The Teacher

Researcher
Action Research Explained
Thanks to Fiona Grant for a lot of the content in this presentation

Taking the time to reflect

critically on the things we are
doing in our classrooms is
perhaps the most effective thing
we can do to ensure that what
we are doing is having the
desired outcomes, and is
changing our practice in the
ways we want it to."
(Wenmoth, 2007)

To challenge and/or
confirm our beliefs
and assumptions as
teachers

To contribute to the
knowledge pool in
our schools, our
cluster and our
profession

To put teachers in the

learner situation
where they are also
engaged in inquiry

To have time to talk

and share with
colleagues about
teaching

So teachers can
focus on what
interests them as
teachers at a level
appropriate to them

Teacher professional
development
The Traditional View

Workshops
and
meetings

Focus on
Teaching
not Learning
Assumes
transition of

Teacher professional
development
Through Action Research

Class based
research

Learner has knowledge to build o

Based on learners point of view

What are you going to do and why?

How will you know when you
have
succeeded?
What steps will you take?

Have you considered your own

skills and
the experiences of your students?
Willwhat
you time
needwill
extra
At
yousupport?
complete each
phase of the project?

One Possible Example

Specific
In order to raise oral language skills,
selected children will each create
podcasts about the book of the week
using Garageband which will then be
published to the class intranet page
using iWeb. This will be done every
week for a term.

Measurable
Children will be selected for this project
based on low attainment using JOST
(Junior Oral Language Screening Tool)
They will be tested again after one term
and compared to a similar child in another
class not involved in the project to judge if
this project has been a success.

Action Plan
1. Test children considered at risk using JOST. Take
the lowest achieving five children to be part of this
project. This is mirrored in a class not involved in the
project.
2. Children are given time to discuss the book of the
week in class and the project children are
encouraged to answer key questions about the book
and develop vocabulary appropriate for the book.
These sessions are recorded as podcasts with
children able to re-record as necessary in order to
have a good model of themselves to listen back to.

3. Project children listen back to the podcasts and are

asked to comment on how well they responded and
how clearly you could hear them. Other children are
asked to listen and provide feedback.
4. At the end of the term, the children are asked to
listen to their very first podcast and their last one and
focus in on how they have improved. Their comments
are recorded as a podcast (digital assessment object)
5. At the end of the term, the five children involved in
the project and the five similar children not involved in
the other class are tested using JOST and
comparisons made.

Realistic
Only five children involved (though if successful,
this could be widened.)
School has agreed to some release time for the
testing and analysis
Access to the laptop pod means that more than
one podcast can be completed at a time.
This project may be changed to span two terms if it
is deemed that one term is not a large enough
sample period.

Timeframe
1. JOSH testing completed at end of previous term and
children chosen.
2. Podcasts to be completed between Monday and
Thursday each week with children asked to self-assess and
choose a peer to assess on a Friday.
3. JOSH testing at the end of the term to be completed by
the end of the Week 9. Final child analysis of how they think
they have improved over the term to be completed during the
last week of term and recorded as a podcast as part of the
project.
4. Results shared at staff meeting at the beginning of the
following term with other classes deciding whether or not to
begin similar programmes.

How can internet resources via a data

projector, be used to enhance
learning within the Visual Arts
curriculum areas?

ocus

To view a variety of painting styles including

realism, impressionism, expressionism and
abstraction.
To provide a suitable range of vocabulary to
enable children to communicate their ideas
about what has been observed.
To extend their learning through the physical
means of painting.

What are effective strategies for using

learning objects to enhance my
numeracy programme?

ocus

Seeking out appropriate and relevant learning

objects at Digistore. Building an organized list
of learning objects in the eResources section
of the school intranet. Developing effective
management strategies to make the learning
objects an integral part of learning in maths.
Supporting children to locate and navigate the
right learning objects.

How can I provide an extension

Mathematics programme for a gifted
group of children through with the
support of ICT?

ocus

Set up a computer enhanced mathematics

programme for children working at level 4.
Work alongside children to create individual
Wikis and links to online resources
Each child will reflect on their learning and
use teacher-monitored links though their
personal Wiki.

