A Practical Guide to Action Research for Literacy Educators

More documents

Recommendations

Info

Table of Contents Example: Observations Using 2-Columns Notes ......................................................................................................43 Data Collection Outline .............................................................................................................................................44 REPORT RESULTS AND GET FEEDBACK ......................................................................................................................45 Analyze and Interpret Data: So What? .......................................................................................................................45 Reflective Practice.......................................................................................................................................................45 Getting a Second Look Through a Critical Friend ....................................................................................................46 Reporting ....................................................................................................................................................................47 ACT ON THE EVIDENCE: MODIFY THE PLAN, TRY IT AGAIN, AND STUDY IT AGAIN.......................................49 PUTTING THE STEPS TOGETHER .................................................................................................................................50 A Sample Plan.............................................................................................................................................................50 GETTING STARTED ..........................................................................................................................................................52 APPENDIX A: Examples of Classroom Action Research Using Various Teaching Strategies ....................................54 Addressing Differences in Learning Styles .................................................................................................................54 Different Kinds of Feedback.......................................................................................................................................54 Freedom to Choose ....................................................................................................................................................54 Reducing Anxiety........................................................................................................................................................54 Shy Students................................................................................................................................................................55 Motivating Learning...................................................................................................................................................55 Using Contracts ..........................................................................................................................................................55 Classroom Structure...................................................................................................................................................55 APPENDIX B: Tools and Resources..................................................................................................................................56 Action Research Worksheet........................................................................................................................................56 Conducting Classroom Research ...............................................................................................................................57 Action Research Plan Summary.................................................................................................................................58 Feedback Checklist for Action Research ....................................................................................................................60 Teacher Self-Assessment .............................................................................................................................................61 APPENDIX C: Glossary .....................................................................................................................................................62 APPENDIX D: Endnotes ....................................................................................................................................................65 APPENDIX E: Bibliography ..............................................................................................................................................66 APPENDIX F: Websites ....................................………………………………………………………………………...69 ABOUT THE AUTHORS....................................................................................................................................................71 vii
Introduction Good teachers and educational leaders do not rely only on traditional ways to solve problems, the advice of others, or even the recommendations of experts. Good teachers and educational leaders conduct their own investigations to identify and solve problems and analyze information about their classrooms and schools; in the process they also further develop their own professional competence. Action Research is one such powerful tool for professional development and high-quality teaching. Good teachers ask themselves Are my students learning? Are my methods of teaching effective? What difference does my teaching make in developing the knowledge and skills of my students? Ongoing assessment of teaching practice is essential to ensure that instruction is effective. Examination of your teaching and its effectiveness helps you know how to proceed with subsequent teaching and learning. Action Research is one powerful method to help teachers know that their practices are having the desired results. Increasingly diverse classroom settings require an increasing diversity of instruction targeted to the specific needs of the students in that classroom. By examining classroom instruction for effectiveness, validating what is effective, and eliminating what is not effective, Action Research enables educators to refine their instruction to meet diverse student needs. The goal of this handbook is to address the needs of educators new to the benefits and processes of Action Research by providing step-bystep guidelines for implementing Action Research projects for the purpose of examining and refining literacy practices to improve student performance. The goal of Action Research is a positive change in everyday practice in one’s own classroom, school, or district. It is largely about encouraging teachers to be continuous learners and proactive ‘actors’ in their own classrooms. Action Research is also about incorporating reflection into the daily teaching routine – the willingness to critically examine one’s teaching in order to improve or enhance it so that teachers become empowered to make informed decisions about what to change and what not to change. Action Research helps teachers: ■ ■ ■ Link prior knowledge to new information. Learn from experience (even failures). Ask questions and systematically find answers. (Fueyo & Koorland, 1997) Action Research is helpful in improving the professional experience of teachers, head teachers, and administrators. It gives every educator a chance to improve the practices in classroom and schools, which ultimately will improve the quality of teaching and learning. It leads towards positive quality improvement in the education system. In support of the USAID strategy, “In stable, well performing countries with unmet needs in basic education, the priority focus will be on assuring 1
Page 2 and 3: A Practical Guide to ACTION RESEARC
Page 4 and 5: Dedication To all teachers worldwid
Page 6 and 7: Acknowledgements This manual has be
Page 10 and 11: Introduction learning outcomes for
Page 12 and 13: A Brief History of Action Research
Page 18 and 19: Action Research in My Classroom giv
Page 20 and 21: Who Uses Action Research? Action Re
Page 22 and 23: Who Uses Action Research? Considera
Page 24 and 25: The Role of Administrators the scho
Page 26 and 27: The Action Research Process Sandra
Page 28 and 29: The Action Research Process You and
Page 30 and 31: Identify a Problem over which you h
Page 32 and 33: Identify a Problem Example: CONTROL
Page 34 and 35: How to Form a Research Question 1.
Page 36 and 37: Create an Action Plan Once you find
Page 38 and 39: Create an Action Plan Summarizing Y
Page 40 and 41: Create an Action Plan ■ ■ ■
Page 42 and 43: Enact the Plan and Collect Data Now
Page 44 and 45: Enact the Plan and Collect Data Int
Page 46 and 47: Enact the Plan and Collect Data San
Page 48 and 49: Enact the Plan and Collect Data Mem
Page 50 and 51: Enact the Plan and Collect Data Foc
Page 52 and 53: Enact the Plan and Collect Data Dat
Page 54 and 55: Report Results and Get Feedback Whe
Page 56 and 57: Report Results and Get Feedback As
Page 58 and 59:
Putting the Steps Together Now that
Page 60 and 61:
Getting Started Now that you have e
Page 62 and 63:
Appendix A Examples of Classroom Ac
Page 64 and 65:
Appendix B: Tools and Resources Act
Page 66 and 67:
Appendix B: Tools and Resources Act
Page 68 and 69:
Appendix B: Tools and Resources Fee
Page 70 and 71:
Appendix C: Glossary Action Researc
Page 72 and 73:
Appendix C: Glossary school restruc
Page 74 and 75:
Appendix E: Bibliography Ainscow, M
Page 76 and 77:
Appendix E: Bibliography Peckover,
Page 78 and 79:
Appendix F: Websites http://cadres.
show all

A Practical Guide to Action Research for Literacy Educators

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?