2. Classroom Action Research

3. Overview What is Action Research? What do Teacher Researchers Do? Guidelines and Ideas for Research

4. What is Action Research? Identifying problems on our own Examining and assessing our own work Considering ways of working differently Working collaboratively

5. Action Research is NOT… JUST problem solving Research on other people The scientific method The usual things teachers do

6. Teacher Researchers… Develop research questions Collect and analyze data Share data with others Write about research

7. Effects of Teacher Research Projects More collaboration Increased communication Improved student performance Teacher-designed staff development Revisions and new developments

8. 5 Phases of Action Research Problem identification Plan of action Data collection Analysis of data Plan for future action

9. Why do Action Research? Figure out and demonstrate what works Better relationships with colleagues Personal AND Professional development Practice and connect as a teacher Create new “things”

10. action-oriented flexible reflection process exploratory collaborative discovery practitioner’s point of view descriptive open-ended relevant Descriptors of Action Research:

11. Starting Points I want to improve… I want to learn more about… I’m perplexed by… Some are unhappy about… I’m curious about…

12. I want to try… I think to make a difference… I want to change… I’m interested in… Continuing Starting Points…

13. Developing a Question… Hasn’t been asked before High level thinking Not “Yes or No” Use everyday language Short and to the point

14. Continuing Guidelines… Manageable and able to do Passionate and meaningful Keep it to what you know Opportunity to grow Leads to more questions…

15. Guidelines for Data Collecting Be clear. How will you use it? Design a process. Use appropriate tools. How much will you need? Make it easy for you. Use multiple resources.

16. Continuing Data Collecting… Directly answers question. Presentation is important. Review and don’t expect too much. Display to reveal underlying patterns. Shouldn’t be primary job. Facts don’t ensure being useful. Key issue: Get USEFUL info

17. Data Collection: The 5 W’s and an H Answer these 5 simple questions when planning your data collection! Todd Miller

18.  There are many options for gathering data.  Action researchers must choose their data gathering methods.  Choose the techniques that most effectively address the question. Techniques for Gathering Data Todd Miller Interviews Checklists Observations Questionnaires Case Studies Portfolios

19. Guidelines for Analyzing Your Data DON’T  Look through your data only once  Let your previous assumptions guide your analysis  Censor the data you have recorded DO  Design a system for analyzing your data  Look for themes or pattern to emerge from the data  Share your findings with a colleague Todd Miller

20. A Process for Analyzing Qualitative Data Write continuously…What are you seeing? What questions emerge? What are you learning? Look for themes, patterns, and big ideas Identify main points that appear most frequently and most powerful Draw information together…Include support for each of your themes Todd Miller

21. Writing Prompts for Classroom Action Researchers Examples 1.What questions would you have to answer to better understand your issue? 2.How can I use the data I’ve collected to better understand my question? 3.How can I tell my story, what I have learned, to others? Write prompts to guide you through the phases of your action research. Todd Miller

22. Roles of Participants Be a good listener Ask good questions Wait to offer your suggestions

23. Ideas for Your Final Write-up Background info Question Data collection References Conclusions Future directions

24. Ideas for Your Final Write-up Not all write- ups will look alike You decide how to organize your write-up

25. Impact of CAR in Madison, WI Professional development activity Obstacles and difficulties Program knowledge Program influence

26. Multiple Purpose of CAR Impacting the classroom Influencing policy making

27. "Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice." - John Elliott In conclusion… Action Research is… Process, Collaboration, Improvement, Practice, Communication