Research Methods And Methodology Of A Systematic And Rigorous Way

Metacognition is a complex notion that encompasses numerous mental processes in all areas of life. It is often simplistically described as “thinking about thinking.” However, there is no commonly recognized definition of metacognition. In his article “The Power of Reflection”, Stephen Fleming, a well-respected cognitive neuroscientist, agrees with the definition of metacognition given by John Flavell in 1970 as “our ability to evaluate our own thinking” (2). Fleming also accepts Flavell’s proposition that metacognition is “key to educational success”; indeed, the development of metacognitive thinking is vital in learning processes (1). Metacognition is a teachable concept, and has been proven to be crucial in education.

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.

Conducting a focus groups with women that are or have been homelessness and their caseworkers, separately, to (a) see how the living in a shelter on a daily basis can effect these women how to go about finding a more permanent home,

A control variable is one that is held constant in order to assess or clarify the relationship between two other variables. For example, if we held constant the variable of gender (just looking at males) we could examine the relationship between age and optimism in males.

Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. This process of thinking allows for one to learn on one’s own as “the most effective self-learners are self- regulating” (Taylor). Furthermore, numerous studies

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).

Action research is a strategy I can use to inquire and gather information of how to conduct and interpret my own research for educational and building improvement purposes. Proposition 1: Teachers are committed to students and their learning. Indicator 1f: Teachers model ethic behavior and civic responsibility and address a student’s character development.

Chapter 3 describes the origins of action research and the different methods, steps, and types of action research to use. The first point that really stood out to me was the explanation of action research attitude. Johnson and Christensen (2017) define this attitude when, "you take on the attitude of a practitioner and a researcher and you think about how you can improve your workplace, try new strategies, and determine the consequences" (p.58). As a teacher, the root of this attitude and mindset is something that I do on a daily basis. I am constantly trying to find ways to improve my classroom and the overall school itself. However, action research requires more than having this attitude, and utilizing research to work towards a solution is something that I have slowly started to utilize.

Action research began in the late 19th and early 20th century during the large idea that education must be viewed as a science. Because of Great Britain and their teacher research movement during the 1960s, action research began to change into a teacher-led curriculum reform. At some point in the 1980s, qualitative researchers were not in total agreement and pursued internal validity. They felt inquiring based on “trustworthiness” is more appropriate for a better research. Thus, the birth of professionalism created hierarchy between universities and schools. Even with professionalism changing the problem-solving framework over problem framing, scientific knowledge over personal knowledge, and facts over values, the No Child Left Behind Act created high stakes testing that de-emphasized many action research practices (Anderson, page 53). This is controversial in the sense that politics always played a role in either defending action research or going against it.

When I start taking the Research Methods for Educational Leaders course I did not have an idea about action research. During this course, I have learned how to implement a scientific based research to identify a problem and find effective solutions to a problem. At the beginning of the school year 2016 -2017, all 5th - 8th grade students took the Measures of Academic Progress Test (MAP), which creates a personalized assessment experience by adapting to each student's learning level. The MAP assessments measure growth and how students are progressing, because the data can be looked at historically and are consistent from season to season. Students can take the MAP assessments up to three times in a year in reading, science

Bennett, 1994; Calhoun, 1994, and Kelsay, 1991 (as cited in Spaulding & Falco, 2013) stated, “Level 1 action research is conducted by teachers individually in their classrooms” (p. 19). Spaulding and Falco (2013) stated, “The purpose of action research studies is to improve teacher instruction while at the same time improving student achievement and outcomes” (p. 19). Level 1 action research can and should be utilized in every classroom in the United States. Research conducted by Bernhardt, 2004 and Reilly, 2007, (as cited in Spaulding and Falco, 2013) stated, “It is our belief that action research naturally occurs in the classrooms of highly effective and reflective teachers” (p. 20).

In doing the research, the methodology must be appropriate so that the analysis findings could reach the objective. Research methodology proposed one procedure in order way to be follow to answer all the questions in the research that want to be made. Quoted by Denzin and Lincoln (1994), methodology is a process that related with research objective and data. In the others word, it is early research planning that include the research scope, data collection method, data collection process and data analysis method. For Ranjit (2005), methodology is one of crucial part in research, in order to ensure the research can be done in the systematic way Overall, this chapter will discuss on the research frame and the methodologies used in order to meet the research objectives. Research process been divided into three main parts there are preliminary research part, data collection and last one data analysis.

Having recognized the theoretical framework in relation to the research purpose, the following procedure is to identify, analyze and evaluate research techniques required for data collection. In order to meet the objectives set out by this study, one must ensure that the appropriate research methods have been adopted. This chapter critically analyses the available research methods; while providing justification for the approach used in this research. The research methodology of this study will be built around Saunders et al. (2007) framework; the ‘Onion Model’ (Figure 1), which shows highlights a number of philosophical approaches.

Research methods (RM) are a critical concept in the research process. It requires that the researchers be cognizant of how data will be analyze, assess, and applied in a study. Moreover, the strength of statistical, internal, construct and external validity are grounded in RM. The framing of good research questions aid in the selection of the proper design for a study, which leads to the adoption of the preeminent methodology for data collection. Hence, research methods include qualitative, quantitative, or mixed methods and are derived from a distinct philosophical worldview. Therefore, section one of this paper analyzes two articles via a quantitative strategy. Section two employs this same strategy as it relates to constructs of

In the field of education, it is essential for a professional to be engaged in educational research that will produce effective decisions and choices for best practices in the classroom. There are two studies of educational research the supply side and the demand. The supply side researches the history of a system in play and investigates what a scholar has stated on a certain matter, it dwells into the amount of research, how it has influenced the educational community, and the quality of said research. The demand side searches for the real world application and effect for best practices. Action research hand is meant to solve a specific problem. It is the gathering of professionals to improve on a certain issue. To be thoroughly engaged in action research the supply and demand sides of research must intertwine to obtain a comprehensive resolution. Action research is developed from a group of educators having a common goal, making investigations in their own class, research from the supply and demand side, analyzing data, and applying it in practice. This paper explores Porter, A., & McMaken, J.’s six hypothesis’ of supply and demand in educational research in accordance with action research.