Ernest T. Stringer

Critical Mass Analysis Unit 2 Deena Rothwell Kaplan University GM505 Action Research and Consulting Skills Professor Gunzelman October 26 ,2010 Critical Mass Analysis In order for a researcher to conduct an action research analysis several factors must be determined. The specific purpose for the research, the components, and stakeholders. My action research project is to address a specific problem my agency has with employee retention within the patrol division during the past three years. In conducting a critical mass analysis it is important to determine who has influence and can assist with making suggestions on changes or give necessary data. Stringer (2007) states, "action research is a systematic approach to investigation

Taking Action for School Improvement 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.

The participatory worldview that author Lyle Yorks (2005) describes draws heavily on the theory and practice in adult learning and action research. This creates a kind of social space in organization that is important in the facilitation of a practice-based example. Making it

The use of a team with a common project or problem leads to an action learning program which looks remarkably like action research.

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,

Comparative Look at Action Research: Application 1 Lona Burch Walden University Dr. Cindee Easton Action Research for Educators (EDUC - 6733R - 1) January 9, 2011 Comparative Look at Action Research 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.

The Context I performed this action research project at River Community College in West Michigan. The community college provided educational opportunities to the

Hi, My name is Andre Stringer and I am a student at Northern Michigan University. I enjoy meeting new people and traveling.

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.

The artifacts serve as evidence of having met the program outcome because they focused about action research and learning the structure that would help this learner to examine ways to improve her educational institution. She would apply her practice of action research to execute effectively her issue found and build an analysis to influence others. This particular artifacts were chosen over others because, they both received distinguish components in each section of the competency, and demonstrated her knowledge and skills to successfully completed these assignments. Therefore, these artifacts presented effectively the essential elements needed to solve problems and rationalize her data in regards of the HCZ case study.

The article A Qualitative GIS approach to mapping urban neighborhoods with children to promote physical activity and child-friendly community planning is focused around the role that neighborhoods have in supporting children’s physical activity, especially in low-income areas where children are more obese than their wealthier counterparts. The researchers stress that

Abstract The purpose of this paper is to identify the role that research has in the field of education and to clarify how research is used by education stakeholders. This paper refers to ten articles in order to provide rationale for the thesis that education is influenced at all hierarchical levels by research, although it is used differently by each level based on the desired outcome and the requirements of each level’s particular stakeholders. Two categories of research are explored in this paper: traditional and action research. Traditional research is generally assumed to be conducted by a researcher who controls all aspects of the research study, from the formation of a research question to the presentation of findings. This

How does engagement in teacher inquiry differ from traditional models of educational research, and how does this difference compare with your initial interpretation of action research?

Action Research Action research is a collaborative approach to research that provides people with the means to take systematic action in an effort to resolve specific problems. Action research focuses on methods and techniques of investigation that take into account the study population’s history, culture, interactive activities and emotional lives. Although action research makes use of many traditional data-gathering strategies, its orientation and purpose are slightly different. The basic action research procedural routine involves four stages; (1) identifying the research question (s), (2) gathering the information to answer the questions (s), (3) analyzing and interpreting the information and (4) sharing the results with the participants (Berg, 2004).

My action research question is, how will the implementation of organizational strategies impact student independence in a high school special education classroom? I was hoping that through the use of organizational strategies, that the students in a special education setting would gain independence, such as starting and finishing assignments independently, turning assignments in on time, and aware of upcoming assessments in order to better prepare them for life after high school. At the start of the school year, I had the students in my social skills course take a survey to get an idea of their opinion on organization and how they currently stay organized. I implemented a daily organizational check through Google forms that students filled out daily once arriving to class. Since the action research was geared towards student independence, I interviewed students once at the middle of the grading period as well as at the end. Along with that, I also collected data from their general education teachers to get an idea of their independence in the mainstream setting. At the conclusion of the action research cycle, I had the students complete the survey again to compare results.