Action Research in Education

Category: Education

Presentation Description

School Management,DSM,Action Research in School management, useful for B.Ed; M. Ed; Students.


Presentation Transcript

Action Research:

Action Research Prof. Namita S. Sahare SP Mandali’s Tilak College of Education Pune, India.

Research = Investigate Systematically:

Research = Investigate Systematically Definition :- The systematic investigation into and study of materials and sources in order to establish facts and reach conclusions. "Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue" - Creswell

What Is the Meaning of Educational Research?:

What Is the Meaning of Educational Research? Educational research is the basic applied and developmental research conducted in order to advance knowledge in the field of education or bearing on educational problems. It is meant to improve education and advance the knowledge of students of all ages. AN INVESTIGATION INTO THE EFFECTIVENESS OF OPEN BOOK EXAMINATION AND TRADITIONAL EXAMINATION METHOD IN SECONDARY SCHOOLS…….Comparative Study Individual teacher research usually focuses on a single issue in the classroom. The teacher may be seeking solutions to problems of classroom management, instructional strategies, use of materials, or student learning.

Action Research:

Action Research Action research is a research initiated to solve an immediate problem or a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. There are two types of action research: participatory action research, and practical action research.

Ex. THE EFFECTIVENESS OF PROBLEM -BASED LEARNING IN 8th std SCIENCE CLASSROOM OF THE NMV HIGH SCHOOL Study of the Effectiveness of Problem-Based Learning in Promoting the Acquisition and Retention of Knowledge. :

Ex. THE EFFECTIVENESS OF PROBLEM -BASED LEARNING IN 8th std SCIENCE CLASSROOM OF THE NMV HIGH SCHOOL Study of the Effectiveness of Problem-Based Learning in Promoting the Acquisition and Retention of Knowledge. It is a reflective process that allows for inquiry and dis- cussion as components of the “research.” Often, action research is a collaborative activity among colleagues searching for solutions to everyday, real problems experi- enced in schools, or looking for ways to improve instruc- tion and increase student achievement. Rather than dealing with the theoretical, action research allows practitioners to address those concerns that are closest to them, ones over which they can exhibit some influence and make change.

What is Action Research?:

What is Action Research? It is based on the following assumptions: • Teachers and principals work best on problems they have identified for themselves • Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently • Teachers and principals help each other by working collaboratively • Working with colleagues helps teachers and principals in their professional development

Action Research as An Implicit Idea!:

Action Research as An Implicit Idea! Stephen Corey at Teachers College at Columbia University was among the first to use action research in the field of education. Implicit in the term action research is the idea that teachers will begin a cycle of posing questions, gathering data, reflection, and deciding on a course of action. When these decisions begin to change the school environment, a different set of circumstances appears with different problems posed, which require a new look. Indeed, many action research projects are started with a particular problem to solve, whose solution leads into other areas of study.

A Brief History of Action Research:

A Brief History of Action Research “Kurt Lewin(1940), a social psychologist and educator, is credited with coining the term ‘action research’ to describe work that did not separate the investigation from the action needed to solve the problem” Topics chosen for his study related directly to the context of the issue. His process was cyclical, involving a “non-linear pattern of planning, acting, observing, and reflecting on the changes in the social situations”A spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action”.

What is Not Action Research?:

What is Not Action Research? Action research is not a library project where we learn more about a topic that interests us. AR is not problem-solving in the sense of trying to find out what is wrong, but rather a quest for knowledge about how to improve. AR is not about doing research on or about people, or finding all available information on a topic looking for the correct answers. It involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students.

Steps in Action Research:

Steps in Action Research Within all the definitions of action research, there are four basic themes: empowerment of participants, collaboration through participation, acquisition of knowledge, and social change. In conducting action research, we structure routines for continuous confrontation with data on the health of a school community.

These routines are loosely guided by movement through five phases of inquiry: :

These routines are loosely guided by movement through five phases of inquiry: 1 Identification of problem area 2. Collection and organization of data 3. Interpretation of data 4. Action based on data 5. Reflection


DATA COLLECTION The collection of data is an important step in deciding what action needs to be taken. Multiple sources of data are used to better understand the scope of happenings in the classroom or school. There are many vehicles for collection of data: Select the data that are most appropriate for the issue being researched. Are the data easy to collect? Are there sources readily available for use? How structured and systematic will the collection be? Use at least three sources (triangulation) of data for the basis of actions. Organize the data in a way that makes it useful to identify trends and themes. Data can be arranged by gender, classroom, grade level, school, etc.

PowerPoint Presentation:

journals, individual files, logs of meetings, case studies, surveys, records – tests, report cards, attendance, self-assessment, samples of student work, projects, performances, interviews, portfolios, diaries,field notes, videotapes, audio tapes, photos,memos, questionnaires, focus groups, anecdotal records, checklist INTERPRET DATA: Apply Statistics Analyze and identify major themes. Depending upon the question, teachers may wish to use classroom data, individual data, or subgroup data.


ACT ON EVIDENCE Using the information from the data collection and review of current literature, design a plan of action that will allow you to make & study the change . EVALUATE RESULTS Assess the effects of the intervention to determine if improvement has occurred. Reference:

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