You are on page 1of 52


Action Learning Project for
Reflective Practitioners

Unit Information and Learning Guide


Unit coordinator:
Dr. Sandra Hesterman
School of Education, EH3.020A
Faculty of Arts and Education
Telephone: 9360 6305


© Published by Murdoch University, Perth, Western Australia, January 2016.
EDN470 is based on EDU4701 originally written by Dr Dorit Maor.
This publication is copyright. Except as permitted by the Copyright Act no part of it may in any form or by any
electronic, mechanical, photocopying, recording or any other means be reproduced, stored in a retrieval system or be
broadcast or transmitted without the prior written permission of the publisher.

The information in this UILG was correct
at time of going to print. While every
effort has been made to ensure that the
information is correct, alterations and
amendments may be necessary as a result
of changed circumstances. Up-to-date
information will be posted on the unit
Learning Management System (LMS)
Any URLs included in this UILG were
checked for currency at time of
publication. Note, however, that the
University cannot vouch for the currency
of URLs given the volatility of the


Action Learning Project for
Reflective Practitioners

Unit Information

This information should be read in conjunction with
the online learning materials which can be found on
your MyUnits page.


Unit Information
Graduate Attributes

Unit Overview
Aims and Objectives
Unit Requirement – Access to Teaching
Further Information
Structure of the Unit

Unit Assessment
Unit Assessment Information

University Assessment
General Assessment Information
University Grading System

Action Learning Project for Reflective Practitioners
Selecting a Project Topic
Preparing Your Project Plan
Preparing the Project Rationale
Implementing the Project Plan
Writing the Progress Report
Writing the Final Report
Notes on the Items of Evidence
Academic References
Articles and Extracts
Assignment Coversheets


The following attributes of a Murdoch graduate will be developed in this unit:
Social justice

knowledge of a
field of study


Critical and
creative thinking

Social interaction

Independent and
lifelong learning


An acknowledgement of and respect for equality of opportunity, individual
and civic responsibility, other cultures and times, and an appreciation of
cultural diversity.
 Social and civic responsibility
 Knowledge of other cultures
 Knowledge of other historical times
 Appreciation for cultural diversity
A comprehensive and in-depth knowledge of a field of study and defined
professional skills where appropriate.
 Knowledge of a field of study
 Professional skills
The ability to communicate effectively and appropriately in a range of
contexts using communication, literacy, numeracy and information
technology skills.
 Speaking skills
 Listening skills
 Reading skills
 Writing skills
 Numeracy skills
 Information and communication technology skills
The ability to collect, analyse and evaluate information and ideas and solve
problems by thinking clearly, critically and creatively.
 Critical thinking
 Creative thinking
 Problem solving
 Research skills
A capacity to relate to and collaborate with others to exchange views and
ideas and to achieve desired outcomes through teamwork, negotiation and
conflict resolution.
 Collaboration
 Negotiation
 Conflict resolution
A capacity to be a self-directed learner and thinker and to study and work
 Organisational and time management skills
 Independent study
An awareness of and sensitivity to ethics and ethical standards on
interpersonal and social levels, and within a field of study and/or

Personal ethics
Social ethics
Ethics in a field of study
Professional ethics


Students are expected to draw upon and apply theories and concepts that they have been exposed to in the literature associated with other units. problem or opportunity associated with their teaching practice. Internet and computer access.Introduction Unit Overview Welcome to EDN470 Action Learning Project for Reflective Practitioners This unit is offered to BEd students enrolled in their final year of study and also for graduate teachers. These prerequisites are:    Enrolment in a Murdoch University teacher education course Access to an early childhood education mainstream (K-Year 2) school-based classroom during the period of EDN470 enrolment (OR a mainstream primary school inclusive education setting if completing a BEd Primary with a minor in inclusive education OR a mainstream primary classroom if completing a Bed Primary & Australian Indigenous Studies). A. implementation and evaluation of an independent and self-directed professional learning project based on action research methodology.  O’Connor. Essential Texts  McNiff. Unit Prerequisites Students from a variety of education courses are able to enrol in this unit provided that they meet all unit prerequisites. C.  . NZ: Open Mind Publishing 6 . (2012). Please note that BEd students must successfully pass EDN470 Assignment 1 before commencing their project in their nominated classroom. J. Lower Hutt. & Whitehead. J. & Diggins. SAGE Publications Ltd. The self-nominated project should address a key challenge. concern. On reflection: Reflective practice for early childhood educators. (2002). issue. The unit builds on your previous teaching experience. You will conduct a project aimed at developing your teaching skills in your particular teaching setting. Doing and writing action research London. The unit requires the development. and also the Action Research methodology references presented in this study guide.

au Literacy Expectations A high literacy standard is considered essential for all teachers to enable them to engage fully with the complex intellectual demands of the profession. EDN470 enables students to: 1. If.aitsl.  Become familiar with action research methodology as a tool for future professional learning. Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.  Implement a ‘reflective’ professional learning project to enhance professional knowledge. Specifically. problem or opportunity that you are have encountered while teaching.  Further develop your ICT expertise Australian Professional Standards for Teachers EDN470 Professional and Action Learning Project addresses focus areas in the Professional Knowledge. 7 . With this in mind. On successful completion of the unit you should be able to:  Initiate and plan a professional learning project to provide the foundation for ongoing professional development. after a second submission the writing remains unsatisfactory. then an assignment mark of zero will be recorded.5 5. concern. Professional Practice and Professional Engagement domains of the Australian Professional Standards for Teachers for graduate teachers.3 Demonstrate knowledge and understanding of research into how children learn and the implications for teaching. practice and engagement. Assignment writing deemed unsatisfactory in Standard Australian English will be returned to the student unmarked.2 4. issue. For further information about APSL access http://www.  Use appropriate sources of evidence to support reflections on professional practice. Use ICT safely. responsibly and 6.teacherstandards.Aims and Objectives This unit aims to develop your ability to facilitate children’s learning by critical reflection on a specific challenge. Furthermore. your EDN470 writing must be presented in a professional manner. Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. as future teachers it is important that you become familiar with the need to ensure that anything you write for public scrutiny is presented in professional manner.

Ethical Considerations As part of the EDN470 Professional and Action Learning Project you are required to conduct a small action learning/reflective practice project within a mainstream school-based classroom context. 2012)  Thus. Failure to adhere to these ethical considerations will result in a fail These guidelines are available at http://www. Under these exclusions. and  undergraduate student assignments below the level of an Honours degree or an equivalent fourth year qualification. the definition excludes:  activities undertaken as part of normal teaching/lecturing practice. You are also reminded video and/or audio recording.en?bbp.2&g11n.wa.b.policy is available from the Murdoch research ethics website or at http://www. You do not have Murdoch University permission to involve parents in your project under any circumstances.  The Department of Education policy must be applied wherever research is conducted on their sites .nhmrc.i=d0. The Murdoch University Research Ethics Committee has agreed that students completing the EDN470 unit do not need ethics approval subject to the following conditions:  That you adhere to the guidelines articulated in the National Statement on Ethical Conduct in Research Involving Humans. or collection of student work samples then you must obtain written parent consent. in the event that your project involves conversations with which are confined to one site.v= 2&bbp.10. for the purposes of completing this unit EDN470 students are not required to obtain ethics approval from the Western Australian Department of Education.9. Please remember the aim of your project is to improve YOUR teaching and in the process enhance the learning of the students.s=10&bbp.policyID=12868210&bbp. This is to be achieved by observing. or the use of photographs.enc=UTF-8 “Research is a systematic investigation designed to increase the stock of knowledge. For the purpose of this policy. and reflecting on your teaching during the normal day-to-day activities of the classroom. the site manager can be directly approached without centralised approval from the Department of Education” (Department of Education. You are reminded of the need for sensitivity and confidentiality as you undertake your 8 .e=select&bbp.htm  That the outcomes of your project are not published.pane=1&bbp.

