Amy H
RE: Unit 7.1 DB: Action Research
The purpose of coding is to categorize the research into terms that make sense and can be understood by both the stakeholders and the other people involved in the research (Stringer, 2013). Coding also gives the viewers all perceptions of the participants and not just one (Stringer, 2013). An example of this in my work would be if this writer was researching DCF reporting among different agencies. In this writer’s line of work, she has dealt with clients who are underage and decide to run away. Coding the research into the different agencies and the perceptions of DCF reporting among parents, children and mandated reporters, that would categorize the areas that the research will be looking into, making it easy for the reader to understand the purpose of the research.
For the interprete part, Stringer (2013) states that whenever possible, the researchers should use the verbatim principle because this will capture the true affects of the participants experiences. This is important because not everyone has the same experience and they may not interpret the experience the same as others. An example of this in this writers work would be listening to each survivor tell their storues and see their trauma through their eyes and not through statistics and books tellin gus what trauma is supposed to look like. It is so important to see the way all people view a situations, because no one person is ever right in topics such as this.
This brings us to analyzing the data. When we analyze the different perceptions, we are able to see commonalities in how the people are reacting to the trauma of their assaults, and the differences. We are also able to look at different variables that could be affecting both how we see their trauma, as well as why they may be coping in a certain way. For example, looking at two different survivors with similar stories, we can see how they are similar and different by not only their actions, but their perception of what happened to them and the type of support they have. The example Stringer (2013) used in the book reflects this when he stated that managers, staff, administrators and customers all have differing views on how the business is run.
Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.
Griselda V
RE: Unit 7.1 DB: Action Research
Professor and classmates,
Action research in relation to the field of social services is the process that provides credibility to the development of reflective thinking, dialogue, judgment, and action by everyday individuals. These individuals willingly participate in a collective research with emphasizes in personal issues that they shared in common. As a matter of fact, the foundation of action research focuses on developing critical awareness and developing the necessary tools for individuals to take action on diverse personal difficulties. Additionally, this particular methodology encourages the development of collaborative strategies implemented by individuals with a common objective to resolve a given issue. Underestimating the principles of action research could easily place a negative impact on the pursuit of practical solutions to issues of concern. Action research is also about producing new forms of understanding for reflection, action, and theory (Stinger, 2013).
Action research magnetize the importance on the engagement of individuals in collective and translucent relationships that open up new spaces for discussion. Action researchers place life practices among the primary influences that support their study. Action research also embraces a greater concern for empowering participants working with the practitioner. Stringer (2013) states: it also means emancipation and community building, such as capacity building, asset enhancing, and social capital development. Its four values are social justice, agency, community connectedness, and critical curiosity for change. Action research and multicultural competence must entail social justice, progressive training programs are moving to expand the traditional roles of counselors and counseling psychologists (Arrendondo and Perez, 2003).
This writer served as a math tutor for a period of five years and action research is a natural part of teaching procedures. Part of my tasking as a tutor for different children was to create an organized feedback report of the students’ progress during each tutoring session. The objective of the students’ data collection was to improve this writer teaching techniques and improve the students’ learning capability. Teachers are continually observing their pupils, collecting data, and constantly improving their practices to improve the students’ learning experience. Action research presents a framework that conducts the energies of teacher toward a better understanding of why, when, and how students become better pupils (Kemmis and McTaggart, 2005).
References
Arrendondo, P., & Perez, P. (2003). Expanding multicultural competence through social justice leadership. The Counseling Psychologist, 31(3), 282-289.
Kemmis, S., & McTaggart, R. (2005). Participatory actions research: Communicative action and the public sphere. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559-603). Thousand Oaks, CA: Sage.
Stringer, E. T. (2013). Action Research (4th) ed. SAGE Publications.
Amy H
RE: Unit 7.2 DB: Outcome Data
The limitations of action research outcomes is that because there are stakeholders in the participation, there is also a possibility of biased research. In a research study conducted by I. Banda-Mutalima (2018), they found that while doing the research the fact that their career was so attached to the resarch that it’s affects could have caused the research to be deviated from it’s original trajectory. They found that it is important to have an internalized checkpoint that helps to prevent influences from clouding their judgment while studying something so close to their heart (Banda-Mutalima, 2018). Often times when we are looking for an answer, we only look at the parts that support our theory, but that does not serve the research outcomes or the participants. Banda-Mutalima (2018) found that there is an importance to taking in all of the outcomes as they came and considering each one, by valueing the methodology protocols that were in place at the start of the research.
Banda-Mutalima, I. (2018). Action research: The advantages and limitations of practice in responding to poor people’s voices through microfinance.In SAGE Research Methods Cases. https://www.doi.org/10.4135/9781526442215
Griselda V
RE: Unit 7.2 DB: Outcome Data
Professor and classmates,
The main limitation of the action research and data analysis is that the assigned individual evaluates himself or herself. This is in relation to my previous feedback within this weeks’ discussion board topic. There is a risk in the benefits of action research in this case on the student selection criteria, impartiality in selecting the participants by the writer. There may raise a challenge in action research and data analysis if there exists coercion or voluntary selection of the participants is also a problem. This reduces the ability of action research and data analysis to meet the required needs as there may not be presented the true picture of the situation because of personal evaluation by the teacher (Coghlan, & Brannik 23).
