This is for ResearchPro ($10)

Discussion One

Part One:  According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9).  Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).

Part Two:  Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9).  Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.

Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).

References

Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.

Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591

Ferrance, E.  (2000). Themes in education: Action research. Providence, RI: LAB at

Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf

 Mills, G. E.  (2014).  Action research: A guide for the teacher researcher (5th ed.).

Boston, MA: Pearson Education, Inc.

Julie Danks

6/10/2015 10:43:01 PM

I truly believe in the power of reflective thinking; and in the case of the classroom – reflective teaching.  I see a strong correlation between reflective teaching and action research.  Reflective teaching means looking at what you are doing in the classroom, thinking about why you do it, and how it works.  Reflective teaching can often times lead to changes and improvements in our teaching.  Action research is the gathering of information within our classroom or school with the goal of gaining inside, developing reflective practices, effecting positive changes and/or improving student outcomes.  Both action research and reflective teaching enable teachers to improve their practices, while at the same time gaining knowledge and understanding of the practice itself.

There are several factors that bring value to action research.  In addition to the benefits and creditability, these factors differentiate action research from traditional educational research.  Factors such as natural classroom life, real world classroom situations, and teacher-led research have enormous benefits and validity.  Action research support teachers in studying their teaching practice and to actually take action to improve what they are doing in their classrooms (Miller, Rosendale, Shanks, 2012).

Action Research can benefit teachers in countless ways; from taking positive action, improving teaching practices to goal development and increasing teacher confidence and competence.  Action research can bring together colleagues, teacher candidates, and administrators.  More importantly and personally, with action research can offer valuable insight and data leading to action and professional growth.  Thus, making me a more marketable teacher and valuable school asset.

Reference
Miller, L., Rosendale, S., Shanks, J. (2012). Action Research in Professional Development School Setting to Support Teacher Candidate Self-Efficacy, SRATE Journal, v21 n2 p26-32 Sum 2012.  Retrieved from http://eric.ed.gov/?id=EJ990633