If you have already completed EDN3154 then you will need to contact the Professional Experience Office (Ms.Accessing a School Site The classroom where you will complete your 20 hours EDN470 fieldwork is the same classroom where you will be completing your EDN3154 practicum. EDN470 cannot be completed without access to an Australian mainstream school-based teaching environment and a group of students (minimum of six students required). Your EDN470 classroom contact should be for a minimum of 20 hours. Your tutor will provide feedback on all aspects of your Professional Learning Project. 9 . Unit Coordinator Contact Details: Dr Sandra Hesterman School of Education Murdoch University 90 South Street Murdoch.Hesterman@murdoch. It is your responsibility to arrange a meeting with your EDN3154 mentor teacher at the beginning of Term 2 (after you have been granted permission from your EDN470 tutor to proceed with your first cycle of action research) to discuss your nominated topic and nominate the days/hours when you will complete your first cycle – 10 hours PRIOR to commencing the EDN3154 or access to an inclusive primary education setting if you are completing a BEd Primary minor in inclusive education.020A 08 9360 6305 Tutor You will be advised of your tutor details during the first week of semester. The second EDN470 cycle will occur after the EDN3154 dates. If you are not completing EDN3154 this semester please contact the School of Education Professional Experience Office as soon as possible to ensure that you are provided with access to an appropriate school site/classroom. All students must submit an Ethics Checklist and Ethics Reflection Form attached to Assignment 1 (Appendix A and B ii) and a letter from a school that indicates successful completion of the 20 hours of classroom contact time attached to Assignment 3 (Appendix D).au Education & Humanities Building EH3. 6150 Western Australia Email: Building: Room: Telephone: S. he/she will also become a point of contact throughout your project. over an extended period (a minimum of four weeks). Once you have the contact details for your tutor. Karen Connoley) directly for EDN470 school placement purposes.

Administrative Assistance In case the Unit Coordinator or Tutor is unavailable.002 Telephone: 9360 2958 T.  To pass EDN470 you must submit all assessment components including the ePortfolio  Due to the specific nature of the action research project there is no examination for EDN470 nor supplementary assessment component 10 . You will be expected to use the ePortfolio to demonstrate your learning during the semester and the development of the project. Tutors. ePortfolio Requirement An ePortfolio is “a highly personalised. which allows students to reflect upon and demonstrate individual and collaborative growth. Tania Corbett: Room: EH2. you may contact our Academic Support Officer/Administrative Assistant. It is highly recommended that you become familiar with Google Docs or Weebly (used in EDN113) very early in the semester. You will be able to add or telephone 9360 2000 Optional Campus Meetings Students are welcome to make appointments with the Unit Coordinator to discuss any aspects of the unit in person. As your research progresses through each stage of the action research cycle you will increasingly use your ePortfolio to report and share your results. Your tutor will provide assignment feedback and reflective commentary to enhance your reflection process and the quality of your action research. there is no formal support provided by the unit coordinator or tutor. achievement. p. customisable. Web-based information management system. link to other relevant sites from the web and incorporate a wider range of artifacts into your final research Ms. While video clips have been uploaded to LMS to assist you in developing the Technical Assistance EDN470 requires you to produce an ePortfolio. 2006. and learning over time” (Javari & Kaufman. 195). It is an expectation of this unit that you will locate your own IT support that may include contacting the Murdoch University IT Service Desk: ITservicedesk@murdoch. peers and other professionals may also provide feedback and comments given your

pre-service teachers (you) are required to complete and submit copies of your National Police History Check and a Working with Children Clearance to the Murdoch University School of Education Professional Experience office. Extensions will be granted only for exceptional circumstances. For further information go to: Submission All assignments will be submitted to your tutor via LMS.  A reminder to save a back-up copy of your completed Assignments occasionally get lost!  A reminder to clearly identify your tutor’s name on each assignment to avoid delay in marking and the return of your assignment. A student declaration must be included with each assignment submission: http://goto. Assignment Extensions All requests for extensions must be made in writing (email is acceptable) to the unit coordinator before the due date.murdoch.murdoch. please supply a medical certificate. In the case of illness. Explain the reason why the extension is required. Extensions are not appropriate if your submission is delayed by ongoing work. Assignments received late will be marked down 2 marks for each day that it is late (includes weekend days). please submit your assignments on time. academic. or personal commitments. such as sudden sickness or a death in the 11 .au/AssignmentCoversheet Late Policy Out of fairness to the other students. Working with Children Clearance Prior to fieldwork in any school for Professional Experience.  The return of assignments usually takes two-three weeks to complete.

au/admin/policies/assessment. You will be assessed on the basis of: Assessment Mark Due Date Professional & Action Learning Project Rationale and Plan Professional & Action Learning Project Progress Report Professional & Action Learning Project Report (ePortfolio presentation) 30 Wednesday 30th March 20 Wednesday 18th May 50 Wednesday 22nd June Total 100  Your EDN470 grade is based on the total mark of the three submissions Determination of the final grade This unit uses the university’s standard grading system: Notation HD D C P N Grade High Distinction Distinction Credit Pass Fail DNS Fail S Supplementary Assessment Descriptor Percentage Range Outstanding 80 – 100 Excellent 70 – 79 Very Good 60 – 69 did not submit any assignments after HECS census date 45 – 49* *The award of the grade of S shall be at the discretion of the Unit Coordinator.Unit Assessment Assessment Components Assessment of this unit is based on your implementation and submission of a Professional & Action Learning Project. satisfactory 50 – 59 Unsatisfactory Below 50 Below 50.html#11 See Section 11 of the Assessment Policy regarding grades http://www. The grade descriptors are provided in the Murdoch University Handbook and Calendar and at 12 .edu.murdoch.

Academic integrity Murdoch University encourages its students and staff to pursue the highest standards of integrity in all academic activity. Academic integrity involves behaving ethically and honestly in scholarship and relies on respect for others’ ideas through proper acknowledgement and referencing of Check these at a direct quotation without quotation marks and a page number)  Material paraphrased without appropriate acknowledgement of its source  Material copied word for word without any acknowledgement of its source  Images.html#assessment Assessment roles and responsibilities Please refer to section 8 in the Assessment Policy http://policy. Collusion Material copied from another student’s assignment with her or his knowledge.php?docid=401&mode=view. computer code etc used or adapted without acknowledgement of the source. 13 .ad. Plagiarism Inappropriate or inadequate acknowledgement of original work including:  Material copied word for word without appropriate acknowledgement of its source (e. Lack of academic Plagiarism and Collusion http://policy. including the examples listed of the Assessment Policy. Ghost writing An assignment written by a third party and represented by a student as her or his own work. Adapted from Section 9. Purloining Material copied from another student’s assignment or work without that person’s knowledge.murdoch. Find out more about how to reference properly and avoid plagiarism at experimental can lead to serious penalties.University policy on assessment Assessment for this unit is in accordance with the provisions of Degree regulations 40–

In cases where this is not possible.html Student complaints Please refer to Students seeking a review of a grade or mark are instead encouraged to follow the procedures set out in the University’s complaint process at http://www. transparency and Conscientious objection in teaching and assessment This relates to an objection based on an individual’s deep moral conviction of what is right and Deferred Assessment Please refer to: http://our. the provision of regular procedural review. the committee will not reconsider a student’s performance to determine whether a different grade should be awarded. This process is a mechanism open to all Murdoch University students and there is no An appeal is not a merits based review. The fundamental principles of this process include: in other words.handbook.Non-discriminatory language Please refer to: http://our. In cases where the appeal of a student is upheld by the Student Appeals Committee. 2.murdoch. For guidelines on conscientious objection. if any. it is a procedural review and will investigate whether proper process has been followed. natural justice and procedural fairness.murdoch. 14 . the enhancement of the appeals process and Special Considerations/ Regulations Please refer to: and 4. see http://www. the University has in place a Student Appeals process.murdoch. the committee will consider what Student appeals Murdoch University encourages students to resolve issues initially through their Unit Coordinator and/or appropriate Faculty staff member. Information on the Student Appeals process can be found at is appropriate.