The other disadvantage of action research and data analysis is the validity in writing and presentation of the final report by assigned individual conducting the evaluation. He or she may not give a correct report owing to matters that may not be good for the profession including a conclusion that may be critical of their methods of practice. He or she may not be willing to write this in the final report; hence, the validity of the report will be in doubt. The other matter is the objectivity in writing of report, as the practitioner may not be able to separate personal issues and write the report in an objective manner as these touches on his /her profession. This will also affect the ability to deliver a report that is objective, efficient, and of high quality. (Parsons & Kimberlee 29).
The other disadvantage of action research and data analysis is that the results in action research cannot be generalized. The results can only be applicable to the portion of the population studied and the exact system. The other disadvantage of action research and data analysis is that it is more difficult to conduct than conventional research as it takes longer and requirements refinement of the methodology as the research continues.
References
Coghlan, D., & Brannik, T., 2005, Doing Action Research in your Organisation, London: Sage Publicaions.
Parsons, D., & Kimberlee, S., 2002, Teacher as Reflective Practitioner and Action Researcher. Belmont, Calif.: Wadsworth/Thomson Learning.
Stringer, E. T. (2013). Action Research (4th) ed. SAGE Publications.
Rebecca G
RE: Unit 7.3 DB: Mini Report
Introduction:
The following action research report will outline a problem presented in a preschool classroom of ten children three are displaying behavior issues during group time. The coded issue is that the teacher is that the children need to be rearranged and given busy items for their hands.
Methodology:
The independent variable is the way placement of children in the group learning circle. The dependent variable is the learning outcome, which is children are not keeping their hands to themselves and not staying in their own space. The method used will be to manipulate the independent variable by having the teacher rearrange the children and provide more space for those who need it an squishy balls for the one who can’t keep her hands to herself, which will give children more personal space so they are not interfering with the children sitting next to them as well as provide something for the child to keep her hands busy so that she doesn’t hit the children next to her.. The dependent variable will be measured based on the way the children are able to sit with attention during the group lesson.
Results:
It was determined that after rearranging where certain children were seated with more personal space and the use of a squishy ball, the children were able to have a longer attention span and not bother the other children. This in turn gave the teacher more time to provide the learning material instead of having to correct and speak to the disruptive children.
Discussion:
The hypothesis was proven to be true, that the students were able to get more out of the lesson being taught once they were moved given space and something to keep their hand busy. In the future, this teacher will continue to provide the children with extra space and items to occupy hands during group time in order to have a successful learning experience for all children.
Strengths and weaknesses:
The limitation of this particular action research study is that the sample size is so small and limited to ten students. In the classroom setting, each student will have different needs, such that in this particular case one study there were several children who had special issues and one child who had a difficult time keeping her hands to herself.
Suggestions:
To improve generalizability, the teacher could visit other classrooms to see how other teachers handle disruptive children and that would create a larger sample size.
References
Stringer, E. T. (2013). Action Research (4th) ed.SAGE Publications.
Jasmine J
RE: Unit 7.3 DB: Mini Report
Introduction:
The following action research will present a problem regarding adults with mental illnesses who lack sufficient skills and knowledge of the ability to manage adult daily living skills, psychiatric management, medical management, psychiatric emergency, substance abuse, and fall risk. The coded issue in this action research is each person experience different symptoms and behaviors; therefore, the counselor must present lessons in a structured way that all the clients are able to comprehend the materials. To qualify for this research, the individual must be an adult, diagnosed with a mental illness, and have been hospitalized.
Methodology:
This will be a yearly program, Monday through Friday, to assist adults increase their knowledge and skills. The average amount of adults assigned in one program will be 10. There can be a mixture of males or females. The independent variable will be the areas being taught by the counselor. The dependent variable will be how much information has been gained as well as the increase of skills being achieved. Individuals will utilize narrative therapy to voice questions and concerns. Narrative therapy is a method where we make sense of our lives through stories (Brown & Augusta-Scott, (2007). Another method used will be informative tutorial videos via YouTube in relation to the lesson being taught followed with activities. Measurements will be measured based upon the progress client’s make within their quarterly reports.
Results:
According to the results, all clients showed progress in the areas they lacked. However, some people continue to need the services to maneuver through life. Results also show clients diagnosed with multiple mental illnesses takes longer to comprehend compared to the people who are diagnosed with one or two mental illnesses.
Discussion:
Based on the hypothesis, it is true that individuals learn in different ways due to their mental illnesses. It is important for counselors to develop plans that will benefit all people with knowledge and skills. Developing yearly ISP’s and completing quarterly progress reports will continue to allow this counselor to evaluate each person’s skills to determine the progress made.
Strengths and Weaknesses:
There are many strengths discussed in this action research. On the other hand, some limitations could be the teaching methods in the program. Every participant of the program may feel the teaching methods is not up to their standard and begin to experience symptoms of being bored or easily distracted. Stringer (2013) states researchers should indicate any limitations in an action research. Acknowledging limitations will provide researchers with additional strengths to make the research stronger.
Suggestions:
This writer recommends the program should have a leader and co-leader for the group. If a leader or co-leader is temporarily off the job, the other forges on and the organization benefits from this flexibility and continuity (Sally, 2002). In addition, the program should allow new participants to be interviewed, if criteria are met, to continue the growth of the program.
References:
Brown, C., & Augusta-Scott, T. (2007). Narrative Therapy: Making Meaning, Making Lives: Vol. 1st Edition. SAGE Publications, Inc.
Sally, D. (2002). Co-Leadership: LESSONS FROM REPUBLICAN ROME. California Management Review, 44(4), 84–99. https://doi-org.postu.idm.oclc.org/10.2307/4116614…
Stringer, E. T. (2013). Action research (4th ed.). Sage Publication.
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