A product of Project CENTRAL, 2004 Understanding the Action Research Process Sponsored by Project CENTRAL A Project of the Florida Department of Education In Collaboration with the University of Central Florida

A product of Project CENTRAL, 2004 Learning Objectives Define the term “action research” Describe the process of action research List and describe the three approaches of action research Provide benefits of action research for the student, teacher, and school

A product of Project CENTRAL, 2004 “The idea of action research is that educational problems and issues are best identified and investigated where the action is; at the classroom and school level. 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” (Guskey, 2000).

A product of Project CENTRAL, 2004 Quality Professional Development “High quality professional development is essential for school systems to achieve their goals for student and staff performance” (Hirsch, 2004). “A school’s instructional capacity is enhanced when its programs for student and staff learning are coherent, focused on clear learning goals, and sustained over a period of time” (King & Newman, 2000).

A product of Project CENTRAL, 2004 Standards for Staff Development (NSDC, 2001) Effective professional development impacts student learning.  Results-driven  Standards-based  Job-embedded

A product of Project CENTRAL, 2004 A Model of Professional Development Action research is a model of professional development in which educators study student learning related to their own teaching, a process that allows them to learn about their own instructional practices and to continue to improve student learning.

A product of Project CENTRAL, 2004 Professional Development System Evaluation Protocol Protocol Standards  Faculty Level Evaluation: Action Research Evaluations of the effect of training are incorporated into pilot studies and action research conducted by the teacher FLDOE, 2004

A product of Project CENTRAL, 2004 What is Action Research? “Action research is planned inquiry – a deliberate search for truth, information, or knowledge” (Schmuck, 1997).

A product of Project CENTRAL, 2004 What is Action Research? “Action (teacher) research is a natural extension of good teaching. Observing students closely, analyzing their needs, and adjusting the curriculum to fit the needs of all students have always been important skills demonstrated by fine teachers” (Hubbard & Power, 1999).

A product of Project CENTRAL, 2004 What is Action Research? “Action research is a continuous and reflective process in which educators make instructional decisions in their classroom based on student needs as reflected by classroom data” (Project CENTRAL, 2004).

A product of Project CENTRAL, 2004 Goal of Action Research The primary goal of action research is to improve student learning by developing and refining the skill of teaching.

A product of Project CENTRAL, 2004 The Action Research Process

A product of Project CENTRAL, 2004 Approaches to Action Research Individual Teacher Research Collaborative Action Research School-wide Action Research Emily Calhoun, 1993

A product of Project CENTRAL, 2004 Individual Teacher Research Focuses on studying a problem or issue within a single classroom.  What impact can daily phonemic awareness activities have on my kindergarten students’ oral language development? (Kindergarten teacher)  How can using concrete objectives (manipulatives) improve my students’ ability to identify and extend patterns in mathematics? (Third grade teacher)

A product of Project CENTRAL, 2004 Individual Teacher Research A teacher focuses on an area of concern in his or her classroom. May receive support and guidance from colleagues, coaches, and/or outside support personnel from district, state, or university.

A product of Project CENTRAL, 2004 Collaborative Action Research Focuses on studying a problem or issue within one or more classrooms.  How can students with disabilities experiencing deficits in phonemic awareness show improvement in those skills by participating in additional and intensive instruction in phonemic awareness activities at least four times per week? How will it affect their overall reading ability? (ESE Teacher & FDLRS HRD Specialist)  How can implementing “Organizing Together” a Strategic Instruction Model curriculum, improve 6 th graders ability to come to class organized and prepared? (6 th grade teachers in a middle school team)

A product of Project CENTRAL, 2004 Collaborative Action Research Co-teachers in one classroom instructing a specific group of students A team of teachers focusing on a grade level issue A teacher and district, educational agency, or university personnel learning and studying a particular instructional practice A group of teachers in the same school studying the same instructional concern

A product of Project CENTRAL, 2004 School-wide Action Research School-wide action research is a school reform initiative. Every faculty member of the school is involved in studying a specific issue identified from school data.

A product of Project CENTRAL, 2004 School-wide Action Research  How can we teach our students to organize, analyze, synthesize, and interpret what they read? (School-wide question) How can modeling through read alouds improve students’ abilities to organize, analyze, synthesize, and interpret what they read? (Action research team)  How can implementing a school-wide positive behavior support program improve students’ safety and increase appropriate student behaviors within the school? (All faculty)

A product of Project CENTRAL, 2004 School-wide Action Research Support may be provided through knowledgeable staff on-site and/or outside support personnel from the district, state, or university.

A product of Project CENTRAL, 2004 An environment that is most supportive of the action research process provides: A venue for sharing the action research process (topics, strategies, results, barriers, benefits, etc.) A school or environment that fosters teacher learning including professional development and coaching (lead coach or peer coach), Planned time to re-analyze their action research, and A supportive environment including administration Adapted from Watson & Stevenson (1989) & McKay (1992)

A product of Project CENTRAL, 2004 Content: Understanding Action Research Group 1: Professional Development Through Action Research Group 2: Promoting Teacher Reflection Through Action Research: What Do Teachers Think Group 3: Successful School Improvement Using Classroom Based Research Group 4: Advancing Professional Inquiry for Educational Improvement Through Action Research

A product of Project CENTRAL, 2004 Process: Cooperative Learning, Jigsaw Read assigned article and jot down 3-5 key ideas. Discuss the article with your new assigned group. Return to your home group and share your 3- 5 key ideas.

A product of Project CENTRAL, 2004 Process: Reflection/Share How have the reading and discussions influenced your current thinking about action research? How will you use some of this new information?

A product of Project CENTRAL, 2004 Content: Why Conduct Action Research? What are the benefits of action research to teachers and students? How could participating in this model of professional development impact your professional practice?

A product of Project CENTRAL, 2004 Process: Individual Response Write your reflections on the journal page provided.

A product of Project CENTRAL, 2004 Benefits of Action Research Students  A means of improving student achievement through more effective teaching and administration of schools (Cohen & Manion, 1980; Elliot, 1991; Kemmis, 1981; Nixon, 1987; Stenhouse, 1975).  Student learning is being studied.  Instructional practices are being designed to accelerate learning and build upon student knowledge  Close monitoring is occurring to ensure appropriate progress is being made  Adjustments in instruction when needed

A product of Project CENTRAL, 2004 Benefits of Action Research Teachers  Educators involved in action research became more flexible in their thinking, more open to new ideas, and more able to solve new problems (Pine, 1981).  Engaging in action research influenced teachers’ thinking skills, sense of efficacy, willingness to communicate with colleagues, and attitudes toward professional development and the process of change (Simmons, 1985).  Teachers engaged in action research depended more on themselves as decision makers and gained more confidence in what they believed about curriculum and instruction (Strickland, 1988).  Action researchers were reading, discussing, thinking, and assessing ideas from related research with expanded analytical skills (Simmons, 1985).  Can bridge learned knowledge into actual practice