1. Johns Hopkins University School of Education 2006 ACTION RESEARCH Eileen Ferrance Northeast and Islands Regional Educational Laboratories Brown University 2000

2. Johns Hopkins University School of Education 2006 What is action research? A reflective process that allows for inquiry and discussion by teachers A reflective process that allows for inquiry and discussion by teachers Undertaken in a school setting, specifically within a classroom Undertaken in a school setting, specifically within a classroom Can be collaborative - a search for solutions to everyday real issues Can be collaborative - a search for solutions to everyday real issues Allows teachers to address concerns closest to them Allows teachers to address concerns closest to them

3. Johns Hopkins University School of Education 2006 What is action research? A process that assesses needs, documents steps of inquiry, analyzes data, assists in making informed decisions A process that assesses needs, documents steps of inquiry, analyzes data, assists in making informed decisions Disciplined inquiry done by a teacher with the intent that the research will inform and improve daily practice Disciplined inquiry done by a teacher with the intent that the research will inform and improve daily practice

4. Johns Hopkins University School of Education 2006 The assumptions of action research include that principals and teachers… Work best on problems they have identified for themselves Work best on problems they have identified for themselves Become more effective when encouraged to examine and assess their own work and then consider ways of working differently Become more effective when encouraged to examine and assess their own work and then consider ways of working differently Help each other by working collaboratively Help each other by working collaboratively

5. Johns Hopkins University School of Education 2006 Types of Action Research Individual teacher action research Individual teacher action research Collaborative (team) action research Collaborative (team) action research School-wide action research School-wide action research District-wide action research District-wide action research

6. Johns Hopkins University School of Education 2006 Individual Action Research FOCUS FOCUS –single classroom issue POSSIBLE SUPPORT NEEDED POSSIBLE SUPPORT NEEDED –coach or mentor, access to technology, assistance with data organization and analysis POTENTIAL IMPACT POTENTIAL IMPACT –curriculum, instruction, assessment SIDE EFFECTS SIDE EFFECTS –practice informed by data, information not always shared

7. Johns Hopkins University School of Education 2006 Collaborative Action Research FOCUS FOCUS –single classroom or several with same issues POSSIBLE SUPPORT NEEDED POSSIBLE SUPPORT NEEDED –substitutes, released time, close link with administrators POTENTIAL IMPACT POTENTIAL IMPACT –curriculum, instruction, assessment, policy SIDE EFFECTS SIDE EFFECTS –improved collegiality, formation of partnerships

8. Johns Hopkins University School of Education 2006 School-Wide Action Research FOCUS FOCUS –school issue, problem, or area of collective interest POSSIBLE SUPPORT NEEDED POSSIBLE SUPPORT NEEDED –school commitment, leadership, communication, external partners POTENTIAL IMPACT POTENTIAL IMPACT –school restructuring and change, policy, parent involvement, evaluation of programs SIDE EFFECTS SIDE EFFECTS –improved collegiality, collaboration, communication, team building, disagreement on process

9. Johns Hopkins University School of Education 2006 District-Wide Action Research FOCUS FOCUS –a district issue, organizational structures POSSIBLE SUPPORT NEEDED POSSIBLE SUPPORT NEEDED –district commitment, facilitator, recorder, communication, external partners POTENTIAL IMPACT POTENTIAL IMPACT –allocation of resources, PD activities, organizational structures, policy SIDE EFFECTS SIDE EFFECTS –improved collegiality & communication, team building, disagreement on process, shared vision

10. Johns Hopkins University School of Education 2006 STEPS IN ACTION RESEARCH Identification of problem area Identification of problem area Collection and organization of data Collection and organization of data Interpretation of data Interpretation of data Actions implemented based upon data Actions implemented based upon data Reflection Reflection

11. Johns Hopkins University School of Education 2006 Benefits of Action Research Focus on school issues, problems, or areas of collective concern Focus on school issues, problems, or areas of collective concern A form of teacher professional development A form of teacher professional development Collegial interaction Collegial interaction Potential to impact school change Potential to impact school change Reflection on own profession Reflection on own profession Improved communication Improved communication