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Unit 1: Benefits of action research

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❶Teachers can do ethnographic, evaluative or experimental research that is NOT action research.

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Please log in to add your comment. See more popular or the latest prezis. Constrain to simple back and forward steps. Copy code to clipboard. Add a personal note: Houston, we have a problem! Stand out and be remembered with Prezi, the secret weapon of great presenters. Send the link below via email or IM Copy. Present to your audience Start remote presentation. Do you really want to delete this prezi? Action research is of great importance to the teachers because by carrying out this research, they are able to gain great confidence needed for their work which requires a lot of patience and understanding of different characters from the student groups.

Action research helps to challenge the teachers to understand what student know and how they learn. By taking action research, the teachers are challenged to get to understand their students better, what they know and how they learn.

This also benefits the students especially the slow learners because the teacher will be able to know how they can help them improve their studies. This is a good thing because it will also build a better relationship with the students and encourage them to do better. The teachers are able to have their reasoning capabilities sharpen by taking the action research.

This helps them give their students the best teaching and thus allowing they become better thinkers in future. Having better reasoning capabilities also help in the development of disposition and to self monitor their teaching practices to make it more professional.

By understanding the boundaries we develop a deeper understanding of the process. If you click on the bar graphic, you can make your own choices and compare them with others. Theory from Practice - Using practices to generate theories beginning with values, needs and knowledge of human interaction B.

Theory into Practice - Using social science findings to inform patterns of change. Inside Expertise - Action researchers are empowered to locate problems of practice and develop methods to improve them B. Outside Expertise - Action researchers form partnerships with outside experts to guide the process.

Individual Process - Action researchers select their own questions to investigate B. Group Process - A group of action researchers select a common question or set of questions to investigate. Problem-Based Approach - Action Researchers locate problems and engage in progressive problem solving in cycles B. Inquiry-Based Approach - Action Researchers explore effective practices to better understand and perfect them through multiple cycles.

Identity Transformation - The primary outcome of action research is change to the way the action researcher thinks, acts and feels B. Social Change -The primary outcomes of action research is the shift in the social context where people collectively change how they act, think and feel. Shared Practices - Action Researchers share what they have learned informally at their site B. Shared Knowledge- Action Researchers share their findings in more formal context s.

Authors and professors as well as practitioners often have very strong views about what are the essential and non essential characteristics of action research. Movement to one or the other side of each continuum represents shifts in the action research approach. I like to think of action research as a disposition of mind as well as a research approach.

It is a commitment to cycles of collective inquiry with shared reflections on the outcomes leading to new ideas. Action research forms a path towards a professional "adaptive" expertise. Hatona and Ingaki set out a contrast between efficiency expertise and adaptive expertise. I have added innovative expertise and created this chart. The yellow path can also be applied to the activist who is singled minded without researching the outcomes and consequences of action, The blue panel might be the path of researchers who do not apply their theories to change contexts.

The green combines inquiry and activism to engage in action research. When you balance these two very different learning approaches you follow the green path of action research leading to adaptive expertise and the acquisition of a deeper understanding of yourself and others.

Action research involves a systematic process of examining the evidence. The results of this type of research are practical, relevant, and can inform theory. Action research is different than other forms of research as there is less concern for universality of findings, and more value is placed on the relevance of the findings to the researcher and the local collaborators.

Critical reflection is at the heart of action research and when this reflection is based on careful examination of evidence from multiple perspectives, it can provide an effective strategy for improving the organization's ways of working and the whole organizational climate.

It can be the process through which an organization learns. We conceptualize action research as having three outcomes—on the personal, organizational and scholarly levels. Action research is often located in schools and done by teachers, but it can also be carried out in museums, medical organizations, corporations, churches and clubs—any setting where people are engaged in collective, goal directed activity.

Equally important, not all teacher research is action research. Teachers can do ethnographic, evaluative or experimental research that is NOT action research. At the organizational level, action research is about understanding the system of interactions that define a social context. Kurt Lewin proposed action research as a method of understanding social systems or organizational learning. He claimed that the best way to test understanding was to try to effect change.

