Teacher Action Research Workshop 3: Trustworthy Teacher Action Research
Action Research
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Transcript of Action Research
Action ResearchAction Research
Digital Daze Cluster Coordinators Digital Daze Cluster Coordinators Meeting 18 Feb 2009Meeting 18 Feb 2009
Action Research: PurposeAction Research: Purpose
““to enable groups of people to formulate mutually to enable groups of people to formulate mutually acceptable solutions to their problems” (Stringer, 1999)acceptable solutions to their problems” (Stringer, 1999)
““to find out about about a situation where improvement to find out about about a situation where improvement or change is needed, and then to act with relevant or change is needed, and then to act with relevant others to make a difference to practice” (Cardno, 2003)others to make a difference to practice” (Cardno, 2003)
People working together to investigate a significant People working together to investigate a significant issue or problemissue or problem
What impact has our teaching of inquiry What impact has our teaching of inquiry had on students’ understanding of had on students’ understanding of inquiry?inquiry?
How do we know that our inquiry How do we know that our inquiry development is making a difference to development is making a difference to student learning?student learning?
How should we assess inquiry?How should we assess inquiry?
Problem Based Problem Based Methodology:Methodology:Robinson & LaiRobinson & Lai
Purpose: to improve teaching practice Purpose: to improve teaching practice and outcomes for studentsand outcomes for students
Address practical problems rooted in Address practical problems rooted in classroomsclassrooms
Process explores thinking and practices Process explores thinking and practices that might be blocking learning and that might be blocking learning and improvementimprovement
PBM TheoryPBM Theory
Teaching is a collection of practices.Teaching is a collection of practices. Practices are solutions to problems posed to Practices are solutions to problems posed to
teachers in their work.teachers in their work. Solutions are informed by ‘theories of action’.Solutions are informed by ‘theories of action’. Teachers may or may not be aware of their Teachers may or may not be aware of their
theories of action and the constraints they are theories of action and the constraints they are working to satisfy. working to satisfy.
Theories are ‘espoused’ (the talk) or ‘in use’ Theories are ‘espoused’ (the talk) or ‘in use’ (the walk) – these do not always line up(the walk) – these do not always line up
PBM: Action Research PBM: Action Research with a Differencewith a Difference
PBM different from other forms of action PBM different from other forms of action research because it involves a process to research because it involves a process to challenge thinking – lets us talk about the challenge thinking – lets us talk about the difference between the ‘talk’ and the difference between the ‘talk’ and the ‘walk’‘walk’
Evaluating theories of Evaluating theories of actionaction
Accuracy Accuracy – check out each of the – check out each of the assumptions, what is meant by these? assumptions, what is meant by these?
EffectivenessEffectiveness – does this solution – does this solution deliver what it intended?deliver what it intended?
CoherenceCoherence – intended and unintended – intended and unintended consequencesconsequences
Inprovability Inprovability – testable and include – testable and include feedback loops?feedback loops?
Control Conversations vs Control Conversations vs Learning ConversationsLearning Conversations
Control conversations push a perspective Control conversations push a perspective on otherson others
Learning conversations explore multiple Learning conversations explore multiple viewpoints and invite the perspectives of viewpoints and invite the perspectives of othersothers
Learning conversations – different points Learning conversations – different points of view = competing theoriesof view = competing theories
ReferencesReferences
Cardno, C. (2003). Action Research: Cardno, C. (2003). Action Research: A A Developmental Approach.Developmental Approach. Wellington: NZCER Wellington: NZCER
Robinson, V. & Lai, M. (2006). Robinson, V. & Lai, M. (2006). Practitioner Practitioner Research for Educators: A Guide to Improving Research for Educators: A Guide to Improving Classrooms and Schools.Classrooms and Schools. Thousand Oaks: Thousand Oaks: Corwin PressCorwin Press
Stringer, E. T. (1999). Stringer, E. T. (1999). Action Research (2Action Research (2ndnd Edn.).Edn.). Thousand Oaks: Sage Thousand Oaks: Sage