Comparative Look at Action Research Essay

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.

During the week 6 panel discussion, four educators shared their experience of engaging with educational inquiry and embarking their educational research to inform, improve and shape their practice. As an early childhood teacher, I found that I resonated with Amanda Niland’s action research the most.

Apply principals of effective teaching based on educational theory, laws, county and school policy, and ethical practice in the comprehensive

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

In the case study about Participatory Action Research (PAR) in a public New England middle school, researchers attempted to implement the PAR approach into a program that moves students who are behind 1 year, at an accelerated rate – 3 years of school over the course of 2 years – allowing them to be in the appropriate grade for their age group. The accelerated program was called Higher Academic Achievement Program (HAAP). Two teachers and their classes participated in the research, taking on the PAR approach two days a week, while continuing their normal academic schedule the rest of the week. The HAAP program was a very traditional and strict program. The academic schedule was to be abided by profusely to ensure that students were being properly prepared for their state exams. While the actual teaching style of the teachers differed, their traditionalistic teaching views were shared. Both students, teachers, and administrators were assessed and interviewed at the conclusion of the study to report feedback about the successes, weaknesses, opinions, and criticisms about PAR. While the program has a unique and engaging approach, there were several large complications in appropriately implementing PAR into the HAAP program.

As early as school year 2010-2011, North Panola High School was labeled as ?Successful? which ranks as the third highest rating by the Mississippi Department of Education. The graduation is 74% for the first time and projected to be higher when the accountability results are released. According to official test results found on Mississippi Department of Education?s website,

North Panola High School (NPHS) serves as a perfect model for improvement within its’ academic learning communities. Change oftentimes occurs in deliberate fashion, yet offers insight into the meticulous attention that must be given to achieve change. NPHS has traditionally struggled academically until recently. As recently as the 2009-2010 (SY), the school was on the state’s radar and labeled as “At Risk of Failing”. The graduation rate was 49.1% during this same time. In addition, students were enrolling in post-secondary institutions at a rate around 30%. Of those enrolling, 15 to 20% were actually completing the post-secondary education. The enrollment data of students in post-secondary education and completion data is compiled from the researcher and counseling staff charting students’ completion until the summer of 2015.

Research, educational and action, are key to the continued improvement of educational methodologies and strategies. Educational research provides theories and pedagogy by organizing “empirical facts” (Johnson, 2012, p. 9). These scientific studies reach peer-reviewed conclusions that can be applied in multiple situations. Action research is more specific and focuses to provide a usable action plan (Johnson, 2012, p. 16).

Intimate partner violence has been a systemic issue from local communities through national and societal reformation needs. The cyclical behaviors and patterns of power and control are exercised upon an intended person (Hamilton, Jaffe, & Campbell, 2013). Although not all actions are physically violent, there are additional tactics utilized to perpetuate disempowerment. Additionally, there is an increased risk of fatalities when intimate violence occurs, whether the intended victim or other familial members. This is significant in investigating how systematically this is being continued. Action research will be able to address intimate partner violence through understanding and development of operative and effective action (Stringer & Dwyer, 2005). Various systems, such as child welfare, criminal justice, social service agencies, and medical providers, are reactive to the issue. By employing action research intervention can be thoughtfully engaged through collaborative efforts that maximize the relationship dynamics to find resolve.

No change effort should begin without an intended measurable outcome, the action research model requires objectives to be set, schedules created and budgets to be managed. This change model provides benchmark objectives against which actual experience can be measured. This is a good way to measure how individuals are adapting to the change strategies and allows for ongoing interventions to be created. An action research model allows people to consider their own role in the change process and holds people accountable for their own transition. Not using a measurable change model holds the risk of not achieving the desired outcome or worse yet only achieving part of the change objectives. Following a structured change model ensures that the

This article was an action research model. It was action research because the article used a variety of research methods. Research was based on emancipatory, developmental, and critical action research. These are all qualitative research methods. The research problem was how to ensure that prospective teachers become culturally responsive individuals.

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.

School districts are accountable for their quality of teaching to their state agencies and research plays a main role in how lessons are taught, the materials used in classrooms, and reflection and adjustments to lessons. There has increased for research based strategies, materials, how interventions are used, and the use of technology in the classroom. This has made a supply and demand for research in education. Andres Porter and Jennifer McMaken published