A Research Study On Teachers

The school in which I conducted my action research cycle is a large public school consisting of 560 students located in Western Sydney. I was placed in a composite year 3/4 class of 27 students with high achieving abilities. At this school, the Stage two cohort are assessed and placed into three groups based on their abilities. The class I was assigned was the highest with mixed abilities. My mentor teacher was well trained in current teaching pedagogy, in particular Newman’s strategies for critical thinking and incorporating these into routines. There were high expectations placed on the students both academically and behaviourally, including allowing students to take risks in their learning, demonstrate their problem solving skills and reasoning,

I plan to use the input and assistance of my principal, administration, and other colleagues to assist me with necessary portions of my action research project. I will develop a written plan of action further in the project, monitor the project reflective, and prepare a research summary research report of the results of my action research project addressing the effectiveness of the implementation of the PBIS program at Otter Creek Middle School. My plans are for my research to be implemented further along with my principal internship after I have completed the course as well.

Amanda talked about how she used the action research to develop and increase professionalism of both early childhood researchers and practitioners by using the teaching techniques and strategies to support the implement of the research project, using the cycle of reflection and analysing the data, communicating with early childhood teachers to reflect and build skills in their teaching. She developed a scale where she could analyse children’s interests,

Based on my prior knowledge and this week’s resource, I see a little clear why action research can help me address the needs of my students better. This week I have learned the difference between action research/teacher inquiry and education traditional research. Also, I have learned the relationship between action research and teacher professional growth and decision making. Last, I have been able to see what teacher inquiry/action research look like, how they are similar and different.

Teacher education is enhanced by using teachers as researchers. Teachers, who do research, can provide information on student interaction and classroom environments, and have a broad sampling field due to the amount of time spent in scholastic settings. This kind of action research allows a teacher to share with others what she/he has learned. It also offers to them, foundations for decisions regarding appropriate interventions and outcomes for improving students’ education or literacy within their classroom or school. When a teacher/researcher collects data for the purpose of research, they will mostly likely use a qualitative method (Johnson, 2008). Within this research, data is collected through observations and the answering of questions that relate to the data. Using this method, questions are more open ended and less defined, so there is more room for researchers to collect a variety of data. There are many ways that data can be collected for research purposes such as, the use of rubrics, student profiles, logs, and observation records that may consist of anecdotal records, checklists, reflections, conferences, interviews, and surveys. During my CIRG 621 my action research was based around Math. Although these courses are geared toward Reading Language arts I wanted to improve my student’s math scores and my ability to

Research is defined as a ‘systematic, critical and self-critical enquiry that aims to contribute to the advancement of knowledge’ (Stenhouse cited by Grigg, 2015). Critics argue that professional enquiry in the teaching industry is lacking in teachers using action research on a regular basis, which ultimately would improve the quality of teaching (Burgess cited by Grigg, 2015). However, as educational theory is always changing

As an emerging instructional leader, I believe that research can help educators understand proven instructional practices, provide a basis to make decisions and help with school improvement. Teachers acting as reflective practitioners is a

Teaching research was directed toward authentic pedagogy, engaged teaching, empowering teachers and administrators, assessment models, accountability, and teaching for

North Carolina schools administer the Teacher Working Condition Survey (TWCS) every two years. This survey is used to help provide goals for School Districts and School Improvement Team at each school. It is an anonymous survey that asked questions about teacher empowerment, leadership, facilities and resources, and more.

The validity of this quasi-experimental research article would be contamination and endogens change. The reason of this statement is because in this experiment the researchers had to change the treatments of the individuals several times to see their reaction when it came to the special education students. One change they did was that students were taught in pairs to see if their reaction was better when they were with someone or when they were alone. For the contamination group what the researchers did was that they were aware of the students behavior when they change the treatment and they were able to control their

One of issues that learning scientists, who are devoted to design and development of various educational innovations, have to address is whether the observed finding or result as part of experiments is a good indicator of the phenomenon in the real world. In this line of thinking, learning scientists have highlighted the importance of establishing ecological validity of the design work (Collins, 1993; Young, 1995; Young, Kulikowich, & Barab, 1997). What lies at the heart of this thought is that results from the experimental setting can truly be observed from the natural setting in the real world. Such idea of ecological validity has a long history in psychological science, though there is no clear consensus on the definition of this concept

Action learning and research involve action and reflection on that action and have learning as one of their goals. As experiential learning is the basis for both the learning part of both action learning and action research.

Summary: Diana (2011), points out how a classroom-based research project can help one become an effective teacher leader. In this case, the author describes the action research as a solution that is a tried-and-true professional development tool. The action research tool can be used to systematically incorporate techniques used in the classroom such as; specific teaching methods, classroom management strategies, and assessment tools. Educators are continually being held accountable for positive student outcomes; they are using tools to help them make decisions through the use of evidence based practices and analyzing student data. As teachers graduate from college to take up their own classrooms, they need tools such as action research, to transform their practice into a viable one where their students are able to learn successfully (Diana, Summer 2011).

Author Ceri B. Dean is vice president of field services at Midcontinent Research for Education and Learning (McREL). She holds multiple degrees in education, including a Ph.D. in Cirriculum and Instruction and an M.S. in Atmospheric Science. Elizabeth Ross Hubbell is a principal consultant at McREl. Hubbell is active in conducting workshops and trainings for K-12 teachers on research-based instructional strategies as well as the use of Power Walkthrough software. She was a finalist in Technology & Learning’s Ed Tech Leader in 2003. Like Hubbell, Howard Pitler too conducts workshops and trainings on research-based instructional strategies and technology integration and is well-versed in Power Walkthrough classroom observation software. Pitler holds multiple awards, including: Apple Distinguished Educator, a Smithsonian Laureate, and in 1997 was named National Distinguished Principal. He is senior director at McREL. Lastly, Bj Sone, is a principal consultant at McREL. Stone has been published in Journal of Teacher Education, and has held various positions in education, such as middle and high school science teacher, university professor, and assistant superintendent.

Werkman.R and Boonstra J, ‘Action research as a method for improving the effectivity of change processes and stimulating learning in organizations’, retrieved 31 December 2015