Professional & Action Learning Project EDN470 Learning Guide 15 .

action. plus other relevant readings and references are included in at the back of this UILG. and write to our friends about our experiences. or haven’t been that way before. we probably will want to record the journey.  An extract from the booklet “Action Research as Professional Development” by Shirley Grundy. This conception. or directions. We say to ourselves things like ‘next time we’ll stay longer’ or ‘we won’t camp by the railway line again!’ We talk to others who have also been to that destination. buy some postcards. Having struck out for a direction for our destination. and reflection which teachers engage with when they are immersed in action research/learning processes. better prepared. in order to decide on a direction. And next time we journey forth we are wiser. Each of the stages in the journey metaphor represent the cycle of ongoing planning. we may need to do some form of reconnaissance. p. keep a diary. remember and reflect upon our experiences. open to even greater adventures and experiences. Read the extracts and review the references. Grundy (1995. more willing to take some risks. And at the journey’s end we recall our adventures. describe what took place to others.Introduction: A Professional & Action Learning Project In taking a journey we plan to various degrees beforehand what we will need to do and which way it would be appropriate to go. 16 . places teacher learning at the heart of his/her professional life. In this unit you must read widely on action research methodology and on your chosen topic for investigation to effectively describe your project design processes. If we don’t have maps. 8) The metaphor of ‘journey’ is used by Grundy to portray the processes associated with a particular conception of professional development. compare notes and pick up information from then. take some photographs. often known as ‘action research’ or ‘action learning’. The Professional and Action Learning Project is an action research/learning based project in which reflection on your practice is central to each stage of the cycle.

and why you have nominated particular strategies/ methods. Your rationale and plan should explain why your particular project topic was chosen.  Write a Progress Report (Assignment 2) to indicate what has been done during one action research cycle and what still needs to be done to complete your project. These hours will allow you to implement your planned strategies/ methods and evaluate them in line with your project aims and relevant focus areas identified in the Australian Professional Standards for Teachers (the Professional Knowledge.  Implement your Professional and Action Learning Project Plan and reflect thoughtfully on what you are 17 . page 7). Emphasise any unexpected difficulties. so that you can produce a final report in ePortfolio format (Assignment 3) that demonstrates your capacity to reflect critically upon your practice and to develop professionally as a teacher.  Please see the more detailed definition of reflection in Chapter 1 of O’Connor and Diggins (2002) and note the detailed steps outlined on page 11 in the text.  Reflect critically on the project as a whole when the implementation stage (three action research cycles are complete).nd. thoughtful or Produced by reflection.  Write a Professional and Action Learning Project Rationale and Plan (Assignment 1) to enable you to investigate. Engage in a minimum of 20 hours face to face classroom contact. implement and reflect on this topic.  Highly recommended in your preliminary reading about action research methodology is Dr Greg Hine’s article. This word can mean either   Meditative.The key to understanding the term reflective practice is its use of reflective. Professional Practice and Engagement standards identified in this guide. with a group(s) of targeted students.    EDN470 Appendices A and B (i) and B (ii) must be attached to Assignment 1 EDN470 Appendix C must be attached to Assignment 3 EDN470 Appendix D must be attached to Assignment 3 It is likely that you will ‘pass through’ the stages outlined in the Grundy (1995) reading several times as you work on your project. including drawing on relevant literature to help you with this. concern. problem or issue in your teaching by reflecting analytically on your previous teaching experience. “Exploring the Need for an Improvement in a School Leadership Program” http://researchonline. In completing the EDN470 Professional and Action Learning Project you should:  Identify one topic: a specific challenge.

issues. implement and reflect upon strategies for generating a greater number of students speaking turns. mainly through lecturing. particularly if you are working with a familiar student group. Wayne McCaren. implement and reflect upon within the time frame for the project. She has been particularly concerned that when students come to her classes there are few opportunities for individual student speaking turns. 18 .Where to start? Selecting a Project Topic If you are a less experienced practitioner. secondary teacher. In planning your project ask yourself the following critical questions:        What is my specific topic for investigation? Why do I want to learn more about this topic? How do I think I can do this? What evidence do I need to judge my effectiveness as a reflective practitioner? How do I collect the evidence during action research cycles? How will I conduct my analysis of the data? How can I trust my judgment? Table 1: Examples of Topics for Professional Learning Projects Mark Madsen. is interested in developing his knowledge and expertise in the area of mentoring. is breeding dependent learners as opposed to self-directed learners. A. nurse educator. implement and reflect upon strategies for enhancing the learning of Aboriginal people. you will have plenty of challenges. He decides that his project will focus on investigating. she decides to investigate. & Diggins. has been working with students teaching Italian language. concerns. She is concerned that she knows little about strategies for facilitating Aboriginal people's learning. concerning problem or opportunity that it is feasible to explore. C. Susan Smith. Also answer for yourself the questions on page 16. (2002) to begin thinking of areas to work through. you might want to use the project to move outside your comfort zone or to question some of your habitual teaching practices. For this reason. is concerned that her current approach to teaching. in selecting a project topic and you may decide to focus on an area which is of most immediate concern to you . implement and reflect upon approaches to promoting self-directed learners within a university context. If you are a more experienced teacher. implementing and reflecting upon competency-based assessment strategies with his learners. is faced with implementing competency-based assessment strategies with officers participating in several training courses. You will need to select a challenging issue. Melissa Scassera. Sue Stapleton has just been appointed by a Community College to work with a group of Aboriginal people in a study skills course. He decides that his learning project will focus on exploring. university lecturer. a trainer with the Western Australian Police Service. problems or opportunities to choose from.  Read Chapter 3 of O’Connor.or you may prefer to identify an area which you judge will be of long term benefit to your teaching. She decides that her project will investigate. She decides that her learning project will explore. training or facilitation. implementing and reflecting upon mentoring as a strategy for facilitating adult learning and development.

health educator. If you experience difficulty in generating a topic for your project you might consider using one or more of the ‘triggers’ outlined in Panel 2 below. if you choose a topic based on a previous unit’s requirements. is concerned about the way in which she assesses her students' learning. 19 . Students’ comments about their learning might lead you consider alternative or new approaches to teaching which could be augmented through a Professional Learning Project. She decides to develop and trial more authentic assessment strategies with selected classes. is frequently faced with "group conflict" when she is facilitating work teams within her organisation. implement and reflect upon various strategies to promote discussion. Jacob Schmidt. implement and reflect upon. Is there something that comes through in each of them as an area of concern/attention in your practice? Make it into your Action research topic. Your mentor could visit with a view to recording his/her observations of your teaching – which may in turn lead to several possibilities for your project topic.Belinda Chin. Helen Yap.  Talk with Students about their Learning You might think about sitting down after a class with a group of students and having an informal discussion with them about their learning. is challenged by the fact that when he runs workshops. He decides that his project will investigate. 1995). She decides that her project will explore. an organisational development consultant. he has difficulty in getting participants to be involved in discussion work.  Undertake Professional Reading Engage in reading from texts or journal articles about teaching. However.  Check Practicum Reports Read through the feedback from your previous School Experience placements. TAFE lecturer. make sure that you do not become a ‘slave to that plan’ (McNiff. Simply skimming through literature is often an excellent way of picking a topic that could be developed and explored through a Professional Learning Project. learning or assessment. She feels that she could do more to ensure that her assessment practices emerge naturally from the tasks in which students are engaged. Table 2: Triggers for Generating a Project Topic   Appoint a Critical Friend Consider asking a colleague or mentor to ‘sit in’ on one or more of your classes to be your ‘critical friend’. You could ask them questions such as ‘How do you think you learn best?’ or ‘What conditions and/or situations in class promote and/or get in the way of your learning?’ to prompt discussion. conflict resolution strategies.

Assignment 1 Project Rationale and Plan Due: Wednesday 30th of March 30% 20 .

clearly explain the overall aim/s of the project and what you would like to achieve throughout your research (do not exceed four aims). You will receive feedback on the plan you submit so that you can refine your proposed course of action before you start your project. Remember that the focus is on YOUR teaching practice and improving what YOU are doing in relation to your nominated topic. Be as specific as possible in your plan so that you can identify more precisely the most effective strategies to use in your project. it is expected that you will support your rationale with relevant theoretical literature related to your topic and the methodology of Action Research. In a concise statement. The following information should be included in Assignment 1: A) Project Title This needs to be clear and concise and should reflect the focus questions of your planned research. 21 .the ‘why’ for doing this project) i) ii) iii) iv) You should provide a clear statement about why you chose this particular project also the Australian Bureau of Statistics (http://www. Read carefully the assignment marking sheet and Appendix B (uploaded to LMS).abs. Your project will be more effective and manageable if your aims are clear enough to be You should also justify your approach to the project in your rationale (the strategies and evidence to be used. The nominated school and classroom context should be described (including reference to students’ cultural and linguistic diversity. the opportunity to ‘reflect’ and ‘act’ to enhance professional teaching effectiveness).Preparing Your Project Rationale & Plan (1500 words-30%) Your Professional & Action Learning Project Rationale and Plan should provide you with a sound basis for developing your project and writing your final report.nsf/home/data ) Your rationale should demonstrate your understanding of Action Research methodology and some knowledge of the particular topic you have selected. problem or opportunity and why this topic over any others? Writing in the first person is recommended. It is my aim that the project will encourage me to reflect more deeply in the practices that I employ in order to continue to improve the learning environment for the students I teach. the timing of your three cycles). concern. The rationale should reveal the reflective processes which you went through in determining your chosen issue. Project aim/s should be clearly stated. For example: My aims are that the project will provide me with strategies to ensure that the techniques regarding the questioning that I use in my practice are effective and that they encourage students to think and understand and make sense of the world. The aims for your Professional Learning Project should be developed with the EDN470 objectives in mind (for example. B) Project Rationale (provide justification. In doing so.

