Action Research Process

Action Research Process

Workshop Title:

            

Action Research for Educational Change - Teachers as Action Researchers

Facilitators:           Mrs.  Desiree Antonio                    Mrs.  Karen Browne-Francis

                                    Ms. Ineta Francis                             Mrs.  Paula Spencer 

Workshop Description:

The main aim of this workshop is to explore participants’ knowledge of action research and develop the skills/competencies needed to engage in action research (AR). Participants in the workshop should be able to examine the teaching learning environment and identify factors affecting or contributing to every learner achieving. Having identified the factors they should be able to utilize the action research process to develop and implement a plan for improving the teaching learning environment to address the ‘wonderings’.

Skills, knowledge, attitudes:

1.       Make evidence-based decisions using data

2.      Determining  factors /conditions for action research

3.      Developing the skills and competencies of the teacher as an action researcher

4.      Understand the value of action research in becoming a reflective  practitioner

Participants’ Objectives:

1.       Promote the use of action research in their practice

2.      Acquire knowledge of the action research process

3.      Generate an action research proposal indicating a timeline signifying milestones to be attained

Participants:         Applicants for Master and Senior Teacher

http://www.youtube.com/watch?v=rzl2Vy8KWNg

http://www.youtube.com/watch?v=Ga7w-czB7lo&feature=youtu.be

AGENDA

Time Span	Focus	Experiences	Content	Comments
20 minutes	Exploration of participants’ knowledge of AR	Individual  response followed by whole group discussions brainstorming	Identifying strengths  and limitations  in various AR scenarios What makes the scenario an action research? What makes the scenario not an action research? Working and text book definition of AR The stages of AR (Using Lewin’s model from Elliot 1995) .	Participants will formulate a working definition of AR and make comparisons to textbook definition.  Identify steps in the process AR process will be reflected as part of their everyday practice
15 minutes	Teacher as Researcher  (examining scenarios)	Lecture, group work discussion	Historical context Values of teachers as researchers Dilemmas in doing AR	Teachers discuss and explore the importance of becoming active ARs in their everyday practice
10 minutes	Exploring the context for AR	Brainstorming Group work	Exploring Passions to create ‘wonderings’	Compiling list of possible topics for AR
25  minutes	Writing an AR Problem Statement/Wondering	Discussion Modeling (video demonstration)	Writing an AR Problem Statement/Wondering http://www.youtube.com/watch?v=rzl2Vy8KWNg http://library.wlu.ca/help/tutorials/developing-research-question The components of an AR problem statement	Participants will use this as a guide when creating an AR problem statement for their proposal
1 hour 40 minutes	Composing a timetable for an AR cycle	Group documentation Collaboration, discussions,  group presentations	Develop a timetable outlining the activities that will form part of an AR investigation in any aspect of school life: classroom, administrative, school/community parental involvement	Participants will work in groups to compose timetables for an AR cycle Group presentations of AR timetables  Presentations assessed using a checklist
10 minutes	Reflection	Guided reflection on the learning experience	Journal entry  reflecting on their workshop experience	Essays, journal