Action Research. Action Research is a useful tool. It allows educators to systematically and empirically address topics and issues that affect teaching and learning in the classroom. The Action Research process is natural for some teachers. They are always exploring and testing new strategies by observing and collecting information related to the success of instructional and organizational strategies. Others need to be conscience of Action Research techniques while developing classroom strategies and planning activities. Will my students perform better if I use multiple modalities of instruction? Would involving parents in the homework cycle increase the likelihood that students complete their homework? Does homework completion and success translate into better test scores? All of these are questions teachers pose every day. Action Research provides a structured process for implementing data collection and analysis. It provides the information necessary for an educator to know whether or not their intervention had the anticipated results. What Is Action Research? ● Action Research is a form of disciplined inquiry that impacts directly on a teacher’s practice and empowers them to renew their classrooms and promote instructional improvement (Xxxxx, 1991). ● Action Research is a form of self-reflective inquiry (Xxxxxx, 1983). ● Action Research is the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions (Xxxxxx, 1985). ● Action Research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for Action Research is to assist the “actor” in improving and/or refining his or her actions (Sagor, 2000). As we seek to develop reflective practitioners who are teacher leaders and decision-makers in our teacher education programs, we include the Action Research process as a strategy for continued professional and personal development.
Action Research. One of LIFT II’s key outcomes is to expand the evidence base for ES/L/FS programming impacts on health and nutrition. Because LIFT II is not funded or structured to carry out the kind of implementation normally associated with impact evaluations (e.g., implementation with a specific sample of beneficiaries in a given area, matched with a counterfactual) the project will instead focus on building the evidence base through action research. Similar to operations research, LIFT II’s idea of action research will use emerging lessons learned from referral systems as cases for operations research. For example, if LIFT II learns that one referral system greatly benefited from an early intervention to improve gender equity in programming, then LIFT II will work to integrate that intervention in future referral networks. Please see the section on Building the Evidence Base for NACS – ES/L/FS Linkages Activities in the work plan. Results Framework In contrast to implementing projects with a clearly defined geographic impact area and timeline, LIFT II must operate with more flexibility. For this reason, LIFT II does not present a particular set of Intermediate Results (IRs) and Sub-Intermediate Results (Sub-IRs) which together contribute to the achievement of a Strategic Objective (SO). Rather, LIFT II uses the seven activity pillars presented above in lieu of the Sub-IRIRSO framework common to most USAID multi-year assistance program or bilateral PMPs. LIFT II can support a particular Mission’s focus on one or many IRs/SOs and accommodate those efforts at the country level. Those accommodations will be reflected in the country-level PMP and approved by the Mission. For the purposes of global-level reporting, LIFT II requires certain key indicators (noted in the PIRS below) to be included so they may roll up to the global level.
Action Research. Various definitions of action research exist, such as: ‘the systematic collection and analysis of data relating to the improvement of some aspect of professional practice’ (Xxxxxxx, 1998:1) and ‘small-scale intervention in the functioning of the real world and a close examination of the effects of such an intervention’ (Xxxxx and Xxxxxx, 1994: 186). One key focus of action research is change for improvement by means of the proposed and trialled intervention (XxXxxx and Xxxxxxxxx, 2010; Xxxxx et al, 2011; XXXXX and UEL, 2015a). Other characteristics are its small size and power of transformation at both practitioner and institutional levels (ibid). Action research is not focused on changing behaviours but on changing how we think, leading to better informed behaviour (XxXxxx and Xxxxxxxxx, 2011). It can therefore be argued that action research can change practice by changing how we think of aspects of practice. Thus, it aligns with this research’s aim to understand teachers’ perceptions of using pupil voice in intervention and how these might inform their practice. There are various models for action research, such as the eight-step models of Bassey (1998), XxXxxx (2002) and Xxxxx et al (2011). Owing to its sequential nature, the limited time available for this study and this researcher’s limited access as an outside researcher, the model of Xxxxxx (1998) (see Appendix F) was adopted, with this researcher choosing to complete steps 1 to 4 only, offering further recommendations for a xxxxxx investigation from steps 1 to 8. This abridged model is justified in the assertions of XxXxxx and Xxxxxxxxx that action research focuses primarily on changing thinking and improving learning (2010). It is not vital that the situation under investigation reaches successful closure (ibid). What matters is the resultant learning and development of practice (ibid).
