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ACTION RESEARCH.
Term Paper ID:30264
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Essay Subject:
Examines the theoretical and conceptual foundations.... More...
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4 Pages / 900 Words
7 sources, 10 Citations,
APA Format
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Paper Abstract:
Examines the theoretical and conceptual foundations. Nature and process involved to boost student achievement and increase professional development of teachers and administrators. Importance of self-reflection, collaborative reflection and dialogue. Need to understand components of action research including personal collaboration, commitment, trust, reflection. How to use it for administrators and teachers
Paper Introduction:
ACTION RESEARCH: THEORY, PROCESSES AND APPLICATIONS TO ADMINISTRATORS AND TEACHERS
Introduction
The purpose of this paper is to examine the theoretical and conceptual foundations of Action Research, emphasizing its processes and how to use it with administrators and teachers.
Nature and Process Involved in Action Research And Its Uses For Administrators and Teachers
According to Patterson and Shannon (1993), consists of a systematic inquiry made by teachers and administrators, into their own work for the purpose of making the kinds of changes in their practice that boost student achievement and increase their profe
Text of the Paper:
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The ideas and suggestions of each personshould be listened to, reflected upon, and respected. It must be ongoing and while it is difficult at times, goodadministrators and good teachers seek to change their practices on acontinual level for the purpose of improving performance. The action research planner.Victoria, BC: Deakin University. Commonly, the collected data is narrative or anecdotal.Kemmis (1988) described a similar cycle for action research, characterizingit as a spiral in which each cycle increases the researcher's knowledge ofthe original question, leading to its solution or to a new question.Gummesson (1991) noted that within the process of action research, datacollection, analysis, action, decision making, implementation, and changeoften take place concurrently Borgia and Schuler (1996) report that action research has a particularappeal for administrators and teachers in that it allows them to integratetheory and practice in a meaningful way with concurrent application ofresults. Action research in the classroom. (1988). One the solution is delineated in detailed and in concrete andobservable terms, the action researcher then implements it and uses sometype of assessment strategy to evaluate the outcomes of thisimplementation, focusing on answering the question of whether the createdsolution answer the question or resolve the situation. In terms of administrators' and teachers' direct use of actionresearch, Borgia and Schuler (1996) point out that the groups must becomeinvolved in the process. Santa, Kathy Short, and Karen Smith (Eds.),Teachers are researchers: Reflection and action (pp. Second, the authors point out that action research is collaborative.Thus, teachers and administrators involved in the process must understandthat each person contributes and has a stake in the process. Reflection, inquiry, action. . InLeslie Patterson, Carol M. (ERIC Document Reproduction Service No. ACTION RESEARCH: THEORY, PROCESSES AND APPLICATIONS TO ADMINISTRATORS AND TEACHERS Introduction The purpose of this paper is to examine the theoretical and conceptualfoundations of Action Research, emphasizing its processes and how to use itwith administrators and teachers. (April, 1995). Paper presented at the Greater St. Third, teachers and administrators need to understand the qualitativeand interpretive nature of action research and the fact that this kind ofresearch means that they will develop a support group of people that theycan count on for interpretative support. In terms of the processes involved in action research, Feldman (1995)states that the conceptual foundation is a continuous process of inquiry inwhich one associates learning with change. ED384 6 3). Takala (1994) breaks down theprocess into a discrete series of steps. Based on thefindings of the conducted appraisal, the action researcher then modifieshis/her ideas and practice Takala (1994) points out that at each step in the process there mustbe self-reflection, collaborative reflection and dialogue. Using action research: Challenges andopportunities for the beginner.. (1991). Finally, those administrators and teachers electing to use actionresearch must understand that change is part of the developmental cycle oflife. Newark, DE:International Reading Association. ED 38 156). Conversation in teaching: Conversation asresearch: A Self-study of the teaching of collaborative action research.Paper presented at the Annual Meeting of the American Educational ResearchAssociation, San Francisco, CA. Other benefits are said to include: the ability toinvestigate their practice in a new way such as taking closer look atstudents and how their various actions are affecting them; developing adeeper understanding of the teacher/administrator learning process; thecollaborative aspect helps to bring equality into school relationships; thefinding of solutions to many problems that have persisted over time; andincreases in teacher and administrator commitment to the implementation ofany projects developed or designed as a result of action research. In other words, they must be committed. References Borgia, E.T. . However, this kind of relationshipoften means risk-taking and requires trust in one another and in the valueof the project Borgia and Schuler (1996) also point out that teachers andadministrators must understand the heavy emphasis action research places onreflection (defined as the mindful review of one's professional actions).They must be willing to engage in the kind of concentration and carefulconsideration required of the process, seeking patterns and relationshipsthat will generate meaning within the investigation. (1996). While findings may not be generalizable beyond those doing theaction research, the authors state that many teachers and administratorsstate that it is a strong problem solving tool for a particular situationthey are facing. Action research in early childhoodeducation. (1994). Feldman, A. Nature and Process Involved in Action Research And Its Uses For Administrators and Teachers According to Patterson and Shannon (1993), consists of a systematicinquiry made by teachers and administrators, into their own work for thepurpose of making the kinds of changes in their practice that boost studentachievement and increase their professional practice and development.Garner (1996) expands a bit upon this definition by noting that actionresearch can be characterized as a systematic, reflective, collaborativeprocess that examines a situation for the purpose of planning,implementing, and evaluating change. Even theoriginally posed question can be modified as the process unfolds and asdata are gathered. Only afteradministrators and teachers have a complete and full understanding of whataction research entails in the way of personal commitment, reflection,collaboration, trust, and so forth, they can be considered ready toundertake those concrete steps that comprise the action research process. Louis, MO. (May, 1996). & Shannon, P. There must besharing and giving and taking. The first step is to pose aquestion (e.g., "How can I improve my administrative style?," or "How can Ichange my instructional strategies so as to increase student learning?").Following the first step, the action researcher then attempts to create asolution. & Schuler, D. Gummesson, E.. LouisSixth Action Research Collaborative Conference, St. Qualitative methods in management research.Newbury Park: Sage Publications Kemmis, S. Takala, S. & McTaggart R. (ERIC Document Reproduction Service No. In Contentinstruction through a foreign language: A report on the 1992-1993 TCEProgramme. (1993). Patterson, L. ERIC Digest. (ERIC Document Reproduction Service No. First, they must understand that action researchtakes time and they must get to know and trust those involved in the actionresearch process. Garner, B. 7-11). ED 383 197).
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