Project Plan (identify your strategies/ methods. you will then identify the strategies that are relevant to the questions you have asked. iii) Strategies that can be used in conjunction with this include some but not all of:         D) Collaborative learning Mentoring strategies Coaching strategies Peer assessment Review of the literature Use of Role play Use of Critical Incidents in learning Students’ use of reflective journals Use of the Literature It is a requirement that all projects must make use of relevant theoretical literature. ii) As well as clearly delineating the strategies you propose to implement.the ‘how’ you will proceed) C) i) There are different strategies that you can use to implement your action research project. These strategies should connect to both learning more about your nominated topic AND your reflection process (related to your action research methodology). you should keep in mind how they relate to your project aim(s) and focus questions and explain the reasons for your choice. You should indicate ten to twelve key academic references which you anticipate that you will be consulting in completing your project (ensure there is a balance between literature relevant to your nominated topic AND action research methodology.   transcripts of interviews with learners or other educators notes from a critical friend 22 . Following on from the development of your aims and focus questions. In the final report. These items should link to the strategies you have identified. These keywords should also be in your title. and you may also want to comment on why you chose a particular strategy rather than another option. E) Proposed Items of Evidence You should briefly describe the proposed items of evidence that you might use as a basis for making judgements and supporting your reflections. Do not exceed four research questions that you aim to answer. You will add to and possibly alter your reference list as your project progresses. It is very important to define keywords relevant to your topic. Make sure that you are critically reflective of the implementation process as well as the content and context of your teaching strategies. it is not enough to comment on minor procedural changes you might make during the implementation.v) Clearly state your focus Research Questions. You will need to indicate why you chose each particular strategy. Link your questions to your aims and strategies (see next heading). Reflect on ethical considerations.

B(i) and B(ii) to your first assignment. of each cycle and also identify when data collection activities such as surveys. plan. proposed items of evidence and timeline can be attached as appendices to reduce your word count. act etc. The plan should integrate the main ideas of Action Research as discussed in EDN470 readings  Ethical considerations are clearly articulated  Professional Presentation  Use of APA style  A reminder that you need to attach Appendices A.  Project keywords are evident in the project title  Project keywords are clearly defined with reference to the literature  Clear statement of HOW you will undertake your project. 23 . act. conversations will take occur.        F) video-recordings and audio-taping writing a journal or learning log studying a journal or learning log written by students using checklists examining samples of student work document analysis observations survey Timeline Students must specifically include the timing of the following key events: plan. Assignment 1 Criteria The following criteria will be used for marking your Plan and Rationale:  Clear statement of WHY you chose this project topic and how you think it will improve your teaching practice  Aim/s and focus questions are clearly stated  Strategies/methods to be used connect with project aim/s and focus questions. reflect. observe. Your timeline should be detailed and commence from project initiation (after you have passed Assignment 1) to project completion.  Your provisional reading list.

Assignment 2 Professional & Action Learning Project Progress Report Due: Monday 18th May 20% 24 .

I notice that…. you are going to be evaluated on your ability to produce a report that demonstrates that you are able to develop your own critical analysis of your practice. A. You may wish to use the headings of the final report to ensure you are on track. You will need to look in the mirror and go through to the other side of the mirror and be critical in your thinking.  This process has helped me to….  Refer to O’Connor. I wonder…. 25 . The journal articles at the end of this guide provide examples of reflective practice and the process of action research. An area that was particularly meaningful was…. (2002) Chapter 5 when writing journal entries. however. See examples in Panel 3 of example phrases that can be used. I discovered that…. This is not an easy conceptual task. This has affirmed/ changed/ challenged my beliefs about…. You are asked to reflect on your data not just to describe it. I understand…. & Diggins. I think…. C. It reminds me of…. you are not going to be judged on your practice. The purpose of this progress report is to provide you with some intermediate feedback on your work and to ensure that you are on the right track. Criteria for Progress Report     State clearly how you collected the data and conducted your data analysis Present your preliminary findings on the data derived from one cycle Describe any difficulties and ethical dilemmas that you encountered Detail changes that you think need to be made in the next action cycle As a practitioner you must question your practice in order to improve it and this is what MUST be evident in your progress report. I agree…. Remember.Writing the Progress Report (1000 words-20%) As part of your Professional & Action Learning Project you are required to submit a progress report which will include a summary of the progress you have made in your data collection and analysis. You should not simply report your lesson plans or a description of your classroom environment but should reflect critically on your teaching experience (10 hours of face-to-face classroom contact with the focus students required for Assignment 2 purposes). I felt…. Table 3: Examples of Reflective Processes            My personal experiences suggest that…. now is the time to gain clarity. If you are unsure of what critical analysis of your practice is. You may want to record your thoughts in a reflective journal and use excerpts of this in your assignments. Your self-reflection and interpretation of your professional experience is what is important. Your report should include preliminary findings of your data with your reflection of the data analysis.

I felt more comfortable about what I was achieving and my journey. 1995). 1995). Example 2 Excerpts from an analysis of the use reflective practice journals. I feel disappointed that not all students share my enthusiasm for critical reflection. parents. It has meant that the project has been a journey for me. While I understand that some people find change threatening and are quite comfortable in their routines. so that education does not become a tool for further oppression and maintenance of the status quo (McNiff. I became clearer about what it was I wanted to change and reflected. providing information to all stakeholders that is meaningful and purposeful. On the one hand. I made many discoveries throughout the year and am looking forward to the continued growth in connecting with families in a reciprocal way. It has been valuable to observe that as I became more comfortable trusting my own (well-grounded) beliefs about education. beliefs and assumptions. 1995). Her input into my thinking was invaluable. Reflection only becomes critical reflection when it leads to teachers and learners becoming aware of. However. for example. I am having trouble encouraging critical analysis and reflection in my students. An interesting and partly unexpected outcome of the project was the development of a wider use of interactive media by the staff and children in our centre. rather than understanding that if this was the case. power structures. I haven’t been able to alert all students to the need to critically evaluate their work by analysing the context in which they are working along with analysis of their own values. The input of my critical friend was very useful in that her knowledge and her approach helped me to “think”. and the action research process. It is fulfilling to look back and see my learning and it will be exciting to share it. as I became more comfortable with the processes of action research. some literature states that all action research involves a basic question of “How do I improve my work?” (McNiff. I commenced the project very much with feelings that I needed to have it “all worked out” at the beginning of the project. I am wondering if some people just don’t understand what critical reflection is as described in the article by McNiff (1995) or perhaps they don’t see the value of critical reflection. I also notice that some students actively resist the idea of critical reflection as applied to their teaching strategies and I am wondering why this is so. So while I have been able to alert students to the need to evaluate their work. it would be hardly necessary or worthwhile proceeding. observed and actively pursued the change process. with confidence in myself. This is really challenging me to examine the role of critical reflection in all educational practitioners. the students. While other literature refers to the implicit questioning of one’s beliefs. 26 .Example 1 Excerpts from an analysis of the use reflective practice journals. values and position in the world (McNiff. The most powerful aspect of this project has been the action research process itself. My next task is to ask students specifically about aspects of critical reflection so that I can explore what this means to them and why some people have such difficulty in being critically reflective. The move was gradual but powerful.

Assignment 3 Professional & Action Learning Project Report (ePortfolio presentation) Due: Wednesday 22nd June 50% 27 .

The Professional Learning Project Report is the place where you reflect critically on the planning and implementation of your Action Research Project and make strong connections to the literature both on action research methodology and literature related to your nominated topic. Google Docs to create an ePortfolio (see instructions on LMS) is free and has the option of privacy settings free of charge. please do not retype these – the original samples must be included)  Inclusion of detailed and modified timeline identifying three action research cycles (identifying dates and times of 20 hours minimum face to face classroom contact)  Attach Appendices A-D  APA Reference List  Relevant Permission forms  Assignment 3 must be submitted as an ePortfolio. You may however. problem or opportunity associated with your role as a practitioner..  Hyperlinks to Items of Evidence (please note if you have samples of student work as part of your evidence.Writing the Final Report (3500 words. Note in 2015 – students had 100 Mb free space in Google .. concern. Also not all . 28 .50%) In your third and final Professional and Action Learning Project assignment you will show evidence that you have reflected and acted upon a specific issue. It is highly recommended that you use Google Docs for your ePortfolio presentation as instructions are provided on LMS on how to use Google Docs. use an alternative web-hosting service such as Weebly but be warned in the past students using Weebly have discovered that privacy settings come at a cost. at your own risk. are user friendly when uploading video clips etc. If you have a Google account then you automatically have an account on video can easily be 100Mb in size.. Your ePortfolio should not exceed 3500 words (excluding hyperlinked appendices and reference list) and include:  The Assignment 3 marking sheet  Your ePortfolio Google Docs or Weebly web address  Hyperlinks to Assignment 1 and 2 marking sheets with accompanying marked Assignments 1 and 2.