Action Research. All You Need to Know. London, California, New Delhi, Singapore, Sage Merriam, S.B. (2009) Qualitative Research: A guide to design and implementation. San Francisco, Jossy-Bass. Milmo, C., Xxxxxxx, S., Xxxx, J. (2014) Britain facing literacy crisis which will leave nearly 1.5 million 11-year-olds unable to read properly by 2025’ [INTERNET] Independent, Available from xxxx://xxx.xxxxxxxxxxx.xx.xx/news/uk/home- news/britain-facing-literacy-crisis-which-will-leave-nearly-15-million-11-year-olds- unable-to-read-9717408 [Accessed 25 January 2018] Xxxxxxxxxx, H, and Kellet, M, (2009) Children and Young People’s Worlds: Developing Frameworks for Integrated Practice, Bristol and Chicago, Policy Press. Xxxxxxxx, X.X. (2008) Democratic Classrooms: Incorporating Student Voice and Choice in Teacher Education Courses [Internet] Available from: xxxxx://xxxxxxxxxxxxxx/xxx/Xxxxxxxx.html [Accessed: 27 April 2018] National College for School Leadership (2012) What makes great pedagogy? Nine claims from research. Nottingham, [Internet] National College for School Leadership, Available from: xxxxx://xxxxxx.xxxxxxxxxx.xxxxxxx.xxx.xx/government/uploads/system/uploads/a ttachment_data/file/329746/what-makes-great-pedagogy-nine-claims-from- research.pdf [Accessed: 27 August 2018] National Youth Agency (2009) Involving children and young people – an introduction. [Internet] National Youth Agency. Available from: xxxxx://xxx.xxxxxxxxxxxxxxxxx.xxxxx.xxx.xx/media/medialibrary/2014/12/Hear _by_Right_-_I m, 44z\nvolving_children_and_young_people_-_an_introduction.pdf [Accessed: 12 June 2018] National Literacy Trust UK (2018) [Internet] National Literacy Trust, Available from xxxxx://xxxxxxxxxxxxx.xxx.xx/news/uk-businesses-pledge-tackle-nations- literacy-crisis-2018/ [Accessed 25 January 2018] No To Failure and the Dyslexia SpLD Trust (2009) No To Failure Report 2009 [Internet] Dyslexia SpLD Trust. Available from xxxx://xxx.xxxxxxxxxxx- xxxxxxxxx.xxx.xx/xxxxx/xxxxxxxxx/xxxxxx/xx-xx-xxxxxxx-xxxxxx- 2009.1347979780.pdf [Accessed: 25 August 2018] Nunkoosing, K. (2005) The problems with interviews: Qualitative health research [Internet] 15 (5), pp 698 – 706. Available from: xxxx://xxxxxxxx.xxxxxxx.xxx/doi/pdf/10.1177/1049732304273903, [Accessed 24 July 2018] Ofsted (2010) The Special Education Needs and Disability Review: A Statement is Not Enough [Internet] Ofsted. Available from: xxxxx://xxx.xxx.xx/government/publications/special-educational-needs-and- disability-review [Accessed: 8 June 2...
Action Research. The individual teacher or a group of teachers with a shared interest, examines practices in their own classroom(s) or school and develops a plan that includes: Identification of the problem or issue Student outcome Data collection strategies (minimum of three (3) sources) Implementation Data analysis Reflection Review with evaluator
Action Research. The process of action research involves a cycle of planning, action and fact- finding about a particular problem or challenge pertaining to classroom instruction and can transform a teacher’s practices and beliefs. Each teacher will be supported and facilitated in conducting at least one action research project. NIET and staff from the Department of Supervision and Qualification will be provided relevant training by UMass in how to effectively mentor an action research project. An action research project can be tailored to the individual aspirations of the in-service teacher, creating further flexibility within the professional diploma program.
Action Research. Action research allows educators to work on a question they may have in regard to their self- assessment. The information gathered by the teacher is then utilized to improve teaching and student learning. Action research can be self-directed or be done by a group of educators who have a common interest/question to be researched. Steps for Action Research Step 1: • Generate possible research questions • Identify focus of study and possible hypothesis • Examine resources available including the expertise of other educators • Identify support group •
Action Research. For Delhi and Jharkhand NGOs, the concept of action research was introduced following the grant agreement. In the case of Chhattisgarh, it was decided to provide an overview to action research at the introductory workshop so that NGO applicants could incorporate this component into their proposals. At the workshops, it was stressed that that any action research for the project should be in the context of efforts to improve the quality of an organization’s educational programs. An action research grid has been created which identifies possible NGO partners for a collaborative REACH India action research project. Some of the considerations are the interest of the NGO in the subject; determining a minimum number of NGOs that will need to be involved in such a project; accessibility considerations i.e., where are they located?; the need for regional representation etc. While this paradigm is still evolving, we are fortunate to have NGO partners who have proven expertise in the subject. A few partners have already begun plotting their research design, and will soon be entering the data collection phase. We have also heard from some partners who are keen to integrate their energies and expertise with others in the network to conceive, design and implement a research topic. We hope to use the network meetings to forge such collaborations.
Action Research. Action research allows CISS to work on a question the CISS may have in regard to their self- assessment. The information gathered by the CISS is then utilized to improve instructional practice and student learning. Action research can be self-directed or be done by a group of CISS who have a common interest/question to be researched.
Action Research. A key component of the first C-IMCI project Action Research was one of the Action research component is responsible for documentation, program’s triad including BCC and the Informal sector component. Action Research was responsible for documenting project for documenting project experiences, standardizing monitoring and evaluation tools and expanding the role of PRA in the project area. The position of Action Research Officer was filled during the Mid-Term Evaluation and the importance of the position and its achievements were noted. Since March, 2002, the position of Action Research Officer has been vacant and the responsibilities have fallen to the Project Coordinator. The Project Coordinator is also responsible for the administrative and Human Resource activities related to the C-IMCI project as well as the five supplemental project supporting C-IMCI activities. The Coordinator is also called upon, with field staff, to develop proposals in support of the Ntungamo program. The expansion of activities in Ntungamo District has had a great impact on the Coordinator’s ability to work closely with Action Research activities. It is strongly recommended by the Final Evaluation Team that the position of Action Research Office be filled and that the role of the Officer be expanded to provide technical assistance to the Field Officers and CORPs in the production of quantitative monthly and quarterly reports to supplement the existing narrative reports. The Action Research Officer should also create a standardized monitoring and evaluation tool that can be used at all levels, with all line ministries and will be consistent between projects. monitoring and evaluation of the project activities. The action research officer position is therefore important and will be maintained for CIMCI-II. This position has been filled now in the title of M&E Officer. With support from staff and partners, monitoring tools will be harmonized to fetch correct and usable data.
