Themes in Education

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.

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

Reviewing of literature is a valuable contribution to the action research process (Mills, 2012). The purpose of this paper is to search for literature using both the Web and the Ashford Library, using only keywords that best signify the area of focus for action research project.

Leadership is an essential component of a schools’ success or failure. Learning By Heart, by Ronald S. Barth provokes teachers and administrators to reflect on their practices and contributions to their school. Roland Barth offers us different viewpoints on educational reform from his own experiences in education from being a public school teacher and principal to being a Harvard University faculty member. He mentions how school improvement and restructuring will come from within every teacher and administrator not from any program because “schools are not capable of improving themselves”.

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.

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).

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, in contrast to action research, focuses on the learning and the action does not require the extension of new knowledge in a theoretical sense. In action learning the participants select some issues, analyze them, take some action and say on that action, while Action research is a process by which change and understanding can be pursued at the one time. It is usually described as cyclic, with action and critical reflection taking place in turn. It is commonly done by a group of people, though sometimes people use it to improve their practice. It has been used often in the field of education for this purpose. It is not unusual for there to be someone

My previous research involved a lot of field research and ethnography using datasets and a research methodology more common in large scale social science investigations. I was utterly unfamiliar with action research as it exists within the classroom. My experience in a research institution had been publish and walk away or defend—a rather reptilian approach to one’s “product,” I think—and I hadn’t considered how research performed in the classroom could not only be useful for other interested parties but essential to maintaining my own practice, keeping it nimble yet

This research was conducted by using a participatory action research design. This design places value on interacting with individuals during the research and practice stages. Furthermore, research was conducted in collaboration with Columbine Elementary School. Participants consisted of fifth-grade

As a principal, responsible for change, action research is an important component of transforming our school and community culture. Thus, action research plays a strong influence in the search for democracy and cross-cultural leadership in my work environment. Context/ Background. Unearthing my own Maori and Pakeha identity has led me on a journey of discovery and interest in early New Zealand social anthropology and ethnography. The literature of Elsdon Best, Edward Tregear and S. Percy Smith has helped shape the hegemony of post-colonial New Zealand.