Provide information on aspects of your professional teaching background which was especially relevant to your Professional and Action Learning Project.One Suggested Project Format Title Page: Give your report a succinct title Contents Page: List the key sections in your Professional and Action Learning Project Report and identify associated page numbers. Rationale: This section should conclude with you stating in a very clear manner your aim(s) for the project. significant characteristics. However. You should also justify your approach to the project in your rationale. ensure you use pseudonym for students’ names to ensure anonymity. problem. Outline the context in which you are teaching 3. issue. Refer to the feedback from your second assignment to develop this section. 29 . 4. Here you provide a clear statement about why you embarked on this particular project. concern or opportunity. Introduction: The Introduction: 1. The rationale should reveal the reflective processes which you went through in determining your chosen challenge. Provide an overview of the whole Report and link it to your Professional Learning Project Rationale and Plan (via hyperlink) 2. Provide details about the students with whom you worked during your Professional and Action Learning Project: student numbers. cultural and linguistic diversity etc.

how it impacted on your teaching and how you felt about it.. reserving any in-depth analysis/discussion for the next section. your reflective discussion should explain the reasons for these . and to act in a focused way on these reflections in relation to your chosen problem. This section is where you critically reflect upon and analyse the processes used in the project (strategies/ methods) and answer your focus questions. 30 . Throughout this section you need to describe both personal and ethical aspects of the project. Similarly if there have been changes to your Action Research Plan during the Project. I felt annoyed with myself that I hadn’t realised this earlier but will implement changes in my next action research cycle and reflect on them again later”…. and how I will respond to their curiosity to encourage them to think more deeply and to facilitate their learning.Process: In this section you provide a clear description of the implemented plan.and in fact reflecting on such changes may form a significant part of your report. I realised that the time allowed for question and answer sessions was always limited to the last five minutes of every lesson when students were in a rush to get out of the door! It reminded me of my days at school. Outline the results only. Your report will not be satisfactory unless you reflect in depth on the action research spiral involved in achieving these outcomes. Note also that while your project might achieve positive outcomes with your students. this is a secondary consideration. the action research methodology and the outcomes of your Professional Learning Project. Thus any achievements gain their importance from being part of your professional development and for what they have contributed to enhanced student learning. Example: …… “This led me to question how I can ensure the questions I ask will encourage my students to think. Remember that the unit objectives are not primarily concerned with achievements but with your capacity to reflect in-depth to develop your professional practice. You should describe what you did and why you chose to do it that way and what you discovered. to be curious and wonder. Identify and discuss preliminary findings (cycle one) and summative findings (cycle two). always hanging out for the end of the day/lesson. Reflective Discussion: This is the heart of your report and is where you need to demonstrate that you have attained the unit objectives in addition to analysing how satisfactorily your project met its aim(s) and/or why it did or did not do so.

You are expected to use relevant literature (and/or other appropriate sources such as reputable online information) to support the arguments in your reflections. I found that there seemed to be a correlation between the amount of time spent in activities such as role plays and the number of collaborative moments as recorded by my critical friend. I am aware that there were several factors that may have impacted on my process… 31 . Items of evidence provide the basis for your judgments in relation to the project’s effectiveness. Be sure to refer back to your project aims and focus questions. and you might refer to further literature on relevant professional issues for example. Conclusion: The conclusion must draw all the above elements together but not bring in any new data. Using items of evidence such as videotapes of activities and categorisation of collaborative moments. concerning a particular strategy which you investigated. A list of valuable academic references is provided in this guide. If you use web literature check the APA style for correct referencing of the on-line literature. It is very important to refer to “evidence” of your engagement in the project in this section of your report. Other final reflections in your conclusion could include the following:          Did you achieve your aim/s and answer your questions? Were your teaching strategies effective? Have you demonstrated knowledge of teaching strategies that were responsive to the learning strengths and needs of children from culturally and linguistically diverse backgrounds? Did you set learning goals that provided achievable challenges for children of varying abilities? Did you plan lesson sequences using knowledge of student learning? How did you ensure a range of teaching strategies? How have you demonstrated broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning? How did your mentor/critical friend and the literature assist you? Did you answer your research questions? You need to highlight any implications for future teaching Example: This action research project has sought to investigate the link between the use of role plays and the amount of collaboration occurring in student activities. (Please see notes on “Items of Evidence” on page 31). However.

To support your analysis and conclusion. student questionnaire and student feedback forms. Your Reflective Discussion will need to show clearly the importance of each item in relation to your Project aim(s) regarding the challenge. video or audio tapes of class observations. and 2. To demonstrate how you have engaged in your project. These pages are in addition (and hyperlinked) to the main body of your Professional Learning Project Report and outside the word limit. transcripts. You should hyperlink to 7-10 single sided A4 pages of items of evidence to support your project. aim for quality rather than quantity .in each item and overall.   Is it valid? Is it reliable?    Is it recent? Is it sufficient? Is it ethical? Does the evidence actually support your claims? Is the evidence sound enough to ensure that different assessors would reach similar conclusions? Was this evidence gathered during the project? Is there enough evidence to justify your claim? Was this evidence gathered in an ethical way? Any items which have been jointly planned or produced should acknowledge co-producers and make clear your contribution to the item. and so that the reflections in your report draw on these links. Sometimes the significance of an item will be clear to you but not to another reader. The items must provide the basis for your judgements in relation to the project. issue. concern or opportunity on which you have focused and in relation to answering your project questions. it is desirable to plan your items so that they complement and inform each other. training or facilitation. In selecting attachments.  Items of evidence could include some of the items listed in the following Table 4. You might ask yourself the following questions about each item to help your choice. The value of any item of evidence depends on the use you make of it in the Reflective Discussion. problem. Reference to individual items should be woven into your critical reflections (in a manner similar to the use of references in an essay). For example: photographs. 32 . Your commentary should explicitly indicate what each of the items illustrates about the development of your teaching. Where possible.Notes on the Items of Evidence The items of evidence are chosen: 1.  You should remove from an item any names of colleagues or students and use a pseudonym.

Several notes or letters should feature as one item so that you can identify or discuss any themes which seem to 'run across' the feedback and which are central to your project aims. concern or problem annotated photographs Photographs can be used for a variety of purposes. an outline for a training program. include a sequence of three session plans central to your project. how you have changed your strategy. transparencies. slides) You could. notes or letters from students.g. If you feel that it is important to include actual evaluation forms include only a couple of these. Feedback which is specific rather than general is more appropriate. video and/or audio recordings The video recording (VHS format only) and audio recordings can be used to show a variety of situations – e.for example.g. observer feedback Have a 'critical friend' (a colleague. For example. your use of a particular strategy. teacher prepared resources (e. a program outline. trainer or lecturer) sit in on a session or series of sessions and provide you with written feedback. summaries of student evaluations of your teaching Summarise the findings of student evaluations rather than including actual student evaluation forms. annotated bibliography An annotated bibliography can be used as evidence that you have read a selection of material related to your chosen strategies or to your particular issue. Annotate the samples as appropriate. student handouts.Table 4: Examples of Items of Evidence to Support Projects ITEM COMMENT session/lesson/course plans You could. Avoid including whole class sets of samples . 33 . or any combination of selective. informal student feedback This can take a variety of forms . rather than a statement which basically says only that you are a good teacher. extract from a reflective journal Such extracts can be chosen to support or provide examples for the arguments you are making in your reflective discussion. for example. include a set of overhead transparencies developed for use during a lecture session which is a key part of your project. an annotated set of photographs could be used to show how you have implemented a particular teaching/learning strategy.. for example. your manager. another teacher. student work samples Student work samples could be used to demonstrate how you have implemented a particular strategy. Such feedback should be carefully structured to make comments relating to your project aims.

