teacher leaders engaged in mathematics and science action research spring 2005 northeast florida...
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Teacher Leaders Engaged in Teacher Leaders Engaged in Mathematics and Science Action Mathematics and Science Action
ResearchResearch
Spring 2005Spring 2005
Northeast Florida Institute for Science, Mathematics, Northeast Florida Institute for Science, Mathematics, and Computer Technology at UNFand Computer Technology at UNF
Duval County Public SchoolsDuval County Public Schools
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Facilitators
Dr. Faiz Al-RubaeeAssociate Professor, Mathematics and Statistics
Dr. Marianne BarnesProfessor, Curriculum and Instruction
Dr. Cathy CavanaughAssistant Professor, Curriculum and Instruction
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Definition of Action Research
Action research is the process of systematically evaluating the consequences of educational decisions and adjusting practice to maximize effectiveness (McLean, 1995).
The process is situation-specific, cyclical, and
ongoing, with the results from one cycle leading to further action research.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Central Ideas in Action Research
I am the central person in my research. I am asking a real question about a real
issue, and I am hoping to move towards a solution.
I am starting from where I am.I am trying to bring about some
improvement.(McNiff, Lomax, & Whitehead, 1996)
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Rationale for Developing Proficiency in Action Research
The process of action research supports: strategic problem solving for specific
educational challenges; positive communication between
administrators and teachers; empowerment of teachers and
administrators; increased professional satisfaction;
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Rationale for Developing Proficiency in Action Research
The process of action research supports: flexible, solution-oriented thinking; increased professional motivation to improve
practice; increased collegiality, on-going inquiry, self-
reflection, and decision making skills; increased expectations for student learning; increased expectations for self-improvement.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Rationale for Developing Proficiency in Action Research According to Osterman and Kottkamp (1993), the
following are reasons for engaging in action research:
Everyone needs professional growth opportunities. All professionals want to improve. All professionals can learn. All professionals are capable of assuming responsibility
for their own professional growth and development. People need and want information about their own
performance. Collaboration enriches professional development. (p. 46)
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
The Goal of Action Research
Those engaging in action research aim “…to take action and effect positive educational change in the specific school environment that was studied...with the goals of gaining insight, developing reflective practice, effecting positive changes in the school environment (and on educational practices in general), and improving student outcomes and the lives of those involved.” (Mills, 2000, pp.5-6)
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Validity of Action Research
High validity when results are applied in the situation in which action research was conducted, but low validity when trying to broadly generalize. Validity also depends upon proper use of action research procedures.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
ACTION RESEARCH MODEL (Calhoun, 1994)
4 Analyze and Interpret Data
5Take Action
1Select Area
2Collect Data
3Organize Data
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
References
Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development.
McLean, J. E. (1995). Improving education through action research: A guide for administrators and teachers. Thousand Oaks, CA: Corwin Press.
McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Hyde Publications.
Mills, G. E. (2000). Action research: A guide for the teacher researcher. Columbus, OH: Merrill.
Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for educators: Improving schooling through professional development. Newbury Park, CA: Corwin Press.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Technology Support
We will use a project website for:
Threaded discussion Sharing results and
resources Peer review of
documents
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
NATURE OF INSTRUCTIONAL SESSIONS:
The design and presentation of the instructional sessions will:
1. link learning to personally relevant goals;2. offer opportunities for professional self-
reflection, collaboration, and self-assessment;3. provide guided instruction, supportive materials,
and feedback;4. be interactive among session participants;5. focus on problem solving.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Session 1: January. Planting Seeds
1. identify, in writing, an area of interest and prepare a specific proposal to address through action research;
2. share and discuss proposal within the session’s learning community;
3. use project website;4. commit to steps to begin action research
project.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Session 2: February. Germination
1. Update group on implementation of the planned action research;
2. Gather written data to assess effectiveness of action research.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Session 3: March. Bearing Fruit
1. Plan analysis of data obtained through action research;
2. Plan a written and oral presentation of action research project;
3. Use action research outcomes to generate new action research.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Session 4: April.Harvesting Results
1. Share results of action research with session colleagues;
2. Plan publication of action research project so others in the profession will be able to access it;
3. Articulate implications of action research for future research;
4. Confirm your level of interest in continuing as an action researcher.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Due at January session:
Your action research proposal:1. Write an area of focus statement.2. Define the variables.3. Develop research questions.4. Describe the intervention or innovation.5. Describe the membership of the action research
group.6. Describe the negotiations that need to be
undertaken.7. Develop a timeline.8. Develop a statement of resources.9. Develop data collection ideas.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Apply Now!
Turn in your application form today. You’ll hear by January 1 whether you
have been selected. Begin developing your proposal. Contact us with questions, changes in
plans.
December 9, 2004Teacher Leaders Engaged in Mathematics
and Science Action Research
Contact us:
Faiz Al-Rubaee falrubae@unf.edu
Marianne Barnes mbarnes@unf.edu
Cathy Cavanaughccavanau@unf.edu
Rachel Raneri rraneri@unf.edu
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