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Effective teachers use scientific thinking in their classroom all the time. They assess
and evaluate student performance, develop Individual Education Plans, reflect on their practice,
and engage in action research (Stanovich & Stanovich, p.1, 2005). Observations are made to
determine if any patterns or inconsistencies exist. These observations provide the basis for the
experiment and collecting empirical evidence to truly conclude if the selected strategy improved
Many of us try new approaches and classroom strategies, hoping to improve our classes
and increase student success in our courses. Then, based on an overall sense (or even a gut
feeling) of how well these approaches or strategies worked, either we continue to use them,
implementation. The National Research Council stated (as cited in Brydges, Chilukuri, Cook,
Feeley, Herbst, Tour & Van Den Einde, 2013, p.18) that Discipline-based education research
(DBER) is an emerging field of evidence-based research that integrates best practices of teaching
a particular discipline and is informed by the findings of cognitive science and psychology on
how people learn (NRC, 2012). DBER is conducted by individuals removed from the school
setting, while action research is completed by the teacher. Furthermore, this form of research
develops generalized conclusions for a wide range of individuals. Both forms of research aim to
obtain accurate information with minimal error, bias or opinion (Metcalf, 2016). However,
DBER has its limitations because the causal claims generated from the research about best
practices is a blanket statement and not specific to a particular environment and or student(s).
Action research is a method of conducting research that teachers can use to solve real-world
students success and performance (Metcalf, 2016) needs to be identified. This can be a
challenge, because successful action research requires well-formed questions that are
meaningful, clear, and answerable through the collection of data (Metcalf, 2016). The question
should address an issue that the practitioner has realistic control and influence over, such as
instructional strategies. The purpose of the action research is framed by the research question
and indicates if the research will be descriptive, predictive or controlled. Another challenge is
selecting appropriate data collection methods that will provide accurate and reliable information.
What data we collect determines, and limits, the conclusions that can be drawn (Metcalf,
2016). It is suggested to use at least three methods of collecting data to strengthen the reliability
and accuracy of the research. Sometimes, at this point, action researchers may find that the data
collected may not reflect the problem or area of focus that they had originally felt existed
(Crothers, 2015). The lack of experience with conducting action research is the biggest
challenge. With practice and experience, the process of action research will become fine-tuned
and ongoing with the primary goal of improving teaching and student learning.
Action research benefits the teacher because the attention is on an immediate solution to
remedy a current situation. In addition, the research is carried out by the practitioner (teacher)
directly impacted by the problem and provides data that will allow the teacher to make effective
address the problem. Being able to systemically investigate, gain better insights into what does
and does not work in the classroom, and act on the research gives teachers confidence by
improving their skills and validating reasons for the classroom decisions they make (Crothers,
2015). Action research hands the control over to the teacher to further investigate how to make
specific improvements in the area of teaching and learning in their classroom. This is an ongoing
process that utilizes both quantitative and qualitative data collection and analysis to allow for
meaningful reflections, descriptions, predictions and possible correlations about their own
practice.
causal claims from genuine scientific research. Stanovich & Stanovich (2005) developed a guide
for teachers with questions that can be used to determine the authenticity of the research. These
questions include determining if the study has been published in a peer-review journal, if the
results of the study have been replicated by other scientists and is there a consensus about the
studys findings among the research community. This course strengthened my knowledge of
scientifically based research by providing the tools necessary to not only identify genuine
research but to also provide an opportunity to conduct authentic, empirical, action research.
Action research gives us an iterative, systematic, analytic way to reflect on what we are doing in
class, to evaluate our success at achieving our classroom goals, and to chart the direction of
future classroom strategies based on what we have learned (Cunningham, 2008, p.1).
expected (Missett & Foster, 2015, p.1). Research is categorized as scientifically based research
when the researchers have used an experimental control. The experimental control ensures that
that meaningful data can be collected and used to draw a conclusion about the claim. Evidence-
based practices (EBPs) are shown by high-quality research to meaningfully improve student
outcomes (Torres, Farely & Cook, 2014, p.1). Descriptive, predictive, qualitative and
correlational research provide necessary insights for teaching and learning but a conclusion cant
be drawn about causality. A curriculum map is provided by the district curriculum leader, but the
critical decision regarding the type of instruction received and strategies and interventions
implemented is ultimately up to the teacher. Using an EBP can help eliminate many of the
frustrations and guesswork from teaching by providing specific approaches for improving
Currently, the school I work at does not follow any guidelines to evaluate the scientific
basis of programs and practices at school. Descriptive and predictive research occurs at least
twice a semester. Each department reviews data with the goal of a better understanding of the
situation and make predictions about strategies and interventions that will work. As a faculty, we
analyze our school goals each year by reviewing data and determining if we reached our goal.