References It is essential that you access high quality research literature to include in your academic writing. Developing student autonomy in learning. (1986).) (1991). (378. London: Kogan Page. (378. S.125 BRO) Brookfield. & Atkins M.125 BRO) Brown. Please access the Murdoch library to locate other books on action research methodology. London: Kogan Page. Anderson. (378. R. S. (378. D. (1987). (1990). E. (1995)..1794 AND) Boud. Effective teaching in higher education. D. G.125 BRO ASU) Brookfield. San Francisco: Jossey Bass. and practice. G.11 BOU) Boud. G. (Eds. General articles/information on action research methodology that you may locate on the Internet is inappropriate unless they are peer-reviewed. (1986). San Francisco: Jossey Bass. London: Kogan Page. D. (ASU 378.  Journal articles that are NOT peer-reviewed are unacceptable for the purposes of EDN470 assessment/assignments. San Francisco: Jossey Bass. & Sampson. (1990). Self-direction in adult learning: Perspectives on theory. The challenge of problem based learning.17943 D489 1) Boud. Becoming a critically reflective teacher. & Hegarty-Hazel. & Hiemstra. (378.013 CHA) Brockett. D. & Felletti. S. London: Routledge. Teaching in laboratories. Please contact Murdoch University librarians if you require assistance locating peer-reviewed journal articles on action research methodology. Learning contracts: A practical guide. Dunn. Surrey: SRHE & NFER-NELSON. (374. The skillful teacher. Understanding and facilitating adult learning. D. (Ed. G. Appreciating adults learning: From the learner's perspective. (1996). (378. Boud. (374 BRO) Brookfield. London: Routledge. D. (1991). R. (507. J. J. research. Below is a list of relevant references that you will find useful during the study of this unit. London: Kogan Page.) (1981). To ensure that the journal articles that you include in your EDN470 assignments are peer-reviewed access the Murdoch University library catalogue (electronic data-base) to locate your academic journal articles.973 BRO) 34 .013 CHA) Boud. D.

R.78 CAR) Caldwell. (1988). and staff developers. A. & Caple. S. (378. San Francisco: Jossey Bass. (ASU 371. M. (1991). 53 Interesting ways to appraise your teaching. & Fuller. L. Bristol. G. & Kemmis. Bristol.973 CAF) Candy. (371. Victoria: Dakin University. G.. (378.. T. Bristol: Technical and Educational Services. (1990). (1993).3124 BUC) Burns. E. Ont: Rubicon Pub.125 CHA 1996) Cranston.102 GIB) Gibbs. The adult learner at work.125 GIB) Gibbs. (1988). W. E.407124 RET) Chalmers. (1986). London: Flamer Press. K. (371. Habeshaw. (1993). Chatswood. Teaching students to teach themselves. Understanding and promoting transformative learning: A Guide for educators of adults. S. London: Kogan Page.177 HAB) 35 . S. San Francisco: Jossey Bass. (1988). (1988). & Rickett. London: Kogan Page.102 E16) Gibbs.Brubacher. G. R. 53 interesting things to do in your lectures.396 GIB) Gibbs. (378. The craft of teaching: A guide to mastering the professor’s art. Dakin University Press. England: Technical and Educational Services.41 GIB) Gibbs. R. (1994). (P378. Lecturing. 53 interesting things to do in your seminars and tutorials. & Carter. Payne. D. (378. San Francisco: Jossey Bass. (1995). & Habeshaw. J. P. (1992). T. (370. (1988). (374 CAN) Cannon. R. P.. (378. (Eds). Teaching for learning at university. The return of the mentor: Strategies for workplace learning. S. Tools for teaching. knowledge and action research. 253 ideas for your teaching. K. Kensington: Higher Education Research and Development Society of Australasia. Oakville. G. London: Kogan Page. (1988). San Francisco: Jossey-Bass. G. & Habeshaw. The theory and practice of training. (374.. (1994). M. Planning program for adult learners: A practical guide for educators. San Francisco: Jossey-Bass. Improving the quality of student learning. (1988). A. Bristol: Technical and Educational Services. (1995).1796 CAN) Carr. & Habersham. Habeshaw. Caffarella.395 PER) Buckley. Bristol. T. Becoming critical: education. (371.102 LAN) Davis. (658. (371. trainers. (658. Self-directed learning for lifelong learning: A comprehensive guide to theory and practice. B. R. R. England: Technical and Educational Services. B.125DAV) Elbe. England: Technical and Educational Services. Perspectives on small group learning: Theory and practice. New South Wales: Business and Professional Publishing. Warn Ponds. G. (374 CRA) Crawford.

(1983). The management of a student research project. R.) (1987).125 GIB) Goldstein.A. & Weil. development. K. S. (1994).14 HER) Hiemlich. J. E.179 USI) 36 . J. San Francisco: JOSSEY BASS. G. (371.13 HEI) Hiemstra. Individualizing instruction. Teaching in a TAFE college.397 JON) Knowles. G. Creating learning environments for effective adult learning. London: Kogan Page. K.125 CHA) Heron. & Habeshaw. Learning in groups. Aldershot: Gower. (1994). David (1991). (658.. & Jenkins. The adult learner: A neglected species. (1990). Using learning contracts in higher education. England: Technical and Educational Services. Basic training for trainers: An Australian handbook for new trainers. Adelaide: TAFE National Centre for Research and Development.Gibbs. B. (1989). Models of teaching. California: Brooks/Cole Publishing Company. Sydney: McGraw-Hill. London: Kogan Page (378. & Sisco.3 JOY) Jones. D. (1985). M. & Stephenson. England: Technical and Educational Services (378. Developing teaching style in adult education.125 GIB) Gibbs.. Houston: Gulf Publishing Company. The facilitators’ handbook. (Eds. (374 KNO) Kroehnert. (Not Held Murdoch University Library) Howard. Habeshaw. (371. S. R. T. San Francisco: Jossey Bass (378. (Ed. (1993). (374. (378. and evaluation. (378.312404 KRO) Laycock. (Ed. (1990). B. (1988). London: Kogan Page. Bristol. 53 interesting ways to appraise your teaching. L.312404 GOL) Hall. (378. London: Kogan Page. T.) (1991). M. Changing college classrooms: New teaching and learning strategies for an increasingly complex world. Englewood Cliffs. Hiemstra. Habeshaw. (1986).170281 H849) Jacques. M. & Sharp. (1990). S. Bristol. San Francisco: Jossey Bass. (1989). San Francisco: Jossey Bass. I. (371. Preparing to teach: an introduction to effective teaching in higher education. & Habeshaw. G..1250941 TEA) Gibbs. G. (Not available Murdoch University Library) Halpern. (1992). New Jersey: Prentice-Hall. W.3 JAQ) Joyce. J. (658. Teaching large classes in higher education: How to maintain quality with reduced resources. J. Designing your own simulations. A. Training in organizations: needs assessment. Monterey. F. New York: Methuen. (1986). (302.

R. W.7109794 LEA) Lloyd.) (1993). (1988). D.) Hampshire.17 M154 2) Merriam. M. England: Brookfield.312 MOS) Murray. W. (371. (658. The trainer’s handbook: A resource for corporate trainers. & Saxton. Learner managed learning. Heath and Company.53 LLO) Long.) (1994).125 LAU) Little. (Ed. (P378. San Francisco: Jossey Bass.407 124 ACT) Prior. J. A. (658. J.407124 MCG) McKeachie. England: Gower Press. M. questioning & learning. N. (378. & Sawyer. Sydney: CCH Australia Limited.) (1994). Westport. New York: Kogan Page. Hants.Laurillard. Action learning in vocational education and training: A guide to action learning.) (1991). C. M. (370. M. London: Routledge. London: Kogan Page. W. Beyond the myths and magic of mentoring: How to facilitate an effective mentoring program.3124 MUR) National Staff Development Committee for Vocational Education & Training. (Eds. Rethinking university teaching: A framework for the effective use of educational technology.102 MOR) Moss. G. (1978). A leader’s guide to mentor training. J. D.C. Eugene. (808. G. Gower book of training and development. (1991). (378.3124) Pritchard. Handbook of college teaching: Theory and applications. & Owen. (1993). J. Promoting active learning: Strategies for the college classroom. (1995). (1995). Debating made easy. Action learning: A practitioner's guide. (658. W.17 NEW) Pedler. (1993). D. & Nelson. London: Kogan Page. (1993). K. (Ed. Action learning in practice. A handbook for teachers in universities and colleges: a guide to improving teaching methods. R. (Ed. M. (658. (378. (1991).1794 LUB) McGill. (378. (1990).125 HAN) 37 . S. (1991). Aldershot. London: Routledge. San Francisco: Jossey Bass. Massachusetts: D. B. J. I. Melbourne: National Staff Development Committee for Vocational Education & Training. Oregon: ERIC Clearinghouse on Educational Management/Far West Laboratory for Educational Research and Development. Connecticut: Greenwood Press. Lexington. (374 LON) Lublin. D. (658. Campbelltown: Higher Education Research and Development Society of Australasia.125 MEY) Morgan. Teaching. San Francisco: Jossey Bass. Teaching tips: A guidebook for the beginning college teacher. (1990). (Ed. & Cannon. Conducting tutorials. & Beatty. L. (Not Held Murdoch University Library) Newble. J. (X374 UPD) Meyers. E. (378. (1992). An update on adult learning theory. Sydney: Shepp Books.

