If you notice, there are vacant seats which signify the absence of some pupils. Some frequently absent students even skip important tests. One of the most annoying experiences for teachers like me is when students are absent. Sadly, it is very difficult to achieve perfect attendance.
About Action Research Teachers look for professional development opportunities that can make a difference in their practice, connect to their lives as teachers, and ultimately improve learning and instruction in their own classroom.
But how can they do this, particularly given the time pressures and other demands of teaching? One answer is to conduct action research.
In this way, you have the opportunity to extend existing professional development experiences to meet your individual needs and the needs of your students. During the course of this workshop, you will have the opportunity to design one action research project of your choosing across any of the workshop session topics.
If you are taking this workshop for credit, you may be required to complete an action research project. Check with your facilitator or credit-granting institution for more information. The Benefits of Action Research Although conducting research is not something that most teachers feel prepared to do, teaching is, in actuality, a research activity.
This is because research is already a part of what teachers do on a daily basis as they plan, deliver, and monitor instruction and learning. Teachers are well positioned to conduct research in their own classrooms because they continually ask questions about their teaching and seek answers to instructional issues through various forms of evidence for example, student work samples, formative assessments, observations, etc.
The benefit of action research is that it provides a framework for systematic inquiry into your Sample action research projects practice.
The personalized nature of action research means that it is not appropriate to generalize research findings to larger populations of students, as would be the case with formal experimental studies in laboratory settings.
The Process of Action Research So what does an action research project look like? It begins with you selecting any issue that you would like to investigate in your classroom. For example, you could look at the kinds of strategies that your students use to interpret authentic texts.
For example, you could look at how a change in your feedback techniques affects student performance and which feedback techniques work best for particular communication goals. Once you have selected what you would like to investigate, you will pose a research question.
In action research, the goal is to describe a situation so as to improve upon it. Therefore, research questions should be framed using question words like "How," "What," and "What if. An Example of Action Research The following is a sample action research project conducted by Sherri Blose, who prepared it while earning her Master of Arts degree in teaching from the University of Pittsburgh: This action research project investigated the issue of language creativity.
Language creativity, or the ability to combine and recombine learned material in novel ways, is an important goal of foreign language education because it is the hallmark of an intermediate-level speaker as specified by the ACTFL proficiency guidelines.
In this study, the teacher wanted to discover whether her French II students attempted to use language creatively or merely parroted memorized utterances she had taught them. To answer her question, the teacher tape-recorded a conversation between each of her nine students and a native French speaker, then transcribed the conversations for analysis.
Her analysis revealed that the conversations consisted of 74 student utterances made up of either memorized utterances that the students routinely used in class or creative utterances that they had never heard before.
These creative utterances consisted of language already learned but applied in new ways. To insure the reliability of her own ratings, she also allowed the class to judge whether the utterances she had analyzed were creative or memorized chunks of language. She found that she and her class agreed 60 out of 74 times, or 80 percent of the time, on whether an utterance was previously memorized or creatively constructed.
She then tried to identify which students used creative utterances during their conversations with the native speaker and was pleased to learn that all nine students used creative utterances, with the high-achieving students using the greatest number of creative utterances and the low-achieving students using the fewest.
Although the quantity of the utterances varied across nine students, the interesting finding was that all students used some creative utterances during the conversations.
Finally, she compared the number of creative utterances that students used to the number of memorized chunks of language and found that 60 percent of the time, students were relying on what they had previously learned in class for conversing with the native speaker.
The other 40 percent of the time, their utterances were novel combinations of learned material. Another important finding was that when students attempted to be creative with the language, they often made errors. Additionally, she informed her students that error in language learning is not necessarily bad, but a necessary part of the language learning process.
Finally, she decided that her classroom assessments needed to give credit to students who went beyond the comfort of memorized language and made efforts to use the language in new and creative ways to express their personal ideas.
Applying Action Research Although the principles of action research are applicable to many academic subjects, the Teaching Foreign Languages K Workshop uses a four-step approach specifically designed for foreign language instruction.
The four steps are as follows: What issue do you want to describe, document, and investigate? Why is this issue important to you? What research question will help you investigate this issue to understand it better?
What is your plan for carrying out your project? What information will you need to collect to answer your research question and assess your project?"Action research is inquiry or research in the context of focused efforts to improve the quality of an organization and its performance.
It typically is designed and conducted by practitioners who analyze the data to improve their own practice. A research project template is just a format which tell you how to make a project in writing that will depict your research, the plans, the findings the proposal, the resources required, the resources acquired etc.
Action Research Examples in Education. Teachers interested in studying their own teaching or classroom context often ask for action research examples in education to give them an idea of what types of research can be done.. There are numerous approaches, . Action research theses Paper 50 - 5 Introduction This document begins with a brief overview of action research and a discussion of its advantages and disadvantages.
Action Research Manuscript Template. Abstract. make the connection between your literature review and the AR study by establishing the theoretical foundation of the action, curriculum review, self-study, or ethnography you later describe in your AR paper.
but a sample that clarifies an assignment would be appropriate. Possible. Masters of Arts in Education Action Research Papers. Follow.
Scaffolding the Implementation of the Engineering Design Process within STEM Based Projects, Jeffrey Kohoutek and Chris Lyons. PDF. Montessori Parent Education: An Action Research Report, Sarah C.