For Primary Teachers

What is Action Research? Why Conduct Action Research? How do we Conduct Action Research?

Why Action Research?  Learn what it is you don’t know  Avoid focusing on the wrong thing, goals not set in concrete  Easy to use  Learn what it is you don’t know  Avoid focusing on the wrong thing, goals not set in concrete  Easy to use

 Promotes idea sharing / inclusive  Actions are developed by and for individual school environments  Actions and refined and improved by the cyclic nature of action research  Inclusive

 What are the issues  Send out requests to the school community asking teachers and parents to put forward issues that they think need addressing.  Form a consultation group to brainstorm ideas on where the school needs improving.

 Need to consider time constraints.  Where are you going to collect the data.  What methods are you going to use.  How are you going to divide the time you have available to you.

 Identify a new educational strategy.  Example - instructional techniques, counseling practises, school policies.  Identify different discipline strategies  Example - behaviour management, noise control, school policies. actualise the new plan.

 Survey students, teachers, parents and other stakeholders  Interview groups and individuals  Observations  Mapping

 Analyze current data  Photography/video  Student Research

 Data provides ‘proof’ of issue  Use of graphs and pie charts to interpret the results of the research.  Computing statistics percentages, averages, correlations, coefficients.  Relate patterns observed with original questions.

Analysis of children’s work Observation of interactions Interview with children ?

 Keep momentum building  Opportunity to share ideas and experiences  Challenge each others assumptions  Opportunity to make amendments

 Problem Solving  Broaden Perspectives  Foster Community Spirit  Help Meet Needs

 Can be adapted to suit any issue or environment  Promotes Idea Sharing  Cyclic nature  Change is owned and monitored by the participants

 Ownership builds trust and support  Projects can start small and grow large  Outside help can be invited  Empowers teachers

 Seek permission from participants and school administrative bodies  Be open and honest  Respect participants right to privacy

 Dinkelman, T. (1997) The promise of action research for critically reflective teacher education, Teacher Education, vol. 32, no. 4 p Retrieved October 2, 2009, from Curtin University Library E-Reserve   ssional+Development+of+Teachers%3A+The+Waikiki+Primary+School+Experience. &btnG=Google+Search&meta=&aq=f&oq=&fp=803bcfc5f369f9b ssional+Development+of+Teachers%3A+The+Waikiki+Primary+School+Experience. &btnG=Google+Search&meta=&aq=f&oq=&fp=803bcfc5f369f9b  retrieved 13/10/09 retrieved 13/10/09  retrieved 16/10/09 retrieved 16/10/09