Action research goes beyond self-study because actions, outcomes, goals and assumptions are located in complex social systems. The action researcher begins with a theory of action focused on the intentional introduction of change into a social system with assumptions about the outcomes. This theory testing requires a careful attention to data, and skill in interpretation and analysis.

Activity theory, social network theory, system theories, and tools of evaluation such as surveys, interviews and focus groups can help the action researcher acquire a deep understanding of change in social contexts within organizations. At the scholarly level, the action researcher produces validated findings and assumes a responsibility to share these findings with those in their setting and with the larger research community.

Many people acquire expertise in their workplace, but researchers value the process of building knowledge through ongoing dialogue about the nature of their findings. Engaging in this dialogue, through writing or presenting at conferences, is part of the process of action research. Action Research and Learning Circles. The questions asked by action researchers guide their process.

A good question will inspire one to look closely and collect evidence that will help find possible answers. What are good examples of action research questions? What are questions that are less likely to promote the process of deep sustained inquiry? The best question is the one that will inspire the researcher to look at their practice deeply and to engage in cycles of continuous learning from the everyday practice of their craft.

These questions come from a desire to have practice align with values and beliefs. Exploring these questions helps the researcher to be progressively more effective in attaining their personal goals and developing professional expertise. Good questions often arise from visions of improved practice and emerging theories about the change that will move the researcher closer to the ideal state of working practices.

If I [insert the action to be taken], how will it affect [describe one or more possible consequences of the action]? We will look at two examples, one from education and one from a business setting. Suppose the researcher is worried about designing the learning context to meet the needs of students who are currently not doing well in the classroom. The general question might be: How can I personalize instruction to match the diverse needs of my students?

This forms a good overall goal which can then lead to a number of possible cycles of action research, each with a separate question. I find that a help research question has two parts.

If I listen to students, will I have better understanding of them? This question suggests an action and possible outcome but is vague in both in the description of the action and in the possible outcome. It is not clear what is going to be done to increase attention to students and what evidence will help evaluate the action. If I set up community circle time to listen to students describe their learning experiences in my classroom description of the action , in what ways, if any, will the information about their learning processes lead to changes in my teaching practices description of the outcome that will be studied?

Now it is clear what the researcher intends to do and what a possible outcome might be. In listening to students, the researcher might discover information that will lead directly to an experiment in instructional design or might refocus the overall goal to one that was not apparent when the researcher began the inquiry. The following is another example, from a business setting where people in diverse offices are working in ways that would benefit from greater coordination.

The action researcher might identify the problem as one in which poor communication results in decisions being made without attending to the issue of how a decision affects the larger system. The researcher might see a role for technology in forging a solution to this problem, such as creating a database for storing and sharing documents. The overall research question might be:.

How can the development of a common location for shared knowledge and the use of interactive communication tools increase the collaborative effectiveness of team-based decision-making in our different regions?

The next step is to define what kind of communication tool will be used and how the researcher plans to measure collaborative effectiveness of the distant teams. Cycle questions that might evolve should be specific with respect to the actions taken and the outcomes that will be monitored:.

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The Benefits Associated With Action Research in Education March 24, , rose, Comments Off on The Benefits Associated With Action Research in Education Action research in education is of great importance because it allows the teachers improve on their teaching while the students improve their reading as well as their studies in general due to the improved teaching skills of teachers.

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The Benefits of Action Research Although conducting research is not something that most teachers feel prepared to do, teaching is, in actuality, a research activity. This is because research is already a part of what teachers do on a daily basis as they plan, deliver, and monitor instruction and learning.

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Action research is basically the process of a teacher taking on the role of “researcher” in her or his own classroom with a specific goal in mind. The idea is that teacher can select a problem or area of concern to improve on and go through the research process to find out what is . Action research provided a way of building bridged between these two groupd of science teachers (elementary and secondary) and breaking down some of the .

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Classroom action research gives some benefits for the education practitioners and also for the education itself. Generally, the result of classroom action research, of course, gives a proper exposition and report of concrete situation of teaching learning process where the research is conducted. Action research is a very beneficial tool, but it takes a lot of time to conduct to be done well. Action research is an ongoing process of reflection and action to produce the most effective learning environment possible.