{"content":{"sharePage":{"page":0,"digests":[{"id":"16638683","dateCreated":"1257812430","smartDate":"Nov 9, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/varsity-development.wikispaces.com\/share\/view\/16638683"},"dateDigested":1532287615,"startDate":null,"sharedType":"discussion","title":"Action Research","description":"Action Research<br \/>\n<br \/>\nKEY POINTS<br \/>\n<br \/>\nAction research is a process through which participants examine their own educational practice, systematically and carefully, using research techniques. Action research recognises that teachers can identify topics important to their teaching, can examine their own work using research techniques, and can explore how to become more effective in their classrooms. It seeks to balance a classroom environment that is personal, dynamic and relational with a research culture that is rigorous, structured and systematic. The \u2018action\u2019 in action research implies that, throughout the process, the teacher-researchers will take action and implement improvements based on what they learn. The process generally centres around an action research question that the action research group collaboratively develops. An action research plan is developed and data collected. Both individually and as a group the data is analysed, and any adjustments or improvements are developed and implemented. The cycle thus begins again where the focus may or may not be refined and a new plan is developed. In many action research processes, the participants are encouraged to write about their research to share with other colleagues, either informally or through formal channels such as education journals.<br \/>\n<br \/>\n<br \/>\nSome examples of action research questions could be:<br \/>\n\u2022    How can I use graphic organisers more effectively in my teaching?<br \/>\n\u2022    What effect do varied Shakespeare activities have on high school students\u2019 attitude toward Shakespeare?<br \/>\n\u2022    What strategies motivate struggling children to become more active participants in the classroom and feel successful as learners? <br \/>\n<br \/>\nREQUIREMENTS FOR SUCCESS<br \/>\n<br \/>\n\u2022    Support in developing a sound understanding of research principles and data analysis<br \/>\n\u2022    A commitment to implement the action plan consistently<br \/>\n\u2022    An agreed protocol to guide the effective operation of the action research<br \/>\n<br \/>\nPOTENTIAL INHIBITORS<br \/>\n<br \/>\n\u2022    Breaking of the agreed protocols<br \/>\n\u2022    Lack of accessible time for action research group to meet consistently.","replyPages":[{"page":0,"digests":[{"id":"16657249","body":"I'm not clear on the dynamics of this model. Do participants research themselves individually and then pool their findings with others researching the same question? How can teachers find time to conduct this kind of research on themselves?","dateCreated":"1257852552","smartDate":"Nov 10, 2009","userCreated":{"username":"mbuzo1","url":"https:\/\/www.wikispaces.com\/user\/view\/mbuzo1","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1257851012\/mbuzo1-lg.jpg"}},{"id":"16820329","body":"In the action research teams I have either seen or been involved with the team has formed in one of two ways. In some schools there are teams developed with specific focus areas, in others a teacher has wanted to research a specific area and sent out invitations for others to join the research group. In both cases the team develop an agreed set of protocols and data gathering process. The individual teachers would gather their data and share it with the group to gain a broader picture of the specific focus area. Through a collaborative process, the data would be analaysed and an action plan developed. In my experience, this process would be undertaken over at least a semester, and in many cases could last the entire year. <br \/>\n<br \/>\nA more general comment on time. There is no argument that school and classroom-based professional learning strategies have a more significant time consideration that the traditional PD paradigm. However, there is strong evidence that they are also significantly more effective in improving teaching practice. Time is always an issue in schools and we must work together in finding creative ways to support the implementation and sustainability of these strategies.","dateCreated":"1258071938","smartDate":"Nov 12, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}