CHAPTER ONE: INTRODUCTION TO ACTION RESEARCH CONNECTING THEORY TO PRACTICE IMPROVING EDUCATIONAL PRACTICE EMPOWERING TEACHERS

RESEARCH TERMS: TEAM I Qualitative Research Quantitative Research Experimental Research Variable Correlation Non-experimental Research

RESEARCH TERMS: TEAM II Systematic Observation Dependent Variable Independent Variable Control Group Action Research Narrative Data Numerical Data

TRADITIONAL EDUCATIONAL RESEARCH: Seeks answers through scientific method. Uses qualitative (inductive) and quantitative (deductive) methods.

TRADITIONAL RESEARCH: Uses experimental and non-experimental design. Mixed-methods research designs.

TRADITIONAL EDUCATIONAL RESEARCH: Clarify the main question inherent in the problem. State a hypothesis (possible answer to the question).

TRADITIONAL EDUCATIONAL RESEARCH Collect, analyze and interpret information related to the question, that will permit you to answer the question. Use the conclusion to verify or reject the hypothesis.

QUANTITATIVE RESEARCH: COLLECTION & ANALYSIS OF NUMERICAL DATA Deductive TheoryHypothesisDataConfirmation

QUALITATIVE RESEARCH: COLLECTION AND ANALYSIS OF NARRATIVE DATA Inductive ObservationsPatterns Tentative Hypothesis Theory

QUANTITATIVE RESEARCH: NUMERICAL DATA Test scores, opinion ratings, attitude scales. Goal: to describe or otherwise understand educational phenomena. Data collected by measuring variables (factors that may affect outcome of study).

QUANTITATIVE RESEARCH: NUMERICAL DATA Data analyzed to test hypotheses: Ex: Are there differences in rates of disciplinary problems and absenteeism in schools with K-8 span over K-6?

QUALITATIVE RESEARCH: NARRATIVE DATA Begins with specific observations and concludes with generalizations and theories. Formulates one or more tentative hypotheses or theories. “Grounded Theory”.

QUALITATIVE RESEARCH: NARRATIVE DATA May also have purpose of providing 'thick description' of what is going on. Ex: What behavior patterns can be discerned by observing second-graders during recess?

EXPERIMENTAL RESEARCH: (QUANTITATIVE): MANIPULATION OF VARIABLES Independent Variables: Variables manipulated by researcher. Researcher decides which subjects receive 'condition'. Ex: Effectiveness of new math program.

EXPERIMENTAL RESEARCH: (QUANTITATIVE): MANIPULATION OF VARIABLES Control Group / Non-Control Group Dependent Variable: Results 'depend' on which group they are in. Ex: Math achievement (varies by group).

NON-EXPERIMENTAL RESEARCH: NO DIRECT CONTROL OVER VARIABLES Variables cannot be manipulated or controlled by the researched. Ex: Absentee Study. Number of discipline referrals cannot be controlled by researcher. Conclusions describe variables or relationships between variables.

NON-EXPERIMENTAL RESEARCH: NO DIRECT CONTROL OVER VARIABLES Ex: Absentee Study. Number of discipline referrals cannot be controlled by researcher. Conclusions describe variables or relationships between variables.

DATA COLLECTION: QUANTITATIVE STUDIES: ORGANIZING NUMERICAL DATA Descriptive Statistics: summarize, organize and simplify data. Ex: mean, median, mode, range, standard deviation, correlations, standardized scores. Inferential Statistics: test statistical significance of degree of 'correlation' between two or more variables.

DATA COLLECTION - QUANTITATIVE STUDIES: ORGANIZING NUMERICAL DATA Statistical significance: A decision made from looking at statistical data that enables researchers to verify whether findings of the study are significant -- (are variables influential enough to make a meaningful difference in the populations studied?). Ex: Backward/forward History Method Indep Variable: Type of teaching method

EXAMPLE: QUANTITATIVE STUDY BACKWARD/FORWARD HISTORY METHODS? Random Assignment of Students: 1/2 'backward', 1/2 'forward'. Independent Variable: (what is changed?) Type of Instruction given. Dependent Variable: (outcome/result) Academic Performance.

QUANTITATIVE STUDY: HISTORY TEACHING METHODS Experimental Group: Receives 'backward' Control Group: Receives 'traditional'.

DATA COLLECTION -- QUALITATIVE STUDIES: ORGANIZING NARRATIVE DATA No attempt to control or manipulate variables. World is studied 'as is'. Triangulation: multiple sources of data to strengthen findings, account for biases. Phenomenological Studies Interviews. (ex: compassionate teachers possess what qualities?)

DATA COLLECTION: QUALITATIVE STUDIES Ethnographic Research: observation of social interactions in group settings. (ex: Nature of school culture at Washington High School?).

DATA COLLECTION -- QUALITATIVE STUDIES: ORGANIZING NARRATIVE DATA Grounded Theory: attempt to discover a theory that relates to a particular environment (ex: What types of school characteristics motivate teachers?)

DATA COLLECTION -- QUALITATIVE STUDIES: ORGANIZING NARRATIVE DATA Case Studies: In-depth studies of individual program, activities, people, groups. (ex: What is nature of school culture at Washington High School?)

DATA COLLECTION -- QUALITATIVE STUDIES: ORGANIZING NARRATIVE DATA Logico-inductive Analysis: Qualitative data are analyzed using a thorough process of logic to make sense of patterns and trends in the data. Coding: Method for ‘marking’ or indicating patterns in data.

OTHER RESEARCH DESIGN: Mixed-method Research Design: uses both qualitative and quantitative processes.

Action Research: Address local-level issues / find solutions: Riel’s Model Planning Stage Take Action Collect and Analyze Evidence Reflect Continue the Cycle

OTHER ACTION RESEARCH MODELS: Stringer’s Action Research Interacting Spiral Look – Think – Act (repeat). Lewin’s Action Research Spiral Identify Topic – Fact- Finding – Planning – Action Step – Evaluate – Amend Plan – Action Step – Evaluate, etc. Calhoun’s Action Research Cycle Select Area – Collect Data – Organize Data – Analyze and Interpret Data – Take Action. Bachman’s Action Research Spiral Plan – Act and Observe – Reflect – Revised Plan – Act & Observe, etc.

ACTION RESEARCH: WHY DO ACTION RESEARCH? Deals w/ local issues, not general ones. You can start now! Provides educators w/ opportunities to understand and improve their educational practices.

ACTION RESEARCH: WHY DO ACTION RESEARCH? Promotes stronger collegial relationships. Provides alternate ways of viewing and approaching educational questions/problems. New ways of examining practice.

IMPORTANCE OF ACTION RESEARCH: Connecting Theory to Practice Improvement of Educational Practice Teachers as Decision-makers Professional Growth

IMPORTANCE OF ACTION RESEARCH: Identifying Problems/Focus in School Setting Developing and Testing Solutions Strengthening Pre-service Teacher Education On-going Professional Development

REFLECTION I: 'ME' AND RESEARCH Complete ‘Pre- Survey’. Introductory Paragraph about yourself. Educational Background? Etc.? Any additional comments on: How you feel about research, past experience, questions, fears, enthusiasms. Areas of Interest: Is there an area in which you might want to conduct Action Research? 1-2 pages. Submit on Canvas.

SOURCES: 1) Mertler, C. A. (2012). Improving schools and empowering teachers, 4th ed. Los Angeles: Sage Publishers,