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OER4Schools/Programme review and action research: Difference between revisions
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OER4Schools/Programme review and action research (view source)
Revision as of 09:31, 23 October 2013
, 12 years ago→Very brief introduction to action research (AR)
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* ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | * ''''What is AR?'''' It is part of practice of a group of reflective teachers to think about their practices and seek improvement. It is a '''cycle''' of investigation, application / implementation, systematic reflection, evaluation (see diagram under 'Background Reading' below). An iterative process of data collection and analysis is integral to this kind of research, rather than linear. It is a ''critical'' process of reflection on past and present actions. It gathers evidence to support claims for future actions. | ||
* ''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves. | * ''''What is the goal of AR?'''' It is aimed at changing as well as understanding practice in real educational settings. It often involves a trial-and-improvement approach to practical problem-solving by the teacher themselves. | ||
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* ''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant. | * ''''Who does AR?'''' It involves those directly affected by the research (teachers in this case) as collaborators or leading investigators in researching their own practice. Interpretation is from their perspective. A professional researcher may be a collaborator or advisor/consultant. | ||
* ''''Why do AR?'''' Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers | * ''''Why do AR?'''' Many problems and solutions in classroom teaching are complex in nature and there is no 'quick fix'. AR researchers suggest that the reflection and solutions coming from the teachers themselves are very valuable. Doing AR well in a school creates a research culture whereby teachers actively reflect and intervene on a problem, its causes and suggest possible solutions. | ||
* ''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative | * ''''What are the steps of AR?'''' There are different types of action research. Here we are introducing a '''participatory AR model''' that is suitable for improving practice in a collaborative way within a group of teachers. This begins with the group of teachers reflecting and discussing on the past, present and future possibilities of a particular teaching practice. The steps and illustrative examples for each step are outlined in the following background text: | ||
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1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | 1. The group of teachers lists hopes and concerns for a ‘newer’ practice (based on certain beliefs and goals of teaching and learning). This may address a problem that teachers have observed of an ‘older’ practice. It is important to note that the identification of any ‘problem’ must take reference from teachers’ initial reflection and investigation (rather than being told by an external party). | ||
* E.g. ''A group of teachers came together to discuss | * E.g. ''A group of teachers came together to discuss their observations that their grade three students cannot master the multiplication skills, despite their best attempts at explaining the concept to them. They reflected on their teaching method which was essentially writing down the multiplication table on the board. No other teaching resources or materials were used.'' | ||
2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students. | 2. After a literature review and/or reflecting on possible revisions of practice, teachers propose and try out the new practice and observe the preliminary effects on the students. | ||
* E.g. ''Teachers searched on the internet for articles on why students have problems learning multiplications and found out that students at year three | * E.g. ''Teachers searched on the internet for articles on why students have problems learning multiplications and found out that students at year three need to play with concrete materials in learning multiplication before they can think about the symbolic meaning of symbolic representations like the ‘multiplication table’. They brought small plastic containers and paper clips. They decided that they will get students to explain a multiplication operation, such as 3 x 4 through placing paper clips into the containers. They would like the students to think of the x in a multiplication problem as meaning "groups of." So 3 x 4 is "3 groups of 4." '' | ||
3. Teachers investigate and identify a suitable data collection method to track students’ learning. | 3. Teachers investigate and identify a suitable data collection method to track students’ learning. | ||
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6. Fine-tune the practice or try a different new practice. | 6. Fine-tune the practice or try a different new practice. | ||
* E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written | * E.g. ''Teachers decided that some students need to spend more time with the concrete objects on their own. They decided in the next few lessons they would split the class into those students who needed more help from them and those who could carry on with written multiplication work on their own. They designed more hands-on activities for the slower-learner group.'' | ||
The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process teachers are actively involved in making decisions of investigation and evaluation. | The sequence is cyclical as in after the final step, it should be able to return back to Step 1 (see diagram). It is important that throughout the research process teachers are actively involved in making decisions of investigation and evaluation. | ||
