EDLD 5362 Week 5 Presentation
5.15.2011
Action Research Update
12 years ago
Action Research Week 5 - Final Course Reflection
3.23.2011
Overall, this course on action research has been very enlightening. Action research is a continual process which can lead to change and growth for administrators as well as other leaders in education. Through research, we are given opportunities to reflect on current practices, explore new alternatives, and share our findings. Though finding time to conduct research can sometimes be difficult, “administrator inquiry becomes a powerful vehicle for learning and school improvement” (Dana, 2009, p.3). It is imperative that we, as leaders, continue to look for ways to improve in all aspects of education. One major component of the action research process that I am particularly intrigued by is the constant need for self-reflection. Harris, Edmonson, and Combs (2010) explain that “active self-reflection is a key component in this process. The self-reflective process causes us to see our surroundings with greater awareness” (p.55). So, with continual, effective self-reflection, we can always find new wonderings or inquiry topics.
Martin, Wright, Danzig, Flanary, and Brown (2005) explain that “administrative practice is a complex art that combines thinking abstractly, weighing of prior experience, and taking action” (p.104). There is no right or wrong question to ask and no right or wrong answer. The action research plan breaks down evaluation and analysis into basic logical steps. The process itself leads us to question our practices and ask whether or not they are effective. Past experiences can also spur new inquiries. These wonderings should lead to some sort of action. The action to be taken will be determined by the collection and analysis of data revolving around the wonderings.
Data collection is the area in which I feel I have the least knowledge, partly because I haven’t had much experience with it and partly because I haven’t begun that stage of my research. There are a multitude of ways in which data can be collected, including “field notes, interviews, documents/artifacts/student work, digital pictures, video, reflective journals or Weblogs, surveys, and literature” (Dana, 2009, p.72). It is necessary to base your data collection strategies on the specific needs of the inquiry, and enough data should be collected to get a deep insight into the wondering. All data needs to be accounted for when presenting the findings.
Another important part of action research is sharing the results with others. Dana (2009) states that “the process of preparing your findings to share with others helps you clarify your own thinking about your work” (p.136). Sharing not only helps refine the information, but it also leads others to take action, to make a change. Sharing the process, and not just the results, can lead to collaboration. I really appreciate that we were encouraged to collaborate as much as possible; it is amazing how much easier the inquiry process is when you can discuss questions with colleagues and classmates. The integration of the blogs into the process is vital. I guess I might be a little biased because that is one of the topics of my action research, but I think that posting reflections on the blogs helps to keep me accountable. It forces me to take a step back and look at what I have learned and what I have accomplished each week. It also makes me think about anything that needed further clarification or more research. Having classmates comment on my blog and respond to discussion posts was also a huge help. As a response to one of my discussion board posts, Enid Lattier (2011) posed the question, “Does your district’s AUP cover the use of blogs and wikis in the classroom?” I, honestly, hadn’t even thought to look into that. Having some feedback as we go through the research process is incredibly helpful.
Action research has gone from something that, at first glance, seemed like a daunting task to a very manageable project. There are still lots of unknowns, but I have learned that flexibility is a requirement. Learning and making adjustments is part of the process. In the end, it all makes us stronger leaders.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2009). Examining what we do to improve our schools: 9 steps from analysis to action. Larchmont, NY: Eye on Education.
Lattier, E. (2011, March 3). [Discussion board reply]. Retrieved from https://lamar.epiclms.net/Learn/Player.aspx?enrollmentid=1702646.
Week 4 - Action Research Reflection
3.20.2011
Labels: Action Research | 0 comments
I was able to meet with my site mentor this week, and we discussed my action research plan. We discussed some alternative ways to work around any roadblocks that I encounter with students having access to any of the sites (blogster, google docs,...) from district computers. We just decided to work through that if and when the need arises. The other thing he said that I should prepare for is a lack of participation by teachers in the surveys I send out to collect data. He just explained that I’ll need to make sure I have a large enough sample to account for those who choose not to participate. Other than that, we’ve agreed that my action research project doesn't need any changes or updates at this time!
