Action Research Purpose and Benefits Technology as a Learning Tool to Improve Student Achievement

Definition of Action Research Cycle of reflective practice in which we act to improve our practice, observe the social, practical and ethical consequences of our practice and reflect on the changes in ourselves, others and our situation Participants examine their own educational practice systematically using research techniques to develop successful interventions that improve skills, instructional strategies and to increase student achievement Undertaken in school setting, collaborative with other individuals affected by problem, and actions made public

History of Action Research Traditions of experimental research (Lewin), emancipatory research (Kemmis & Carr, 1986) to create just society, qualitative research (Atwell, 1987) and reflective teaching (Dewey, 1929, 1938). Lewin s coined term to describe work that did not separate the investigation from the action needed to solve the problem (McFarland & Stansell, 1993, p. 14) Corey - The consequences of our own teaching is more likely to change and improve our practices than is reading about what someone else has discovered of his teaching. Teachers as curriculum developers.

History - Continued 1970s - tool for professional development and school reform focusing on teacher New engagement in educational change Action research emphasizes the involvement of teachers in problems in their own classrooms and has as its primary goal the in-service training and development of the teacher rather than the acquisition of general knowledge in the field of education (Borg, 1965, p. 313) Teacher or researcher effects a change leading toward more socially just practice (1986)

Assumptions Teachers and principals work best on problems they have identified for themselves Working with colleagues helps teachers and principals in their professional development (Watts, 1985, p. 118) Begin with problems to solve then adjust as solutions evolve - continuous reflection,

Phases of Inquiry Identification of problem area Collection and organization of data Interpretation of data Action based on data Reflection

Types of Action Research Individual teacher - single issue in classroom Collaborative - several teachers - supported by outside individuals School-wide research - involving parents, decision-making structures District -wide research - more complex - common understanding through inquiry

Steps in Action Research Empowerment of participants Collaboration through participation Acquisition of knowledge Impacting social change Ongoing reflection on process - posted as a blog/wiki

Problem Meaningful and doable Based on ongoing instruction in classroom Higher order question - not yes/no that already has an answer Be stated in common language, avoiding jargon Be concise Understanding what or how kids are learning

Gather Data - Three Sources Interviews Portfolios Diaries Rield notes Audio Photos Memos Questionaires Focus groups Checklist Anecdotal records Journals Individual files Logs of meetings Video Case studies Surveys Records Self-assessment Samples of student work, projects, performances

Goals Assess the current level of performance in classroom Experiment with new ways of doing things Measure the results Revise and reassess Transform knowledge into something meaningful

Benefits of Action Research New patterns of collegiality, communication, networking and sharing Look at one’s own teaching in a structured manner Gain confidence in work Shared purpose Team work More flexible in their thinking and more open to new ideas Potential to impact school restructuring and change

Effective Learning Communities Leaders have shared sense of moral purpose and values Norms of continuous learning and improvement A commitment to and sense of responsibility for learning for all students Leadership and capacity building for those in key roles Lateral capacity building - strategies where schools learn from each other Deep learning Productive conflict External partners and resources

Improving Student Learning with Professional Learning Communities Learner Focused Inquiry Model BUILDING LEARNING COMMUNITIES COACHING & MENTORING PROFESSIONAL DIALOGUE/ INQUIRY

Guiding Questions Identify critical questions to guide the work of collaborative teams. The impact of providing time for teachers to engage in collective inquiry will be determined to a great extent by the nature of the questions teachers are considering. What do we want students to learn? What must we do to ensure that they learn it? How will we know when each student has learned it? How will we respond when a student does not learn?

Research Provide teams with relevant data and information. When every teacher has access to information on his or her students’ performance in meeting agreed upon standards, on valid assessments, in comparison to other students trying to achieve the same standards, both individual teachers and teams improve their effectiveness. Provide time for collaboration in the school day and school year. Principals work with staff to identify no-cost strategies that enable teachers to work together on a regular basis while students are on campus.