classroom research
TRANSCRIPT
ClassroomResearchtoImprovePractice
Drs.MikeNantaisandJackieKirkFacultyofEducationBrandonUniversity#LIFT2016 #MTSPDDAY
In this session, you will learn how to design and execute classroom research to improve your teaching practice using the strategies of Action Research methodology.
You will have an opportunity to develop a research project: 1) to assist with improving instructional strategies, 2) to address a challenge that you would like to resolve, OR to help you with the successful implementation of a new strategy.
1. Introductions2. What does it mean to be a reflective practitioner?3. What is Action Research?4. Formulating a research question5. Break6. Selecting data sources7. Where will you go from here? – completing the
process and sharing results
Agenda
What does it mean to be a reflective practitioner?
“Reflective action is bound up with persistent and careful consideration of practice in the light of knowledge and beliefs, showing attitudes of open-mindedness, responsibility, and whole-heartedness.”
Neville Hatton and David Smith, “Reflection in Teacher Education: Towards Definition and Implementation” (1995)
The Manitoba Education Administration Act, states that a
“teacher is responsible for ongoing professional
development.”
Actionresearchistheartofanalyzingandevaluatingone’sownpracticewithaviewtoimprovingsomeaspectofit.
Cockerline &Nantais(2015)Adisciplinedprocessofinquiryconductedbyandforthosetakingtheaction.Theprimaryreasonforengaginginactionresearchistoassisttheactor[teacher]inimprovingorrefininghisorheractions.
Sagor (2000)
An attempt to ‘formalize’ what teachers already do ...
recognizes ‘bias’
Personal
Common Differences
TraditionalQuantitative Scientific
Research
Qualitative or Mixed Methods
Educational Research
Action Research
Goals of research Generalizable Truth Contextual Understanding
Improved Praxis
Research Problem Building on knowledge Deeper understanding of phenomena within
specific context
Personal dilemma
Research Design Linear/measureable Emergent/Descriptive Cyclical
Application Theoretical Descriptive – seeks to answer how and why
questions
Practical application
4 stages of action research
Plan• Problem• Research Questions• Indicators• Data Sources
Action• Intervention• Data collection• ObservationReflection
AnalysisAnalysis
Informed Action
Revised Plan
Reflection
1
A Good Action Research Question isself-reflectivefocused on actions or practice of the researcher
contextualembedded in the day to day life of the researcher
open-endedphrased to generate insights or understandings, not to prove a point
Will holding a family math nightincrease parent participation?
How can I personalize instruction to match the needs of my students?
Can I use discussion forums to encourage quiet students to participate in class discussions?
Why don’t students do homework?
If I listen to students, will I havebetter understanding of them?
Good or Bad?
DataCollection:Validity
Doesthedataactuallyreflectthephenomenathatitclaimsto?
DataCollection:Reliability
Isthedataaccurate?
DataCollection:Triangulationminimum3independentsourcesofdatatoensure
differentperspectives
DataSource
DataSource
Reliability
DataSource
DataCollection:Howwouldyouselectyourdatasources?
Youneedtochoosedatathatwillansweryourresearchquestion!
Wheredoyougofromhere?
action research revisited
Plan• Problem• Research Questions• Indicators• Data Sources
Action• Intervention• Data collection• ObservationReflection
AnalysisAnalysis
Informed Action
Revised Plan
Reflection
1
