Teacher Action Research Marjorie Hall Haley Ph D

Teacher Action Research Marjorie Hall Haley, Ph. D George Mason University Mhaley@gmu. edu (703 -993 -8710) Marjorie Hall Haley, Ph. D - GMU 1

OBJECTIVES n n Describe what action research is Describe the characteristics of action research Describe how different research methods can be used in action research Describe when one would conduct action research Marjorie Hall Haley, Ph. D - GMU 2

What is Action Research? Marjorie Hall Haley, Ph. D - GMU 3

Action Research is…. . n n n Conducted by and for teachers A way to improve/refine teaching Always relevant to participants Marjorie Hall Haley, Ph. D - GMU 4

Action Research is probably the purest form of applied research. Action Research involves the application of the scientific method to everyday problems in the classroom. Marjorie Hall Haley, Ph. D - GMU 5

Teachers Engage In In Research Marjorie Hall Haley, Ph. D - GMU 6

Action Research has 5 Characteristics n n n Purposes and value choice Contextual focus Change-based data and sense making Participation in the research process Knowledge diffusion Marjorie Hall Haley, Ph. D - GMU 7

Different Research Methods n n Quantitative Methods Used in Action Research - usually require 2 groups of participants Qualitative Methods Used in Action Research - ideally suited to AR. Occurs in the natural context and requires ongoing or at least frequent contact with the participants Marjorie Hall Haley, Ph. D - GMU 8

Kinds of Action Research Models n n n Survey Historical Program Evaluation Marjorie Hall Haley, Ph. D - GMU 9

When Should One Conduct Action Research? n n The obvious advantage of Action Research is that teachers and practitioners can inform their own practice. AR aids teachers in reflective thinking in that it helps them to determine how to improve instruction. Marjorie Hall Haley, Ph. D - GMU 10

Educational research has gradually affected most of our ideas about education and practices we use to achieve our objectives in education. Yet many excellent teachers and administrators know little about educational research and assume that research has had no effect on their daily activities. Marjorie Hall Haley, Ph. D - GMU 11

Action Research Process n n n Selection of a general “puzzlement” Review the literature on the puzzlement Select the specific research puzzlement, question or hypothesis Collect data Analyze and present data or provide integrative diagrams Marjorie Hall Haley, Ph. D - GMU 12

Action Research Process Continued n Interpret the findings and state conclusions or generalization regarding the puzzlement Marjorie Hall Haley, Ph. D - GMU 13

What do Teacher Researchers do? n n n Develop research questions based on their own curiosity about teaching and learning Examine their underlying assumptions about teaching and learning Systematically collect data from and with their students Marjorie Hall Haley, Ph. D - GMU 14

Teacher Researchers Continued n n n Share and discuss their data and research methodology with fellow teacher researchers Analyze and interpret their data with the support of fellow teacher researchers Share their findings with students, colleagues, and members of the educational. Marjorie community Hall Haley, Ph. D - GMU 15

What are some of the positive outcomes of teacher research? n n Increased sharing and collaboration across disciplines and grade levels Increased dialogue about instructional issues and student learning Enhanced communication between teachers and students Marjorie Hall Haley, Ph. D - GMU of students 16 Improved performance

Positive Outcomes Continued n n n Revision of practice based on new knowledge about teaching and learning Teacher-designed and initiated staff development Contributions to the profession’s body of knowledge about teaching and learning Marjorie Hall Haley, Ph. D - GMU 17

So, how do we get from here to there? ! Marjorie Hall Haley, Ph. D - GMU 18

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DISCOVERY OF PUZZLEMENTS Marjorie Hall Haley, Ph. D - GMU 20

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IS THAT YOUR FINAL ANSWER? ! Marjorie Hall Haley, Ph. D - GMU 22

Three Possible Foci: n n n Instructional Strategies Organizational Patterns Student Motivation Marjorie Hall Haley, Ph. D - GMU 23

SAMPLE PUZZLEMENTS n n How do I stay in the target language? How can I keep my students motivated? Does planning have a direct impact on my teaching? Why does this method work when it feels so bad? Marjorie Hall Haley, Ph. D - GMU 24

Sample Puzzlements Continued n n How do I move my teaching to be more student-centered? How do I get students to do their homework? How can I make sure I’m covering all the Standards? How do I find time to work with special needs learners and not bore the other students? Marjorie Hall Haley, Ph. D - GMU 25

FORMULATING A PLAN WHERE DO WE GO FROM HERE? Marjorie Hall Haley, Ph. D - GMU 26

Identifying Research Questions Generate a set of personally meaningful research questions to guide your inquiry Marjorie Hall Haley, Ph. D - GMU 27

Collecting Data n n Valid & reliable Multiple sources of data Fit teaching strategies to students Use daily instructional opportunities Marjorie Hall Haley, Ph. D - GMU 28

Analyzing Data n n Not necessarily statistics Examine data: sort, sift, & rank What is the story told by these data? Why did the story play out this way? Marjorie Hall Haley, Ph. D - GMU 29

Taking Informed Action n n All teaching is trial and error Avoid repeating mistakes Learn from inquiry process Improve your teaching Marjorie Hall Haley, Ph. D - GMU 30

Teacher Action Research Plan of Action 1. 2. 3. 4. 5. My puzzlement is. . . Review the literature Collect data Analyze data Interpret findings and present implications Marjorie Hall Haley, Ph. D - GMU 31

Feel free to contact me: Marjorie Hall Haley, Ph. D. George Mason University (703) 993 -8710 E-mail: mhaley@gmu. edu mhaley@infionline. net Marjorie Hall Haley, Ph. D - GMU 32

Action Research Web Sites n n n http: //gse. gmu. edu/research/tr/ http: //www. oise. utoronto. ca/~ctd/net works/ http: //www. aera. net/pubs/ Marjorie Hall Haley, Ph. D - GMU 33

Web Site for my current international teacher action research Http: //www. gse. gmu. edu/research/mirs Marjorie Hall Haley, Ph. D - GMU 34