How can I provide an extension

writing programme for a gifted group
of children through the use of a
wiki?

ocus

Set up a computer enhanced writing

programme for children working at Level 4.
Work alongside children to create individual
wikis and links.
Each child will reflect on their learning and
will use teacher monitored links through their
personal wiki

How can the digital learning objects

be utilised more effectively by
students for independent activities
during reading time?

ocus

To organise the reading digital learning

objects so that they can be easily integrated
into reading times for groups to use
independently and also that they are being
used to support the specific learning and
teaching.

Types
Structured Observation
Standardised Interviews
Tests
Questionnaires

Characteristics

Types
Anecdotal observation
Open ended interview
Documents and artifacts
Research Diaries (using
blogs?)

Characteristics

Data may appear as

Data appears as words
numbers
Data may take many forms Data takes one form field notes, documents,
response is determined by
interview notes, tapes etc
design of collection method.

are we collecting this data?

What are we hoping to learn from the data?

What are you hoping to learn from using this
particular data collection strategy?
Is there a match between what we hope to learn and
the method we chose?

exactly are we collecting?

What different sources of data will allow us to learn best

about this topic?
What previously existing data can we use?
How much data do we need to really learn about this
topic?

are we going to collect the data

and for how long?

Are there any limitations to collecting the data?

What support systems need to be in place to allow for the
data collection to occur?
Are there ways to build data collection into the normal
activities of the classroom?

are we going to collect the data

and for how long?

Have we built into the plan collecting data at more than

one point in time?
Are there strategies we can use to easily observe and
record data during class?
Can you afford the time to gather and record data using the
strategies you have selected?

is going to collect the data?

Are there data which can be generated by students?

Is there a colleague who can observe in your room or
a student teacher who can assist with data collection?
What can you do yourself without it being too
overwhelming?

will data be collected and displayed?

How will you collect and display the qualitative

data/the quantitative data?
What plan do you have for analysing the data?
To whom will you present what you have
learned?

Guidelines
Some ideas to include in your report:

Name and background information, school, level

Your question and why you selected it. You might include
a statement about why this is important to you and your
educational philosophy if relative.
How you collected and organised data and the results.
Dates, themes etc
List of references if you used any.
Feedback on challenges at any stage of the process

Guidelines
Some ideas to include in your report:

Changes you've gone through during the process

including insights.
Conclusions what have you found out and your
interpretations
Reflections on assumptions that you might have
made prior to or during the study

Guidelines
Some ideas to include in your report:

Future directions:
What recommendations would you make to
colleagues?
Have you formulated new questions?
Do you have any ideas for implementing change in
your practice?
Reflection on the action research process that is
separate from the topic

Post presentations online to

Slideshare or Authorstream for
others to view

Make a video of the process and

post to TeacherTube

Use a blog for reflection during

the project and to share results.

Perhaps have Cluster Shares

afternoons at different schools.

Teachers need:

Necessity for Change

See for themselves

Teachers need to be:

Supported

Teachers need:

that things work

Teachers need:

Time out from the

classroom

Teachers need:
Encouragement and Interest

From

Teachers need:

QuickTime and a
TIFF (Uncompressed) decompressor
are needed to see this picture.

Advice for schools includes

using:

In-class Modelling
To reduce teacher
frustration and support

Advice for schools includes to

have:

Support Structures in
Place

Advice for schools includes to link

between:
Staff
Appraisal

Action
Research
Projects

Advice for schools includes:

For staff to read materials

related to their project

Advice for schools

includes:

ICT Action
Research
Staff
meeting

Scheduling meetings to share

and discuss projects

Advice for schools includes for

management to:

Expect teacher
reflection (electronic
where possible)

Im
be p
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ud te
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t hin
ou g
e pro
tc a
to v
nd
o
e
m
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es
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ba r c
se on
d fid
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ng

Benefits include:

While teachers hold initial

concerns about additional work
involved in action research
projects, these tend to dissolve as
teachers realise the benefits these
projects have on their practice and
the enjoyment of their profession.