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Action Research Examples and Process

This document provides an overview of the basic process of action research and examples. It begins by outlining the typical steps which include: deciding on a focus, developing a plan to gain insights into the focus, analyzing collected data, and reporting findings. It then provides examples of K-12 teacher action research projects exploring inquiry-based science instruction. Resources for action research discussion groups, planners, and getting started are also referenced.

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353 views

Action Research Examples and Process

This document provides an overview of the basic process of action research and examples. It begins by outlining the typical steps which include: deciding on a focus, developing a plan to gain insights into the focus, analyzing collected data, and reporting findings. It then provides examples of K-12 teacher action research projects exploring inquiry-based science instruction. Resources for action research discussion groups, planners, and getting started are also referenced.

Uploaded by

Maryrose
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Action Research Examples

and Process
Karen Brooks

The Basic Process Overview

Taken from
http://www.accessexcellence.org/LC/TL/AR/
Borrowing heavily from Hollingsworth (1994) and Hopkins (1985) I offer the following practical suggestions for the
teacher research process:

Decide on a focus
Start with autobiographical data by locating your best professional self. Some questions you might ask What are your broad interests in teaching and learning? What are your specific interests? What are
manageable questions? Choose something you feel passionate about.

Develop a plan to gain insights


Develop a time-line to gather evidence or data to examine what you are trying to accomplish/resolve/do in
light of "what you do not know yet".

Justify that the project is your best solution to the problem.

Decide what evidence you want to collect. Evidence includes such things as questionnaires/surveys,
observations (video or written notes), collaborations ( i.e. video or audio tape of meetings, peer coaching)
interviews, tests and records, student work, video and audio tape transcripts, personal journal, library
readings, etc.

Analyze the data by looking for patterns, or themes across the evidence
keep logs and journals, periodically read over the evidence, code data from themes and patterns, draw or
chart patterns, try to summarize what you have learned as you go, by noting images, metaphors, and any
new questions.

check out your understandings by triangulating evidence (same theme, code, pattern appears in more than
two types of data), and by talking to peers, students, friends.

Report on what you have learned


to your colleagues, to parents, at conferences, in journals.
summarize what you learned -- in an essay, narrative, poster, video, . . . poetry.
tell how the problem changed, didn't change, or became worse because of
changes in your practice.

A key component of Action Research is sharing what you have learned. A number of
techniques ranging from videos to formal presentations have already been
suggested, but consider the following as potential audiences as well:
Colleagues at a staff development day
Parents and students
Email discussion groups (see On-line Resources)
Publications from professional organizations
Journals such as "Teacher Research: The Journal of Classroom Inquiry" - a
journal by teachers, for teachers. Brenda Power
Once teacher research is shared it allows for further action on the part of the teacher,
or the broader educational community to continue. The educational community has
become increasing supportive of teacher research. At a recent meeting on science
education in California that I attended Bob Polkinghorn, the Director of the Statewide
Subject Matter Projects in California called for the documentation of evidence of
change in practice at the classroom level by teachers. If you have not undertaken
teacher research in your classroom now is the time to try!

From
http://teachingtoday.glencoe.com/howtoarticles/teacher-asresearcher-taking-action-research-to-task

Examples

Examples of Action Research


The science standards have become a focus of reform for many
science teachers. Teachers who want to bring about such systemic
reform in science teaching are now engaging in research into their
own practice and sharing the outcomes with others. Two illustrations
of on-going teacher research projects where teachers are engaged in
exploring ways to increase inquiry based science instruction in the
classroom come from CSP-SENA (California Science Project Science Education Network Academy):
Merle Boxill (Chemistry) and Sandy Waston (Biology) at Andrew Hill High
School, San Jose are exploring how to introduce open-ended inquiry science
into their teaching.
Norma Rodriquez at San Antonio Elementary School, San Jose is exploring
ways to increase inquiry based science instruction at her school site for all
students (not just her own class).
Carolyn Csongradi at Burlingame High School, Burlingame has explored how
to involve more writing and female participation in her chemistry classes

Action Research Discussion


Groups
http://www.accessexcellence.org/LC/TL/AR/ardisc
uss.php

More Examples K-12


http://cadres.pepperdine.edu/ccar/projects.
school.html
Suggested APA 5th ed. citation for any
Action Research Project.
Last Name, First Initial. (date). Title of action
research. The Center for Collaborative Action
Research, Retrieved on 5/27/10 from
http://cadres.pepperdine.edu/ccar/projects.sc
hool.html

Action Research Planners


Australia http://www.swell.org.nz/documents/Action
ResearchTemplate.doc

Getting Started

http://quality.cr.k12.ia.us/documents/PDSA_questions.doc

Lesson Plan

Sample Action research Proposal http://www.csun.edu/~dla16236/coursewor


k/600/Action%20Research%20Proposal.p
df

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