) (1992). (2001) Doing Early Childhood Research.3124099 SMI) Smith.1023 MEN) Additional References for Early Childhood Education and Special Needs MacNaughton. Rolfe. (371. Educating the reflective practitioner.125 RAC) Ramsden. London: Kogan Page. Perry. & Siraj-Blatchford. London: Jossey-Bass. A.A. Sydney: Harcourt Brace Jovanovich. (Ed. Case studies on teaching in higher education.Race. London: Kogan Page. (Ed. London: Routledge. (1983).125 SCH) Smith. B. London: Routledge. & Brown.1523 IMP) Ramsden. (378. S. M. (1993). M. G. (1993).125 TEA) Schon. A. (2000). Promoting meaningful learning. (378. (Ed. San Francisco: Jossey Bass. D. J. (1987).013 SCH) Schwartz. Birmingham: SCED.) 38 . N. Mentoring revisited: making an impact on individuals on institutions. (1990). (371. (378. Sydney: Allen and Unwin. Training and development in Australia. C. (1992). S. Teaching Practice: A guide for early childhood students. (ASU 370.) (1992). (658. Learning to teach in higher education. 500 Tips for Tutors. (1992). P. A. Washington: NAEYC (this text is about innovations in teacher education but also has good practical examples of professional development through research in ECE settings. Improving learning: New perspectives. The effective use of role play: a handbook for teachers and trainers. (378. Management development in Australia. (378. (This text is directed at postgraduate research but has some helpful examples of action research). (1988). (371. (1997).1250941) Rust. Sydney: Butterworths. (X658. London: Kogan Page. I. New York: Kogan Page.37 VAN) Wunsch.007094) Van Ments. R. London: Routledge.) (1990). P. P. P. Active talk: The effective use of discussion in learning. Yelland. & Webb. M.3 M549) Van Ments. G. Teaching in higher education: An induction pack for new lecturers.

& Whitehead. Hopkins. Qualitative inquiry and research design: Choosing among the five traditions. Improving teaching through action research. CA: Sage Publications. London: Routledge. N. B. CA: Sage Publications. R. (1996).J. Geelong: Deakin University Press. The landscape of qualitative research: Theories and issues... (1988).. McIntyre.). New York: Routledge.. London: Kogan Page.L. (2002). (1993). New York: Routledge.: Erlbaum Associates. Cresswell..J. (2003). M. (2000). (1993). A teacher's guide to classroom research. Denzin.). Neuman. Strategies for qualitative inquiry. Curriculum action research: A handbook of methods and resources for the reflective practitioner.C. NSW: HERDSA. P. Action research: Principles and practice.K. Mills. Posch. S. C. Sydney: Allyn & Bacon. Thousand Oaks. Johnson. P. Parsons. New York: Routledge. G. Teacher as reflective practitioner and action 39 . Arhar. & Kaster. Handbook of qualitative research. Kemmis.E. Atweh. H.: Merrill. Action research in practice: Partnerships for social justice in education. (2012). Upper Saddle River.W. (1996). & Brown. B. McKernan. London: David Fulton.. D.P. (2001). N. N. A short guide to action research (4th ed.. J.. (1998). Y.). Upper Saddle River. J. Teachers investigate their work: An introduction to the methods of action research. (2001). McNiff. S. J. (1997). Thousand Oaks..Dr Greg Hines Recommended Action Research References: Altrichter. D. K. & Lincoln. London. & Kelly. W. N.. Philadelphia: Open University Press. (1992). Buckingham. CA: Sage Publications.. Campbelltown. Holly. & Somekh. S. & Lincoln. (1998). N. S. A. Social research methods: Qualitative and quantitative approaches (3rd ed.J. CA: Sage Publications. (2000). N. N. R.D. W.. (2000). Action research for teachers: Travelling the yellow brick road. McNiff. G. Action research: A guide for the teacher researcher (4th ed.. Thousand Oaks. Lomax.K. J. Y. Fischer. Y. Teachers doing research: The power of action through inquiry. Burnaford. J.M.M. L. (2002).K. J. Upper Saddle River. You and your action research project. J. Thousand Oaks. D.J.: Pearson Education.: Merrill/Prentice Hall... S. The action research planner. Denzin.S. The art of action research in the classroom. (2011). Weeks. & McTaggart.. Denzin. & Lincoln. Mahwah. P. & Hobson. Kember. & Kemmis.

Action research as professional development. Action research in education (2nd ed. two of which are recommended below. It consists of a series of articles and these are on AR. UK. (1995).J.: Pearson Education.: Department of Management. H. (1996).  For further assistance locating literature relevant to your chosen topic please do not hesitate to contact Murdoch University librarians at both South Street and Rockingham campuses.C. Action research and systemic thinking. 8-18. Walker. 40 . Belmont. & Bradbury. (1993). McNiff. Websites: Searches on the library databases according to student topic are useful/would be helpful.html A readily accessible.. ED355205 Kelly. 86-96 Johnson. Reason. & Haslett. J. pp. (1995). CA: Wadsworth/Thomson Learning. P. Vic. How can I develop a theory of critical self-reflection? Studies in Continuing Education. V. N. B. Perth: Affiliation of Arts Educators. (2002). S. E. This site hosts the work of Jack Whitehead at the University of Bath. with whom Jean has collaborated on this topic. B.). Upper Saddle River. T. Teacher as Researcher.researcher. http://www. Handbook of action research: Participative inquiry and practice. There are numerous websites which deal with Action Research. There are good links under “other homepages” to material from various geographical regions and disciplines. Early Years. fully downloadable booklet on AR which has many references to Jack Whitehead. & Rose. Action research and the early years of education. J. Stringer. London: Sage Publications. Extracts from: Grundy. 17.actionresearch. (2008).jeanmcniff. Caulfield East. 17. Monash University. (2001).

attach to Assignment 1 Appendix C: Professional and Action Learning Project Parent Consent Forminclude in Assignment 3 Appendix D: Professional and Action Learning Project 20 hour Confirmation Form.attach to Assignment 1 Appendix B(i): Professional and Action Learning Project Plan-attach to Assignment 1 Appendix B(ii): Ethics Reflection Form.include in Assignment 3  Please note all Appendices must be easily accessible for viewing in your Assignment 3 Final Project Report ~ ePortfolio 41 .Appendices Appendix A: Ethics Checklist.

Is your Professional Action Learning Project being conducted with students you normally have teaching responsibility? YES  NO  2. Information must be typed not handwritten. and one sentence about how you want to do it. In the box below please indicate who your students are including their age. Student Name: Student Number: Name of the course that you are enrolled in: Please answer the following questions. If you answer NO to either question one or two above and your research involves interviews or surveys of students you will need to obtain written consent from the parents or legal guardian. 1. what you want to research. 42 . See Appendix C for an example of a consent letter. Is your research based around activities that are the normal learning/teaching activities of the program that you are involved? YES  NO  3.attach to Assignment 1 ETHICS CHECKLIST Professional Action Learning Research EDN470 Must be submitted by all EDN470 students.EDN470 Professional & Action Learning Project Appendix A.

Assignment 1 PROFESSIONAL & ACTION LEARNING PROJECT RATIONALE & PLAN Appendix B(i): attach to Assignment 1 Must be submitted by all EDN470 students. Name: Student No: Email Address: Your Course Code: Classroom Details/Year Level where your project will occur: Name of School: Name of Mentor Teacher: Email of Mentor Teacher: Number of students involved in your project: Your Previous Teaching Experience/Teaching Background Area of teaching experience (list previous teaching practicums): Any other professional or other information that is relevant to your project: 43 . Information must be typed not handwritten.