Action Research Plan
3.13.2011
Labels: Action Research | 8 comments
Goal: Determine which teachers on my campus are currently using Web 2.0 tools. Investigate how those tools are being used to increase student engagement. Determine what professional instruction is necessary to increase the number of teachers implementing Web 2.0 tools. | ||||
Action Steps | Persons Responsible | Timeline: Start/End | Resources | Evaluation |
Discuss topic with Site Mentor | Myself Glen Harrison | February 2011 – March 2011 | - Personal Communication | Topic discussed and agreed on |
Determine which teachers to include in the research | Myself Glen Harrison | March 2011 | - Personal Communication - Master schedule | Decided to use core, CTE, & other elective teachers |
Use surveys to collect current data from teachers about using Web 2.0 tools | Myself Teachers | April 2011 – May 2011 | - Online survey tools - Printed questionnaires | Survey results |
Interview/Observe teachers that are currently using Web 2.0 tools | Myself Specific Teachers | May 2011 – June 2011 | - Note taking - Observation time | Collect data on best practices that are currently being used |
Use surveys to collect information from teachers/students about current student engagement & collaboration | Myself Teachers Random students | May 2011 – June 2011 | - Online survey tools - Printed questionnaires | Survey results |
Outside research | Myself | June 2011 – July 2011 | - Internet - Journals - Research time | Collect information & examples from sources outside of our district to aid in implementation |
Create staff development opportunity (maybe online or after school training) to help teachers understand how to use Web 2.0 tools | Myself Teachers who have experience using Web 2.0 tools Glen Harrison Renee Koontz | August 2011 – September 2011 | - Internet - Online tools - Lab for afterschool training - Research/Best Practices | Use teacher evaluations of staff development to determine effectiveness/value |
Field observation of teacher implementation | Myself Teachers | August 2011 – December 2011 (Ongoing) | - Observation time - Surveys & Questionnaires - Interviews | Determine if teachers effectively used Web 2.0 tools |
Collect data from teachers/students about current student engagement & collaboration | Myself Teachers Random students | January 2012 | - Surveys & Questionnaires - Interviews | Compare this data to results from prior to implementation and see if student engagement and collaboration has increased? |
Compile and analyze all final data | Myself Teachers Glen Harrison | February 2012 | - Research time - All collected data | Create a report with data and findings to be shared with campus and district |
Format based on Tool 7.1 from Examining What We Do to Improve Our Schools
(Harris, Edmonson, and Combs, 2010)
Draft Outline of Action Research Plan
Labels: Action Research | 1 comments
Week 3, Assignment Part 2
Goals and objectives/outcomes of the research investigation
- Determine which teachers on my campus are currently using Web 2.0 tools
- Investigate how those tools are being used to increase student engagement
- Determine what professional instruction is necessary to increase the number of teachers implementing Web 2.0 tool
Activities designed to achieve the objectives
- Professional development opportunities to instruct teachers on how to implement Web 2.0 tools
- Use of blog, wikis, Google sites, Google documents, RSS Feeds,…
Resources and research tools needed for data gathering
- Surveys of teacher
- Questionnaires for teachers and students
- Interviews/observations of teachers who have experience with implementing Web 2.0 tools
- Research outside sources for new methods?
Draft timeline for completion or implementation of activities
- April 2011 – June 2011: Collect data using surveys/questionnaires
- August 2011 – September 2011 (maybe ongoing?): Staff development opportunity to learn about implementation
- August 2011 – June 2012: Teacher implementation of strategies/Monitor ease of implementation and student engagement
Persons responsible for implementation of the action research plan
- Me
- Teachers/Students
- Glen Harrison/Renee Koontz (site supervisors)
Process for monitoring the achievement of goals and objectives
- Pre- & Post- Surveys to determine how comfortable teachers are using Web 2.0 tools
- Interviews with teachers/students to determine whether student engagement has increased
- Observation/Review of implementation
Assessment instrument(s) to evaluate the effectiveness of the action research study
- Surveys, Questionnaires, Interviews, Observation
Week 2 - Action Research Reflection
3.06.2011
Labels: Action Research | 3 comments
This week, I, hopefully, have finalized my topic for research. I haven't heard back from my site mentor, which is a little frustrating, but he is a baseball coach and this is his busy season. I enjoyed listening to the interviews with the three scholars who completed their doctorates at Lamar. I thought they gave some very insightful tips about action research. There were a couple of points that really hit home with me. One is that just being able to impact one child is not enough anymore. Accountability calls for improving and impacting all of our students, and it takes research and learning in order to become an effective teacher or administrator. The other is that if I focus on what is practical for the classroom and student learning, then I will be more interested and more focused on outcomes, and students will also benefit more directly from the practical than the theoretical. Teachers and administrators that want to be good, strong leaders never stop looking for ways to improve all aspects of education.
How Educational Leaders use Blogs
2.23.2011
Labels: Action Research | 2 comments
Blogs are a resource that can be used by administrators as a method of journaling or brainstorming. It’s a way of getting thoughts down in a forum that allows for easy recall and commenting from others. It can also be a means of collecting data from self-reflection (Dana, 2009, pp.87-89). The collaborative aspect of blogging allows for insight into the thought process, and it allows for peer review.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Dana, N.F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
