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Advantages of action research in education
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Action research is a key element of teaching. Educators are continuously asking themselves how to improve their teaching and how certain factors influence student achievement. Action research allows teachers to take their everyday data collection and turn it into a tool to better their classrooms. When educators set out to answer questions influencing their student’s achievements, they can better understand their learning. Action research is not just for the instructor. Students benefit also. When a teacher conducts action research, it is typically for the goal of bettering students learning. Sagor (2000) states in his ASCD article “the fact that action research helps educators be more effective at what they care most about—their teaching …show more content…
The benefits of action research far out weight the snags. My current views on action research have not changed. I still believe it is a key piece to creating a better instructional environment. However, I have gained insight on how peers should be invited into the process. Throughout this process the collaboration with peers has been crucial. My colleagues have provided me with resources, tips, and feedback. Consequently, I have developed an understanding that action research is meant to be collaborative. I feel it would work best when done within a department, or cross-curricular. Therefore, as I continue to determine the implication of higher order questioning, I am enlisting my colleagues in the process. Moreover, students need to be active participants. By enlisting their ideas on questioning techniques, I hope to gain insight and further my instructional practices. ” Action research transformed my relationship with students because I could no longer conceive of researching without seeking their insights, reflections, and questions about teaching and learning” (Pine 2009, p 33). Action research is more than one teacher determining the effects of their teaching. Action research is teachers and students working collaboratively to use data to create stronger learning
6 of the 12 teachers and 80 of the 160 students will be randomly chosen to participate in the research intervention. The intervention will last one week. During this week each of the 160 students participating in the research will receive two, two-hour blocks of Algebra instruction. In addition to these blocks of instruction, the students participating in the action research will have between four to six hours of total additional homework. Combining in-class instruction and homework each student participating in the action research will participate in eight to ten hours of total Algebra instruction in the intervention week. All students participating in the action research four assessment tests; one test will be administered before the intervention week has begun, a second test will be administered after the first block of instruction, a third test after the second block of instruction, and a final test one month after the third
Doing that involves an increasing mastery of skills, knowledge, and ideas." (Robinson, p. 119) The mentioned idea can be used to motivate students to participate in the learning process. The same way young children learn playing with others, the older child can do it experimenting and prove their theories. As a teacher is easy to noticed the difference between a lesson that is pure theory, and the lesson that incorporates creative factors. Students present a better behavior during the lesson, participate, interact, formulate questions and get the answers working together without
The Research Model was created at the William and Mary Center for Gifted Education. This model was created to strengthen the student’s critical thinking skills. The Research Model provides the student with an issue of importance and gives the opportunity to explore its content individually or in small groups. The student explores a issue of significance through an eight-step process. In the eight steps there are a series of questions that are to be answered through the process of research. The journey through this model begins with identifying an issue or problem. Next, students are to research the ...
Step one is focusing more on students critically thinking or thinking on their own. A great phrase of putting this idea to the test is, “focusing more on the question than the answer.” (Schlesinger 34). In The Power of “Why?” Schlesinger expresses her feeling towards what the bigger impact can be on students when focusing more on the depth of the question than how “quickly” and “correctly” students answer the question (34). She mentions that teachers are evaluated on how students test scores are rather than how critically they think. Schlesinger says that educators can help students think critically by, “letting the students speak their minds”, or teaching students that answers to our history has/will change as well as previous information that we once obtained from the past (34). Oftentimes teachers are afraid to let students open their minds and really think about the question because they think the books answer is the only right one. Teachers also may be more focused on making sure that the students know the right answer so they can do well on future test that the administration uses to evaluate the teachers. Students can significantly gain and profit from this tiny step in our education system. El...
