FIELD STUDY 2 (REVIEWER)  all about activity and action.
 decision about which actions you will start,
FIELD STUDIES
 are learning experiences outside of the
classroom.
 allow students to gather their own (primary)
data, provide opportunities to extend
classroom learning through DIRECT
OBSERVATION AND EXPERIENCE.
“Teachers are the backbone of the education
industry.”
ADMINISTRATORS
 implement changes, motivate students and
faculty, and strengthen a school from within.
FACILITATORS
 serve as TEAM LEADERS for different
grade level teams.
MENTORS
 advising students about colleges and
curriculums.
CLUBS AND ORGANIZATION CHAIRS
 This is a role based on educational
leadership.
COACHES
 They emphasize the importance of team
spirit and collaboration. Many teachers
double as coaches for their school's sports
teams.
CURRICULUM CREATORS
 a teacher leader HELPS OTHER
TEACHERS COME UP WITH NEW
STRATEGIES and interesting course
material to better engage students.
SPECIALTY INSTRUCTORS
 Teacher leaders work across the board in
varying roles.
COMMUNITY BUILDERS
 If a teacher leader learns about a new
technique or resource, even if it's not in
one’s discipline, the individual will
immediately share it.
LEARNERS
 A true teacher leader NEVER STOPS
LEARNING. He or she attends lectures,
seminars, and classes to become a better
teacher and a better leader.
ACTION RESEARCH
 cycle of action or cycle of inquiry.
stop, and continue.
 refers to a wide variety of evaluative,
investigative, and analytical research
methods.
 diagnose problems or weaknesses—whether
organizational, academic, or instructional.
 help educators develop practical solutions to
address them quickly and efficiently.
 is a cyclical, recursive process of
OBSERVE>>REFLECT>ACT>EVALU
ATE>> MODIFY> move in new direction
is known as action-reflection (McNiff &
Whitehead, 2006.)
ACTION RESEARCHERS
 use past evidence and experimental data to
help them make this decision.
MCNIFF
 defined action research as a form of inquiry
that enables practitioners to investigate and
evaluate their work.
COREY(1953)
 viewed action research as a recursive or
repeated process, proceeding through
spiraling cycle of planning, actions,
reflections, and change.
THE ACTION RESEARCH CYCLE
1. Identify action.
2. Test action over time.
3. Evaluate action.
4. Adopt/reject.
“The connection between action research and
professional development is the ability as an
educator to focus growth specifically on things that
you alone (or, as part of a collaborative team)
identify as being an area of your professional
practice that you would like to see improve.”
“Engaging in this collaborative approach to
professional development through action research
would require a shift in mindset. Working together
in teams and abandoning the 'egg-crate' mentality
that still permeates some schools, especially as an
approach to professional development, might be a
difficult transition for some educators.”
THREE FUNDAMENTAL WAYS
 1. Integrates first-person research on oneself,  the goals for teaching and learning.
second-person research within a group, and  the activities that will best support learning.
integrates those with third-person research  the assessment strategies that will best
for larger collectivities. measure and drive learning
2. Interweaves research and action  the culture that infuses the learning
3. To help individuals, teams, and wider environment.
institutions identify values worthy. TRADITIONAL (FACE-TO-FACE)
TEACHING (ALSO KNOWN AS IN-PERSON,
F2F)
FIVE CHARACTERISTICS OF ACTION  lectures, capstones, team projects, labs,
RESEARCH AS A METHODOLOGY FOR studios, and so forth
EDUCATORS  synchronously in a physical learning
1. Action research rejects positivist notions of environment
rationality, objectivity, and truth. 1. READING REQUIREMENTS
2. Action research employs educators’  assignments from the textbook and other
reflective and interpretive categories. resources
3. Action research allows educators’ unrealized 2. COURSE PACE
self-understandings.  occur at a specific time in one physical
4. Action research connects reflection to action, location
enabling educators to overcome barriers.
3. DISCUSSIONS
5. Action research involves deep consideration
of theory. 4. EXAMS AND QUIZZES (ASSESSMENTS)
5. ASSIGNMENT
LEARNING ENVIRONMENT 6. GROUP WORK
 traditionally called the classroom. FACE-TO-FACE LEARNING
 space in a school that supports student  course content and learning material are
learning. taught in person.
 It is a self-contained area where teacher  a live interaction between a learner and an
teaches, and children learn. instructor.
Flexibility  teacher-centered method of education.
 there is opportunity to have small groups,
movable walls.
Openness
 learning corners/areas which could be
shared.
Access to resources
 Audio-visual materials are ready and open
for us.
Physical classroom
 space is clean and safe.
Psychological atmosphere
 it is friendly and accommodating.

CLASSROOM CLIMATE
 It nurtures the intellectual, physical, social,
and emotional development of the students.
COMPONENTS OF AN EFFECTIVE
LEARNING ENVIRONMENT
 the characteristics of the learners.