Action research ch 23

Action research

1. ACTION RESEARCH

2. Prepared for : Prof. Dina AL- Jamal Prepared by : Kholod Naser Olimat

3. A. Definition of Action Research Action research is a process in which participants examine their own educational practice systematically and carefully , using the techniques of research .

4. action research defined as a cyclical or spiraling process “that integrates theory with practice, through reflection and action planning ”. The process includes a series of steps including posing a question , collecting and analyzing data , and reporting findings.

5. B. The aim of Action Research A means of remedying problems in a specific situations or somewhat improving a given set of circumstances. A means of in-service training by equipping the teachers with new skills and methods, sharpening analytical powers and heightening self-awareness. A means of injecting additional or innovatory approaches to teaching and learning into an ongoing system which normally inhibits innovation and change.

6. A means of improving the normally poor communications between the practising teachers and the academic researchers and of remedying the failure of traditional research to give clear prescriptions . A means of providing a preferable alternative to the more subjective, impressionistic approach to problem-solving in the classroom .

7. C. Characteristics of Action Research Action research is situational – diagnosing a problem in a specific context and attempting to solve it in that context. It is collaborative , with teams of rsearchers and practicioners working together. It is participatory , as team members take part directly in implementing the research. It is self evaluative – modifications are continuosly evaluated within the ongoing situation to improve practice.

8. D. The Principles of Action Research Reflexive critique , which is the process of becoming aware of our own perceptual biases Dialectical critique , which is a way of understanding the relationships between the elements that make up various phenomena in our context Collaboration , which is intended to mean that everyone’s view is taken as a contribution to understanding the situation Risking disturbance , which is an understanding of our own taken-for-granted processess and willingness to submit them to critique

9. Creating plural structures , which involves developing various accounts and critiques, rather than a single authorative interpretation Theory and practice internalized , which is seeing theory and practices as two interdependent yet complementary phases of the change process

10. E. Types of Action Research Practical action research Participatory action research

11. Definition of AR types : 1 . Practical Action Research Teacher seek to research problems in their own classroom so that they can improve their students’ learning and their own professioanl performance . Example: An elementary teacher studies the disruptive behavior of a child in her classroom. A team composed of students, teachers and parents studies the result of implementing a new math program in the junior high. A c o m m u n i ty col l e ge instructor using stud i e s his t echn o l ogy in profess i onal dev e lo p m ent teaching.

12. 2 . Participatory action research : Par t i c ipa t o r y a c t i on r e s e a r ch has a soc i al a n d community orientation and an emphasis on research that contributes to emacipation or change in our society . Example: Tests that label and stereotype students T e xts that om i t i m p ortant histor i c a l persons or events of cultural and ethnic groups Ass e s sm en t s that s e rve t o co n fi r m s tu d ent fa i lure rather than learning K-12 classroom interactions that silence or quiet the voices of minority students

13. Encourages change in schools 1 Fosters a democratic approach to education Empowers individuals through collaboration on projects Encourages educators to reflect on their practice Promotes a process of testing new ideas 2 3 4 5 Importance of Action Research

14. Steps of Action research

15. G. Research Procedure 1. Planning Planning in action research is constructive and arises during discussion by the participants. The plan must cover critically examined action by each of participants and included the method of evaluating the changes implemented to solve the problem situation and concern.

16. 2. Acting Acting is the implementation of the planning which consists of some achievable steps that the researcher has to do in the research.

17. 3. Observation Observation in action research is portion of action research where the changes outlined in the plan are observed and determined their effects on the context of situation. Here the instrument to collect the data should be used.

18. I. Advantages of Action Research Teachers investigate their own practice in new ways, looking deeper in what they and their students actually do and fail to do. Teachers develop a deeper understanding of students, the teacher learning process and their role in the education of both teachers and students. Teachers are viewed as equal partners in deciding what works best and what needs improvement in their classroom or classrooms. In most cases, solutions for identified problems are arrived cooperatively among teachers.

19. Teachers are often more committed to action research because they identify the areas they view as problematical and in need of change. Action research is an ongoing process and its strategies can be widely applied. Professional development and school improvement are core aspects for any teacher who engages in action research. Teacher refelection can be conducted individually or in a school-based team composed of students, teachers and admistrators.

20. J. Di s ad v an t ages o f Action Research Lack of knowledge and skills in basic engineering research on the part of researchers. Action research requires a commitment of researchers to engage in the process, this time factor can be a big obstacle. The weakness of the conception of the group process. Difficulty getting people to make changes.