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Classroom research

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Slides to support a workshop for teachers about doing action research as part of MTSPDDay and LIFT.

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Classroom research

  1. 1. Classroom Research to Improve Practice Drs. Mike Nantais and Jackie Kirk Faculty of Education Brandon University #LIFT2016 #MTSPDDAY
  2. 2. In this session, you will learn how to design and execute classroom research to improve your teaching practice using the strategies of Action Research methodology. You will have an opportunity to develop a research project: 1) to assist with improving instructional strategies, 2) to address a challenge that you would like to resolve, OR to help you with the successful implementation of a new strategy.
  3. 3. 1. Introductions 2. What does it mean to be a reflective practitioner? 3. What is Action Research? 4. Formulating a research question 5. Break 6. Selecting data sources 7. Where will you go from here? – completing the process and sharing results Agenda
  4. 4. What does it mean to be a reflective practitioner?
  5. 5. “Reflective action is bound up with persistent and careful consideration of practice in the light of knowledge and beliefs, showing attitudes of open-mindedness, responsibility, and whole-heartedness.” Neville Hatton and David Smith, “Reflection in Teacher Education: Towards Definition and Implementation” (1995)
  6. 6. The Manitoba Education Administration Act, states that a “teacher is responsible for ongoing professional development.”
  7. 7. Action research is the art of analyzing and evaluating one’s own practice with a view to improving some aspect of it. Cockerline & Nantais (2015) A disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the actor [teacher] in improving or refining his or her actions. Sagor (2000)
  8. 8. An attempt to ‘formalize’ what teachers already do ... recognizes ‘bias’ Personal
  9. 9. Common Differences Traditional Quantitative Scientific Research Qualitative or Mixed Methods Educational Research Action Research Goals of research Generalizable Truth Contextual Understanding Improved Praxis Research Problem Building on knowledge Deeper understanding of phenomena within specific context Personal dilemma Research Design Linear/measureable Emergent/Descriptive Cyclical Application Theoretical Descriptive – seeks to answer how and why questions Practical application
  10. 10. 4 stages of action research Plan • Problem • Research Questions • Indicators • Data Sources Action • Intervention • Data collection • ObservationReflection Analysis Analysis Informed Action Revised Plan Reflection 1
  11. 11. A Good Action Research Question is self-reflective focused on actions or practice of the researcher contextual embedded in the day to day life of the researcher open-ended phrased to generate insights or understandings, not to prove a point
  12. 12. Will holding a family math night increase parent participation? How can I personalize instruction to match the needs of my students? Can I use discussion forums to encourage quiet students to participate in class discussions? Why don’t students do homework? If I listen to students, will I have better understanding of them? Good or Bad?
  13. 13. Data Collection: Validity Does the data actually reflect the phenomena that it claims to?
  14. 14. Data Collection: Reliability Is the data accurate?
  15. 15. Data Collection: Triangulation minimum 3 independent sources of data to ensure different perspectives Data Source Data Source Reliability Data Source
  16. 16. Data Collection: How would you select your data sources? You need to choose data that will answer your research question!
  17. 17. Where do you go from here?
  18. 18. action research revisited Plan • Problem • Research Questions • Indicators • Data Sources Action • Intervention • Data collection • ObservationReflection Analysis Analysis Informed Action Revised Plan Reflection 1
  19. 19. Jackie Kirk Kirkj@brandonu.ca @jackie007_41 Mike Nantais NantaisM@BrandonU.ca @miken_bu

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