ACTION RESEARCH MODULE 14: COHORT 2 YEAR 3

Project development and submission PLANNING JANUARY 2018 FEBRUARY MARCH 2018 WEEK 1 (start Jan 8 th) 2 3 4 5 6 7 8 9 10 ACTIVITIES 4 Face to Face sessions (Tu- Fri) 1 Face to Face sessions (Wed) 1 Face to Face session Project development and submission

Staff: German Hernandez (International Professor) gjhernandezp@gmail.com  Milton Top  (Local Professor) miltontop@hotmail.com  Prewien Mohan  (Teaching Assistant) mopur@hotmail.com Julian  Mac Lean (Teaching Assistant)  dozakt@gmail.com 

Contents: Participatory Action Research (PAR) What is Action Research? What is Not Action Research? Types of Action Research Action Research Design Participatory Action Research (PAR) Steps in Action Research Identification of problem area Collection and organization of data Interpretation of data Action based on data  Reflection Benefits of Action Research Successful Stories from the Field

Resources: Action Research, Eileen Ferrance,  LAB Program – Education Alliance at Brown University, 2000. (Presents an overview of action research as a method for educational inquiry. It answers questions about what is and is not action research, describes the action research process, and offers reflections from two educators on their experiences of using action research in their classrooms to improve their own teaching and their students’ learning). Powerful Tools for Teaching and Learning: Web 2.0 Tools, University of Houston System – Coursera, Week 4: Mini Action Research Project https://www.coursera.org/learn/teaching-learning-tools/lecture/vRSDE/action-research The importance of action research in teacher education programs, GSC Hine, Issues in Educational Research, 23(2), Special Issue, ‎2013. http://www.iier.org.au/iier23/hine.pdf What Teachers Need to Know About Action Research, Wendi Pillars, Education Week Teahcer, September 5, 2012. https://www.edweek.org/tm/articles/2012/09/05/tln_pillars_actionresearch.html An Overview of the Methodological Approach of Action Research Rory O’Brien Faculty of Information Studies, University of Toronto, 1998. http://www.web.ca/~robrien/papers/arfinal.html

RESEARCH/ONDERZOEK

WETENSCHAPPELIJK ONDERZOEK KWANTITATIEF ONDERZOEK Gaat om hoeveelheden, percentages (cijfers) Gebruik meestal “gesloten” vragen. De vragen zijn vooraf opgesteld en geijkt, waardoor verwerking en analyse kan plaatsvinden d.m.v. statistische methodieken. Validiteit (geldigheid) Objectiviteit, verificatie en betrouwbaarheid kunnen gewaarbord worden (het onderzoek kan herhaald worden onder dezelfde omstandigheden). Gebruik meer intervieuwen (d.m.v. enquete/vragenlijsten) en minder observeren KWALITATIEF ONDERZOEK Gaat om kwaliteiten, perspectieven, er-varingen, belevingen en betekenisverlening. De centrale vraag is een “open vraag” en de onderzoeksvragen zijn meestal ook “Open Vragen” Resultaten en conlusies zijn subjectief en minder betrouwbaar. Ter verhoging hiervan: transparantie, geloof-waardigheid en adequaatheid. Gebruikt meerdere databronnen en veel observatie. Onderzoeksopzet is flexibel

EISEN AAN WETENSCHAPPELIJK ONDERZOEK Validiteit, Geldigheid, Betrouwbaarheid en Transparantie

What is Action Research? Action research is A process in which participants examine their own educational practice systematically and carefully, using the techniques of research. It is based on the following assumptions: • Teachers and principals work best on problems they have identified for themselves, • Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently, • Teachers and principals help each other by working collaboratively, • Working with colleagues helps teachers and principals in their professional development (Watts, 1985, p. 118)

What is Not Action Research? Action research is not: Research, A library project, Problem-solving in the sense of trying to find out what is wrong, About doing research on or about people, Finding all available information on a topic, looking for the correct answers. 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 en rather a quest for knowledge about how to improve.