Action Research In The Classroom

ED 601

Syllabus

Purpose

The purpose of this course is to provide teachers with the knowledge and skills to integrate Action Research as a teaching and problem solving methodology, as well as teaching students to use Action Research to achieve lesson objectives.

Course Description

Action Research is a specific process for problem solving, verification, and discovery. An individual, teacher or student can use the process, but experience indicates the process works best through cooperation and collaboration. This course will be taught by employing the attributes of the Action Research process:

Problem definition...the question
A plan to answer or resolve the problem
Use of objective data
Collection of data
Data recording
Reporting

After presenting the attributes and having participants demonstrate competency in their use, the participants will employ the process to answer prescribed questions, and discover solutions to persistent problems. Following these activities, participants will develop strategies for teaching students to use Action Research to complete assigned lessons. The participants may elect to field-test the process in one of three ways:

Teach the strategy to a class and report on the results to the instructor.
Address a real issue in their classroom, school, or district using Action Research and report on the results to the instructor.
Tailor an application activity to their specific needs, test the process, and report on the results to the instructor.

All options will be assessed by prescribed criteria.

Objectives

Establish a conceptual framework for action research.
Differentiate between "formal" and "action" research.
Develop basic concepts of research.
Design action research projects.
Select assumptions that can be verified by action research.
Apply basic concepts to generated experimental ideas.
Organize data for verification.
Analyze and interpret data.
Report results in prescribed formats.
Strategies to use Action Research to resolve persistent classroom problems.

Curriculum Design

Action Research in the Classroom is a forty five-hour, 15 week graduate level course taught online. The primary teaching methodology is to present a conceptual framework where teachers may operationally define the knowledge and skills to successfully use action research in the classroom. Action research is a teaching methodology which will be used throughout the course. Participants will complete and field-test an Action Research project and report results to the instructor.

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required text is Action Research: An Educational Leader's Guide to School Improvement, by Jeffrey Glanz. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Course Outline

Module One: Establishing a Conceptual Framework for Action Research

Contents:

Course orientation
History of scientific research
Action research defined
Different research approaches
Research terminology
The research process
Four stages of action research

Module Two: Differentiation Between Formal and Action Research

Contents:

"Here and now" research for immediate application
A systematic method of inquiry versus the pragmatic use of research tools
Topic selections
What if...?
The problem and its setting
The focus of action research

Module Three: Basic Principles of Experimental Design and Data Analysis

Contents:

Developing basic concepts
Applying basic concepts
Generating experimental ideas
Describing experimental procedures
Constructing tables and graphs
Writing reports
Improve problem selection for the action research process.
To name problems specifically related to teaching and learning in the classroom.

Module Four: Major Concepts

Contents:

The concept of control (central idea in research)
Time series experiments
The sample and selecting the sample
The hypothesis
Claims and proof - truth and validity
Baseline data
Replication
Define the concept of research design
Identify the experimental approach to action research

Module Five: The Design

Contents:

The proposal
Research symbols to facilitate design
Overview of:

Historical design
Descriptive
Analytical

Emphasis - the experimental design

Module Six: The Data

Contents:

Related literature
Collecting data - What data do we collect?
Sources of data for action research
Analysis and interpretation of data

Module Seven: The Data Continued

Contents:

The role of statistics
Constructing data gathering instruments
Taking action
Reporting results - Why and to whom?

Module Eight: Integrating Action Research and Teaching

Contents:

Rationale for student research
Strategies for classroom and independent research
Parental support
Scheduling student research
Assessing student research
Maximizing student research

Module Nine: Related Topics

Contents:

Critical thinking
Logic
Constructivism and action research
Utilization of technology
Unleashing imagination - preparation, incubation, persistence
Creativity - finding new ways, making associations, discovering unexpected solutions

Module Ten: The Research Process

Contents:

Research as an integrated process
The problem related to method and analysis
Student action research safely
Student action research and the prescribed curriculum
Relevant case studies of:

Teacher action research
Student action research

Review, the cycle of research
The action research lesson
Synthesis

Course Requirements:

Requirements	Points
Forum Participation	17
Demonstrated competency in using Action Research attributes	25
Reading, Reviews, and Projects	33
Action Research project based on the Rubric	25
Total	100

Grades
100-93 - A
85-92 - B
75-84 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

Bailey, K.D. (1978). Methods of Social Research. New York: The Free Press.