1 Meet professional ethics and responsibilities 2. Complete the ethics reflection form below – provide answers to each question           In gathering personal information about the child for your project what safeguards have you put in place to protect the confidentiality of the child? How might your project strategies/ methods be seen as intrusive? How might your project involve physical risk or anxiety to the child? How will you respect the privacy and the reputation of others during your project? How will you ensure that you do not ask the children to disclose information of a sensitive nature? How will the children be told about the results of your project? Will they have verbal feedback. Acknowledge the holistic nature of children’s learning and the significance of children’s cultural and linguistic identities. Ethical issues are NOT static and rarely resolved but kept under constant review. and build active communities of engagement and inquiry. Because we have to consider our values and conceptualisations of childhood – beings or laboratories? 3. Create and maintain safe. development. Acknowledge the uniqueness and potential of all children. The ‘nature’ of the child. which enhance children’s learning. in recognition that enjoying their childhood without undue pressure is important. self-worth. dignity and show respect for their contributions. Excerpt from the Early Childhood Australia’s Code of Ethics: I (educator) will…      Act in the best interests of all children. engagement. Australian Professional Standards for Teachers: 7. initiative. We are privileged to join the world of the child -we need to respect that privilege. 4.Assignment 1 PROFESSIONAL & ACTION LEARNING PROJECT RATIONALE & PLAN Appendix B(ii): attach to Assignment 1 Must be submitted by all EDN470 students. spaces and places. Information must be typed not handwritten ETHICS REFLECTION FORM 1.they are young and vulnerable. healthy environments. 2. a written summary? How will the children give their consent to participate in your project? What will you do if a child does not wish to engage in one of your project activities? Where will your project data (information) be stored? What ethical issues might emerge during your project? 44 . Ethical Considerations while conducting your project… Why is it important? 1. Acknowledge children as competent learners.

Any questions I have asked have been answered to my satisfaction. however. I provide my permission to allow my child to take part in this ************************************************************************** Permission Form I _____________________ (parent’s name) have read the information above. I agree for my child’s project activities to be audio taped/video taped/photographed for project purposes only. Dr Sandra Hesterman on 9360 6305. If you have any questions about this project please feel free to contact either myself.hesterman@murdoch. (investigator's name). The purpose of this study is to find out _________________________________________________________________________ You can help in this study by allowing your child to participate in my education project. could you please complete the section I understand that all information provided is treated as confidential and will not be released by the investigator unless required to do so by law. You can decide to withdraw your consent at any time. s. No names or other information that might identify your child or you will be used in any publication arising from the research. If you are willing to allow your child to participate in this study. Parent/Guardian signature: ____________________________________Date: ____________ I agree work samples that my child has produced may be copied for project purposes only. I know that I may change my mind and stop at any time. All information given during the survey is confidential.EDN470 Professional & Action Learning Project Parent Permission Form Appendix C: attach to Assignment 3 School of Education Title: Professional & Action Learning Project EDN470 Project Title: your title: I am a student at Murdoch University investigating the _____________________________ _________________________________________________________________________ under the supervision of Dr Sandra Hesterman. Parent/Guardian signature: ____________________________________Date: ____________ 45 . or my supervisor at Murdoch University. your child’s classroom teacher.

Best regards Sandra Hesterman Dr Sandra Hesterman Senior Lecturer in Education Murdoch University Western Australia 6150 Tel: (08) 9360 6305 Re: Murdoch University Students Completing EDN470 24 This unit requires the student to access a classroom for a minimum of 20 hours to investigate and improve upon a chosen area of their teaching as part of an action research project.Hesterman@murdoch. This letter is to confirm that is completing a Reflective Practice unit through Murdoch University as part of their teacher education studies.EDN470 Professional & Action Learning Project 20 hour Confirmation Letter Appendix D: attach to Assignment 3 Education & Humanities Building 90 South Street MURDOCH WA 6150 Telephone: (08) 9360 6305 S. 2016 Dear Principal/Teacher. I thank you for your assistance with allowing this student to conduct their research in your school and nominated classroom.hesterman@murdoch. The data information collected will only be used for the purpose of conducting their action research project as part of this ************************************************************************** Confirmation of 20 hours+ completed in a class at ________________________________ from (date commenced) ___________________ to (date completed) ________________ with Mentor Teacher (please print name) ________________________in Year Level:____ Signatures: Mentor________________________________ Date_____________________________ Student________________________________Date______________________________ 46 .

Assignment Coversheets 47 .

meets or exceeds the following criteria: 1) A clear statement of why this topic is important. and how you think it will improve your teaching practice. and includes a total word count (not including Appendices). 0-4 5-7 8-10 2) The aim/s and focus questions are clearly stated 0-1 1-2 3) Does not meet requirements Meets requirements Exceeds requirements Demonstration of extensive use of relevant literature to support the project.Assignment 1 EDN470 PROJECT RATIONALE AND PLAN Student Name: __________________________________________ Tutor’s Name: __________________________________________ Due: Wednesday 30th March 1500 words-30 marks  Please ensure Appendices A and B (i) and B (ii) are attached  The Project Progress Report marks are allocated on the extent to which the student does not meet. clear headings. correct punctuation. and draft time line) 0-4 5-7 8-10 5) Does not meet requirements Meets requirements The strategies/methods used are well connected to the aims and focus questions 0-1 1-2 4) Does not meet requirements Meets requirements Exceeds requirements Does not meet requirements Meets requirements Professional Presentation Work is presented in a scholarly fashion using APA referencing. □ Your rationale and/or plan requires amendment before you can commence fieldwork. 0-1 1-2 Does not meet requirements Meets requirements General Comments: Mark: /30 □ Your rationale and plan have been approved by your tutor. Assignment adheres to word limit. items of evidence. 0-2 2-4 6) Does not meet requirements Meets requirements The main ideas of action research are discussed and used to justify the project approach (including strategies. Ethical issues are considered. spelling & grammar. why you chose this project. 48 .

Assignment 2 EDN470 PROJECT PROGRESS REPORT Student Name: __________________________________________ Tutor’s Name:___________________________________________ Your email address (please type): ___________________________________________ Google Docs/Weebly Address/ Other (please type): _______________________________ Due: Wednesday 18th May 1000 words-20 marks  The Project Progress Report must be submitted electronically via LMS. Ensure privacy settings are fixed. meets or exceeds the following criteria: 1) Overview of the teaching context and the action research aim/s 0-1 1-2 2) Identification of the strategies undertaken to achieve the aim/s 0-1 1-2 3) Does not meet requirements Meets requirements Discussion of the preliminary findings 0-2 3-4 5) Does not meet requirements Meets requirements Discussion of the data collection and data analysis processes 0-2 3-4 4) Does not meet requirements Meets requirements Does not meet requirements Meets requirements Critical Reflections on future strategies/action to be undertaken to achieve aim/s 0-2 3-4 Does not meet requirements Meets requirements -Page 149 .  The Project Progress Report marks are allocated on the extent to which the student does not meet.

clear headings. correct punctuation. Assignment adheres to word limit/ and includes a word count. student work sample etc.Google Doc – inclusion of appendices: 6)   Hyperlink to your Marked Assignment 1 ( Your Rationale and Plan) Hyperlink to one item of evidence (transcript. 0-1 1-2 Does not meet requirements Meets requirements General Comments: Mark: 50 /20 . spelling & grammar.)  These appendices are not included in your word count 0-1 1-2 7) Does not meet requirements Meets requirements Professional Presentation Work is presented in a scholarly fashion using APA referencing.

well justified rationale .clear aims.Assignment 3 EDN470 Action Learning for Reflective Practitioners Final Report~ ePortfolio Wednesday 22nd June 4000 words-50 marks Your Name: Student No: 1) Google Docs/Weebly Address (please type): 2) Your email address (please type): Mentor Teacher’s Name and Email Address: Report Structure Rank Comment /10 The Report is well structured: . ‘how’ you used this approach . Quality of Reflection Rank /15 The reflective discussion: .considers ‘why’ you conducted your research. focus questions & strategies - adequate conclusion professional presentation including correct referencing in APA style.makes links to own teaching philosophy - and teaching experience demonstrates ability to act on reflections strongly related to the project’s aims and linked to relevant literature explains ethical issues involved 51 Comment .clear introduction .

Action Research Methodology Rank Comment /15 Teaching strategies are: - strongly linked to the topic - data collection is appropriate for the action research cycle - data is analysed and critically evaluated - modification of teaching plans is based on findings. Provision of Evidence Rank Comment /10 The evidence provided: .Is authentic and varied - thoughtfully selected explained in the report respects confid entiality perm ission form s - Appendices A-D are hyperlinked General Comments: /50 Signature: Date: 52 .