However, the research stops there. We do not scientifically determine the reasons for reaching or
missing a school goal. Only research that includes examining the impact of controlling one
variable on some outcome allows us to determine causality (Metcalf, 2015). With my new
knowledge of action research and data collection, I can provide professional development about
the effectiveness and usefulness of using action research to select an appropriate EBP.
Intervention (RTI). RTI is an EBP but I am unaware what data was used to select this program
and if it is appropriate for our students. Students that have multiple Ds and Fs are enrolled in
an 8th period intervention class. Currently the students do not complete a questionnaire or survey
to provide insight about their current academic situation. This type of data is necessary to ensure
that this strategy will work for the student. It is essential to understand the situation of the
students, however a solid claim about the effectiveness of the 8th period intervention cant be
developed due to the lack of data that will minimize the possible bias and preconceptions. To be
able to determine the effectiveness of the PRTI, a controlled experiment is necessary to collect
significant data. The controlled experiment would involve a group of students with multiple Ds
and Fs receive the 8th period intervention (the experimental group) compared to a control group
of students (with multiple Ds and Fs) that do not receive the 8th period intervention. The
experiment detailed would provide data that would make it possible to develop a meaningful
conclusion.
intervention or practice. From policy makers to classroom teachers, educators need ways to
separate misinformation from genuine knowledge and to distinguish scientific research from
poorly supported claims (Stanovich & Stanovich, 2006, p.1). Some teachers do not realize that
their claims are not scientifically supported and they utilize their own interpretations of their
observations about the success of the strategy. Time is necessary to educate teachers about how
to recognize scientific research and time is essential to conduct a controlled experiment with a
substantial amount of significant data to draw causality. I would like to share my experience
with action research with the entire faculty to address any misconception about research as well
as encourage other teachers to conduct their own research with an obvious offer of support.
Action research, involves the systematic collection of data about a certain situation or
condition with the goal of describing, predicting or controlling it (Metcalf, 2016). The purpose
of the action research will guide what type of data to collect; qualitative, quantitative or both.
The scope and quality of the data that are collected will inform the action that occurs as a result
of the inquiry (Brighton &Moon, 2007, p.24). I can use quantitative data to determine the
performance level of a student on a test, but would not provide specific information about reason
behind the students performance. If I wanted to address this issue, qualitative data is necessary
as well. Both kinds of data can provide relevant information to guide curriculum and instruction,
only if is organized and interpreted correctly as well as provide enough information about
Data increasingly guide education, and the ability to understand and use them is a
guide the type of data collected as well as the method of collection is necessary to be able to
accurately address the research question. I feel comfortable collecting data but not as
comfortable with the analysis process. If the educator lacks skills, it may be efficient to seek a
collaborator from within the school or district (Brighton & Moon, 2007, p.26). Collaborating
with other teachers can help with the analysis of data as well as provide important feedback
about the action research. Other teachers could also be experiencing the same issue as well and
further collaboration can continue. Collaborating with other teachers about possible EBP
selections would be helpful. Perhaps, one has tried the EBP or has one to suggest or has other
insights to offer.
Data is necessary when selecting EBP and strategies. Just because a practice has been
shown to be evidence-based for certain outcomes and for a particular population does not mean
that it will be effective in other areas and with other groups of learners (Cook, Shepherd, Cook,
2012, p.26). It is necessary to have the appropriate data, quantitative and qualitative, to ensure
that the EBP selected will be the most effective. It is important to make sure that the desired
outcome and the characteristics of the participants in the supporting research align with those of
the child (Kook, Shepherd, Cook, 2012, p.26). Reflection journals can be used to document
changes in individual student achievement. The student reflection provides qualitative data that
is personal and specific that student and can indicate if the evidence-based instructional strategy
was effective. A template can be provide that allows the student to analyze their strengths and
weaknesses with open ended questions. The student can select appropriate academic goals and
strategies and reflect in their journal about the successes. Regular conferences between the
teacher and student is necessary to ensure that challenging goals are selected. Feedback is
crucial to for students to improve and further understand their way learning.
Conclusion
Cook, Tankersley, Cook & Landrum (2008) stated that teachers make the ultimate
determination regarding the instruction students receive especially since recommended EBPs
have no impact on student outcomes without teachers who believe that the practice is effective
and worth the commitment to implement. Action research is a method to collect information
about an issue impacting student learning. Careful data collection will provide reliable
information that can utilized to select an EBP to address the concern. Through my action
research I learned that motivation and goal orientation varies from student to student and
influences student achievement and performance. I will address this issue by selecting an
appropriate EBP and implement the reflection journal to document student growth as a result of
the EBP. A continual commitment to utilizing action research in the classroom or schoolwide as
a reliable method to analyze practice will ensure all students experience academic achievement
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Cook, B. b., Shepherd, K. G., Cook, S. C., & Cook, L. (2012). Facilitating the effective
Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in
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