supporting evidence? If no, what changes can be made to the actions to elicit better results?   - Evaluate Results, As a result of the action research project, identify additional questions raised by the data  and plan for additional improvements, revisions,__________ - Next Steps, Action Research Cycle Hollingsworth, 2001-2005   - Create the problem and why it is occurring Create an action plan Enact action plan Study reflect plan in action Report findings and seek feedback Modify the plan if needed Continue cycle with revise problem  , DEPED FORMAT, Complete elements of Action Research, Complete elements of Action Research (chap 3), Complete elements of action research ,

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