Bogdan, R.C., and S.K. Biklen. (1982). Qualitative Research in Education. Boston: Allyn and Bacon.

Borg, Walter R., and Meredith D. Gall. (1971). Educational Research: An Introduction. Second Edition. New York: David MacKay Co.

Brooks, J.G., and M.G. Brooks. (1993). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Virginia: ASCD.

Calhoun, E.F. (1992). "A Status Report on Action Research in the League of Professional Schools." In Lessons from the League: Improving Schools through Shared Governance and Action Research, Vol. 2, edited by C.D. Glickman and L. Allen.

Athens: Program for School Improvement, College of Education, University of Georgia.
Calhoun, E.F. (1993). "Action Research: Three Approaches." Educational Leadership 51, 2: 62-65.

Carr, W., and S. Kemmis. (1983). Becoming Critical: Knowing Through Action Research. Geelong, Victoria: Deakin Press.

Casley, D.J., and K. Kumar. (1988). The Collection, Analysis, and Use of Monitoring and Evaluation Data. Published for the World Bank. Baltimore: Johns Hopkins Press.

Cochran, W.G. (1959). Sampling Techniques. Second Edition. New York: John Wiley and Sons, Inc.

Dewey, J. (1910). How We Think. Boston: Heath.

Dicker, M. (1990). "Using Action Research to Navigate and Unfamiliar Teaching Assignment." Theory Into Practice 29, 3: 203-208.

Donald, Janet. (2002). Learning to Think: Disciplinary Perspective. San Francisco: Jossey-Bass.

Ehrenfeld, S., and S.B. Litthaver. (1964). Introduction to Statistical Method. New York: McGraw-Hill Book Company.

Finney, D.J. (1960). An Introduction to the Theory of Experimental Design. Chicago: University of Chicago Press.

Gardner, J.W. (1963). Self Renewal: The Individual and the Innovative Society. New York: Harper and Row.

Hopkins, D. (1985). A Teacher's Guide to Classroom Research. Philadelphia: Open University Press.

Jaeger, R. (1990). Statistics: A Spectator Sport. Beverly Hills: Sage Publications.

Krippendorf, K. (1980). Content Analysis: An Introduction to Its Methodology. Beverly Hills, Calif.: Sage Publications.

Miles, M.B., and A.M. Huberman. (1984). Qualitative Data Analysis:A Sourcebook of New Methods. Beverly Hills, Calif.: Sage Press.

Oja, S.N., and L. Smulyan. (1989). Collaborative Action Research: A Developmental Approach. London: Falmer Press.

Sagor, R. (1992). How to Conduct Collaborative Action Research. Alexandria, Va.: ASCD.

Slavin, R.E., and N.A. Madden. (1989). "What Works for Students at Risk: A Research Synthesis." Educational Leadership 46, 5: 4-13.

Whitford, B.L., P.C. Schlecty, and L.G. Shelor. (1987). "Sustaining Action Research Through Collaboration: Inquiries for Invention." Peabody Journal of Education 64, 3: 151-169.

Yin, R. (1989). Case Study Research. Newbury Park, CA: Sage.

Related Web Sites

Session I:
Research About Teaching and Learning
This site provides resources for action research.

Recent Books on Action Research and Related Topics
This site provides information on recent books on action research and related topics.

Action Research Bibliography
This site includes an action research bibliography. Action research is discussed in the context of K-12 education with a focus on the classroom teacher.

Complete Golf
At this site is an example of an action research project in action.

Links to Action Research Sites
This site provides a list of web links to participatory action research sites. The site is also an action research resource for both students and teachers.

Session II:
Teacher Research
Provides a comparison of traditional (formal) research and action research.

Session III:
Experimental Science Projects
Discussion of repeated trails, random errors, and systematic errors.

Session IV:
National Student Research Center

A description of applying basic concepts.

Session VI & VII:
School Match
This site provides a searchable database devoted to elementary and secondary schools.

Center for Education Statistics

Session IX:
History / Social Studies for K-12 Teachers
Research and critical thinking is the focus of this web site.

The Philosophy of Logic
Covers the interdisciplinary use of logic - also addresses the use of logic in research.

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.