287
edits
OER4Schools/Programme review and action research: Difference between revisions
From OER in Education
OER4Schools/Programme review and action research (view source)
Revision as of 10:43, 27 January 2013
, 12 years ago→Very brief introduction to action research (AR)
No edit summary |
|||
| Line 223: | Line 223: | ||
* 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 mutliplcation work on their own. They designed more hands-on activities for the slower-learner group.'' | * 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 mutliplcation 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 | 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. | ||
[[Image: 6.3 diagram 1.png]] | [[Image: 6.3 diagram 1.png]] | ||
''[Diagram is reproduced from an online resource at http://www.llas.ac.uk/projects/2837 by kind permission of John Canning of LLAS Centre for Languages, Linguistics and Area Studies.]'' | |||
This form of research involves a democratic process so that all teachers are actively examining a current action in order to change and improve it – through a structured and collaborative form of reflection. It takes into account the teachers’ beliefs, aspirations, reality of school and wider societal expectation. It is action which is researched, changed and re-researched by the teachers themselves. Thus it aims to be help teachers to be actively involved in reflection, and to be able to determine the purposes and outcomes of their own inquiry. The research process could include the students as well as other stakeholders in the community (e.g. parents, volunteers). (Wadsworth, 1998) | This form of research involves a democratic process so that all teachers are actively examining a current action in order to change and improve it – through a structured and collaborative form of reflection. It takes into account the teachers’ beliefs, aspirations, reality of school and wider societal expectation. It is action which is researched, changed and re-researched by the teachers themselves. Thus it aims to be help teachers to be actively involved in reflection, and to be able to determine the purposes and outcomes of their own inquiry. The research process could include the students as well as other stakeholders in the community (e.g. parents, volunteers). (Wadsworth, 1998) | ||