This process can be challenging for mentors and student hence it is beneficial to involve practice teacher and education tutor in order to formulate a remedial action plan that is SMART ( specific, measurable, achievable, realistic and timely) (Vinales, 2015). This approach will identify to the student area for development, what needs to be demonstrated, how this can be demonstrated and a review date in line with the NMC (2008) standards to supporting learning and assessment. On review, students’ achievement will be evident on reflection on action plan, student feedback on performance assessing and questioning the student (Vinales,
High school has been a very interesting experience for me. It has definitely had its highs and lows and many confusing experiences in between. Overall, I feel like I have been equipped for not only college, but also life as a whole. High school has taught me many things, both academically and emotionally. It has revealed and exposed my true colors, both good and bad, and as a result, has built many aspects of my character. My experiences at Alameda High school and Alameda Community Learning Center have shaped me into the person that I am today.
An involvement of stakeholders is necessary so that an action plan can be created collaboratively involving a team that works closely with the student. Using a team of stakeholders will help to develop a plan with the best interest of the student in mind and help in brainstorming a variety of strategies to include within this plan. According to Green, ““…to be effective in today’s schools, the leader must be democratic, driving fear out of the workplace, and fostering a community of learners who collaborate on all major issues. Such a style is a positive factor in shaping the school culture into one that enhances the teaching and learning process” (2009, pg. 27)....
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
Action research proceeds through a process of planning, action and reflection upon action. This can be thought of as an action-reflection ‘cycle’.
PSYC321-Social Psychology taught me about the ways in which people are influenced by others, how people make decisions, inferences we make about others’ attitudes and personalities, and influence of situational and variables on behavior. I learned that people behave the way that they do for so many reasons. Behaviors are caused more by the social situation than they are by the characteristics of the individuals. One of the concepts that I recall is Lewin’s equation which indicates that the behavior of a person at any given time depends on both the characteristics of the person and the influence of the social situation. Some of the things we do can also be attributed to cultural influences and differences that exist between societies. I found
Traditional research has broad topic, in contrast to action research that has a specific topic in a specific classroom, school or school district. This paper addressed both traditional and action research, their features and their influence on education. Within the paper there were comparisons between quantitative, qualitative, and action research and how they may be used within the school setting. As a result, educators and researcher can conduct research that may be used to make efficient and effective decisions to make positive changes.
Perhaps even more important is the fact that action research helps educators be more effective at what they care most about—their teaching and the development of their students. Seeing students grow is probably the greatest joy educators can experience. When teachers have convincing evidence that their work has made a real difference in their students ' lives, the countless hours and endless efforts of teaching seem worthwhile.
Therefore, it endeavours to address the constant changes in the world by adapting the way learning is structured to ensure students are suitably equipped for the future (Bolstad et al., 2012). To adapt today’s education to coincide with the changing world, 21st century teaching and learning has incorporated a number of key features to pave the way for success. Promoting active learning that is primarily outcome based, engaging students in research driven and project-based learning and encouraging students to identify real-world problems are all incorporated to ensure students are well equipped for the future (Shaw, 2008). Teachers’ utilise these features in a number of ways to engage and motivate 21st century learners when delivering curriculum content. For instance, Bell (2010) noted when students partake in project-based learning as an approach to instruction that teaches curriculum concepts through a project; it provides them with a greater understanding of the current topic being researched. Teachers’ have witnessed an increase in motivation to learn as the approach is student driven, teacher-facilitated (Bell, 2010). Bell (2010) highlights, that as students solve real-world problems through project-based learning it assists in teaching a number of skills such as
So the idea was that my class would benefit from action research with a bonding exercise. The next step is to create a plan, like dividing them into groups. Then to collect the evidence would be by observation, have them fill out a questionnaire and/or any other applicable techniques.
Closed ended questions can be used to quiz if students understanding the basic principles behind the learning outcomes. The use of effective open ended questioning should be used during discussions with students to obtain a deeper level of understanding. Marsh (p. 188 – 189, 2010). Petty mentions how questioning should encourage all students to think. He goes on to say that students should be given time to respond to the question asked and praise if correct answers given. (2009, p. 193). But traditional questioning has its limitations as can be hard to include all of the class. Assertive questioning on the other hand is more active and engaging for the students. It is the pair or group work that that make assertive questioning all inclusive. It shares student knowledge on a topic and helps weaker students to learn by doing. (Petty, 2009, p. 282 - 284).