Evaluation Of An Action Research Project

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,

Researcher’s encounter difficulties during implementation and/or while performing methodologies may also reference action research findings for clarity or solutions. Researchers may benefit from previous action research findings when attempting to determine what has improved or decreased in their action researcher findings, while performing evaluations. While revising action research action plans, researchers may also reference previous action research findings to determine if any alterations or revisions need to be

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.

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

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.

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

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

Lastly, I believe that students would benefit from conducting an action research project in a group versus completing a project alone. During our program we learned about allowing for different formats during assessment or classroom activities. Therefore, I believe that some students may have preferred working with a group on such a significant project. The fact that students would be allowed to work with people from different backgrounds and with different personality types to complete a project would equate with real world experience. The opportunity to work with people is why the practicum is such a valuable experience.

This type of activity requires the students roam around the room and revisit the different stories, the author's style and retell the stories to each other in order to sequence the events. It will provide additional time for the student to recall the stories.

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).

List and provide a short annotation for at least three (3) children’s books you would want to have in your classroom. Include an explanation of why each book is an appropriate choice for broadening children’s perspectives and understandings.

Through literature circles, Mrs Kandel had us read many books such as A Wrinkle in Time, Number the Stars, and many more stories. Some of these novels we dreaded, while others we fell in love with. She would sometimes let us read the novel with “POPCORN” so everyone got to read whether they only read the limit of two lines or the student read until she made you give up their turn. Each story, showed us the different ways that stories can be told or written. Another activity that

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.

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