Action research by eileen ferrance

DQ 1 for two people

Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.

# 1 response I need answer

Discussion One

Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).

Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.

Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).

References

Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.

Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591

Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at

Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).

Boston, MA: Pearson Education, Inc.

# 2

Julie DanksEmail this Author

6/10/2015 10:43:01 PM

I truly believe in the power of reflective thinking; and in the case of the classroom - reflective teaching. I see a strong correlation between reflective teaching and action research. Reflective teaching means looking at what you are doing in the classroom, thinking about why you do it, and how it works. Reflective teaching can often times lead to changes and improvements in our teaching. Action research is the gathering of information within our classroom or school with the goal of gaining inside, developing reflective practices, effecting positive changes and/or improving student outcomes. Both action research and reflective teaching enable teachers to improve their practices, while at the same time gaining knowledge and understanding of the practice itself.

There are several factors that bring value to action research. In addition to the benefits and creditability, these factors differentiate action research from traditional educational research. Factors such as natural classroom life, real world classroom situations, and teacher-led research have enormous benefits and validity. Action research support teachers in studying their teaching practice and to actually take action to improve what they are doing in their classrooms (Miller, Rosendale, Shanks, 2012).

Action Research can benefit teachers in countless ways; from taking positive action, improving teaching practices to goal development and increasing teacher confidence and competence. Action research can bring together colleagues, teacher candidates, and administrators. More importantly and personally, with action research can offer valuable insight and data leading to action and professional growth. Thus, making me a more marketable teacher and valuable school asset.

Reference
Miller, L., Rosendale, S., Shanks, J. (2012). Action Research in Professional Development School Setting to Support Teacher Candidate Self-Efficacy, SRATE Journal, v21 n2 p26-32 Sum 2012. Retrieved from http://eric.ed.gov/?id=EJ990633

Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.

# 1 response I need answer

Brianna McPhatter Email this Author

6/11/2015 10:57:23 AM

Discussion One

Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).

Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.

Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).

References

Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.

Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591

Ferrance, E. (2000). Themes in education: Action research . Providence, RI: LAB at

Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).

Boston, MA: Pearson Education, Inc.

# 2

Julie Danks Email this Author

6/10/2015 10:43:01 PM

I truly believe in the power of reflective thinking; and in the case of the classroom - reflective teaching. I see a strong correlation between reflective teaching and action research. Reflective teaching means looking at what you are doing in the classroom, thinking about why you do it, and how it works. Reflective teaching can often times lead to changes and improvements in our teaching. Action research is the gathering of information within our classroom or school with the goal of gaining inside, developing reflective practices, effecting positive changes and/or improving student outcomes. Both action research and reflective teaching enable teachers to improve their practices, while at the same time gaining knowledge and understanding of the practice itself. There are several factors that bring value to action research. In addition to the benefits and creditability, these factors differentiate action research from traditional educational research. Factors such as natural classroom life, real world classroom situations, and teacher-led research have enormous benefits and validity. Action research support teachers in studying their teaching practice and to actually take action to improve what they are doing in their classrooms (Miller, Rosendale, Shanks, 2012). Action Research can benefit teachers in countless ways; from taking positive action, improving teaching practices to goal development and increasing teacher confidence and competence. Action research can bring together colleagues, teacher candidates, and administrators. More importantly and personally, with action research can offer valuable insight and data leading to action and professional growth. Thus, making me a more marketable teacher and valuable school asset. Reference Miller, L., Rosendale, S., Shanks, J. (2012). Action Research in Professional Development School Setting to Support Teacher Candidate Self-Efficacy, SRATE Journal, v21 n2 p26-32 Sum 2012. Retrieved from http://eric.ed.gov/?id=EJ990633

DQ 2

Guided Response: Respond to at least two of your classmates, one with a different topic idea than your own. Ask a question that will encourage them to expand their thinking, consider another point or perspective, or explain more deeply what is appealing about the topic. Make a recommendation to help them narrow their focus or expand their scope. *It is expected you follow-up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.

Two response from two people are as following

#1

Antoinette Simms Email this Author

6/11/2015 7:59:55 PM

1 .Current Work Setting

· I currently am on summer vacation from the Fulton County School District. I co-teach second grade AU SPED. I have a class of six Autistic boys, level 3, and one EBD. The upcoming school year beginning on August 10, 2015, I will have three different grades, kindergarten, first grade, and now third grade curriculum to teach. This class falls on my summer break, so I it will not factor into my AR plan.

2. Potential Population Effected

· I am currently unemployed, so a family friend’s son will be benefiting from a potential intervention.

· I will be using a close friend, and consent will not be necessary, but I will get it from her for a formality basis. Informed consent is more of a process, not a form. It keeps the person or a person informed, involves them in your research, shows the benefits, and gives an ethical point of view.

2. Area of Focus

· The purpose of my study might be increased reading level. I have worked with this child before and only saw a slight increase which seems to retract over long periods of breaks. I would like to see either a stability or growth of a break from formal education.

3. Explanation of Problem

· This particular student I have tutored in the past due to lack of focus in class, and comprehension issues which led to a decrease of grades in not just ELA, but Social Studies and his advanced math class. The factor is interest, being able to focus in a group setting and comprehend materials in that setting.

4. Define Variables

· Single, male student, entering eight grade in the fall, highly motivated by technology, and I have chosen him because I have tutored him in the past, saw growth, and as well saw the growth decrease over periods of breaks. I feel that finding an interest in something that he will he likes and enjoys to read, related to what his physical interest are will be a key factor in retention and continued enjoyment of reading.

5. Research question(s)

· What do you wonder? I wonder what would keep his interest. Consider your area of focus statement. What do you hope to answer? Why the decrease in comprehension, and it’s relation to interest of reading for enjoyment or understanding.

# 2

Lisa Carbone Email this Author

6/11/2015 9:40:06 PM

1. Current Work Setting

o 2nd grade general education teacher at a public school in San Diego. My class consists of 14 girls and 14 boys, at varying cognitive and academic levels. I also have three students with an IEP, who are pulled out of class daily to go to our Resource specialist.

2. Potential Population Effected

o 28 2nd grade, general education students (7-8 years old).

o I would feel comfortable having consent forms signed before conducting my study because I am at a public school, and I want to keep my administrators and parents of my students up to date, and involved with what is going on in the classroom. If I am using data and research involving their child, I would like them to sign a consent form.

3. Area of Focus

o Integrating technology effectively into the classroom on daily basis.

4. Explanation of Problem

o I have chosen this topic because in my last three years of teaching, I have seen a huge push for the integration of technology across our district, and at my school in particular.

o How can I effectively use technology as a meaningful, integrated educational tool to enhance my students’ academic experience? Do I take small steps and focus mainly on integrating technology into one specific subject such as reading or math? Should I generalize more and focus on integrating technology in my classroom across all subjects.

5. Define Variables

o Students’ skill level with technology compared to teacher’s skill level.

o Times that technology (i.e. iPad carts, laptop carts) are available to the classroom.

o If the technology is working or not that day.

6. Research question(s)

o How often throughout the day should technology be used to improve student learning and teacher instruction?

o Is there a specific academic subject that benefits the most from integrating technology into specific instruction or activities?

o What type of technologies and programs should I be using to enhance student engagement in their learning?